Library Staff Publications (UW Bothell)

Permanent URI for this collectionhttps://digital.lib.washington.edu/handle/1773/25325

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Fighting Post-Tenure Fatigue: Reclaiming Your Time and Redefining Leadership
(2023) Lam, Nia; McKinney, Michelle
Fighting Post-Tenure Fatigue: Reclaiming Your Time and Redefining Leadership offers insights, strategies and personal examples of how two mid-career librarians have managed to navigate academic librarianship as first-generation, BIPOC, cis-gendered women while also balancing parenthood on the road to achieving tenure.
A Counter-Archive of Imprisonment: The Washington Prison History Project
(PUBLIC: Arts, Design, Humanities. A Journal of Imagining America, 2018) Berger, Dan; Donea, Magdalena; Hattwig, Denise; Rowland, Danielle
This essay explores the prison as an archive by focusing on an emerging digital humanities project about the history of prisons. The Washington Prison History Project (WPHP) began with the donation of two decades of records of prisoner activism; it includes an assortment of correspondence, self-published newspapers, photographs, and even a text-adventure computer game that was first designed in prison in the late 1980s and which the authors have recreated. The authors—a professor, a recent alumna, and two librarians—describe the origins and development of the project as a counter-archive of prison. Drawing on artifacts from the project, they argue that this alternate archive provides a means to teach, learn, and interpret the prison from the perspective of incarcerated people and their supporters and loved ones.
Creating Counter Archives: The University of Washington Bothell's Feminist Community Archive of Washington Project
(Feminist Teacher (University of Illinois Press), 2018) Shayne, Julie D.; Hattwig, Denise; Ellenwood, Dave; Hiner, Taylor
Using feminist pedagogical practices that incorporate student knowledge production and digital scholarship methods, a team at the University of Washington Bothell founded the online, open-access Feminist Community Archive of Washington (FCA-WA). Faculty, students, and the library partner with local feminist and gender justice organizations to develop content for the archive. As part of a core gender, women, & sexuality studies (GWSS) course, our/the assignment asks the students to collect artifacts and conduct interviews with activists that document the current work and histories of their organizations. The library has archived these materials and made them available in an open-access, online digital collection. In an era of disappearing information and contested stories, the FCA-WA aims to expand the archival record and serve as a permanent and open home for the histories of groups and individuals working to support social justice for women, femmes, gender-nonconforming folks, and their allies. We contend that the assignment and archive, in addition to being a repository for potentially forgotten histories, are projects that embody intersectional feminist praxis and work toward upsetting academic structures of inequity. In the academy, marginalized peoples’ stories and research methods are rendered invisible; classes and assignments that “speak to” or are taught by minoritized students and faculty are not the norm. Similarly, archives are typically created and maintained by non-marginalized scholars, ultimately reflecting the stories of the elite, their ways of knowing, and their methods of research. Perhaps most troubling, said archives are framed as neutral receptacles, which perpetuates a false narrative that leaves power imbalances unquestioned. We maintain that the FCA-WA, and the assignment used to fill it, undermines these hierarchical logics and structures. In this paper, we seek to explain the assignment and archive in the context of intersectional feminism. We then explain the assignment and archive, and conclude by demonstrating the potential of feminist, community-engaged, student knowledge production and archive building to subvert academic hierarchies, and we consider directions for future research and collaborations.
Images and the Research Process
(American Library Association, 2016) Brown, Nicole E; Bussert, Kaila; Hattwig, Denise; Medaille, Ann
Images can prompt inquiry and discovery and help students move from their concrete personal experiences into the more abstract area of library research. A deeper and richer understanding of visual content empowers students to think about ways to use images as part of their everyday iterative research processes. Teaching image research and evaluation alongside traditional bibliographic tools is a natural fit. Research shows that college students are already looking for images and text at the same time: in their information-seeking behavior, students don’t separate searching for sources by type. Incorporating visual literacy as part of the research process can give students the tools to move through multiple sources and content types. Working with images throughout the research process readies students to find and use information in all formats, while developing critical thinking and evaluation proficiency.
Cite and Credit Images
(American Library Association, 2016) Brown, Nicole E; Bussert, Kaila; Hattwig, Denise; Medaille, Ann
You've found that great image! Now what? You’ll need to cite or credit the image when you use it, and this chapter will help you do it right. Citing images is a fundamental part of using images in academic work, but it remains a source of confusion and anxiety for students, faculty, and many of us working with them. Style guides do not always provide complete or extensive discussion or examples of image citations, and citation generation and management tools are geared more for text materials. So you’re often left to piece together a best-guess approach. The broad range of contexts in which students use images also presents challenges for citing and crediting images appropriately. Of course images need to be cited in research papers, but what about posters or creative work? What is the best way to credit an image online? In this chapter, we explore these questions and more, and we offer examples and activities for modeling and practicing image citations. You will deepen your understanding of why we cite images, build confidence for citing and crediting images in a variety of contexts, and open discussion about how image citation can advance creative work and engagement with visual materials.
Ethical Use of Images
(American Library Association, 2016) Brown, Nicole E; Bussert, Kaila; Hattwig, Denise; Medaille, Ann
Images carry core cultural and personal expressions and information, packaged in an engaging format that is easy to use and share. This ease can raise challenging ethical issues in academic, personal, and professional realms. Solutions aren’t always simple or immediate, and the process of exploring ethical issues can be daunting. Complex concepts and new terminology can be barriers to making ethical choices about image use, while a focus on technical and legal issues can cause one to lose a broad ethical view. A working knowledge of copyright and fair use is essential to an overall understanding of ethical image use. Copyright may be familiar territory, as you’ve worked with students to quote and paraphrase text, access electronic reserves and course materials, or contribute electronic theses or dissertations to an institutional repository. Images present questions about copyright that you may be less confident addressing and may have less practice dealing with. The lack of comfort with image-related copyright can inhibit scholars’ effectiveness in a world where multimodal scholarship has become the norm. In this chapter we share basic information, tools, and resources for using images ethically and applying copyright effectively.
Create and Use Images
(American Library Association, 2016) Brown, Nicole E; Bussert, Kaila; Hattwig, Denise; Medaille, Ann
Images can enliven projects of all types by adding dimension and immediacy to everyday and academic communications. Meaningful visual communication, however, can be a challenge. Too often, images are an afterthought in a project and end up detracting from, rather than enhancing, the ideas and information being presented. Images can even work against the goals of a project, complicating rather than clarifying meanings. In this chapter we share several approaches you can use to ensure that your visual communications are effective and meaningful. Align your visuals and project goals by knowing how images function to convey information and by using a rhetorical approach to image use. Achieve visual impact through an awareness of visual design principles and just the right amount of technical knowledge. Practice editing and creating visual materials to build your confidence and competence.
Find the Right Images
(American Library Association, 2016) Brown, Nicole E; Bussert, Kaila; Hattwig, Denise; Medaille, Ann
It can be difficult to know where to look for images and how to navigate the millions of choices available. The resources, strategies, and activities in this chapter will build your repertoire of approaches to finding images and guiding students as they look for images. Finding images is not as simple as knowing where to look. Like all research, it is an iterative process that involves multimodal exploration, browsing, learning more, and then exploring further. There may be times when you are looking for a specific image, with an established title and creator. But more often, visual content is not easily defined by words. This chapter reveals sources and search strategies for finding the images you need.
Interpret and Analyze Images
(American Library Association, 2016) Brown, Nicole E; Bussert, Kaila; Hattwig, Denise; Medaille, Ann
This chapter sets forth a flexible process for interpreting and analyzing visual content that you can apply in your work with students as they begin to analyze the meanings of images and visual media. Use our adaptable, inquiry-based process in consultations, instruction sessions, and assignment design. Through systematic looking, thinking, and questioning, students can come to a solid understanding of the way meaning is produced in images
ACRL Visual Literacy Competency Standards for Higher Education
(Association of College and Research Libraries, 2011-10) Hattwig, Denise; Burgess, Joanna; Bussert, Kaila; Medaille, Ann
The importance of images and visual media in contemporary culture is changing what it means to be literate in the 21st century. Today's society is highly visual, and visual imagery is no longer supplemental to other forms of information. New digital technologies have made it possible for almost anyone to create and share visual media. Yet the pervasiveness of images and visual media does not necessarily mean that individuals are able to critically view, use, and produce visual content. Individuals must develop these essential skills in order to engage capably in a visually‐oriented society. Visual literacy empowers individuals to participate fully in a visual culture.
Student Participation in Scholarly Communication and Library Digital Collections: A Case Study from the University of Washington Bothell Library
(2015) Hattwig, Denise; Lam, Nia; Freidberg, Jill
The University of Washington Bothell/Cascadia College Library recently partnered with a faculty member to develop a digital collection showcasing student-produced digital oral histories. This case study describes the role of the library as faculty partner, student resource, and repository/publisher. Archiving and publishing requirements—such as file formats, agreement forms, and metadata—were integrated into the assignment and included as part of each project’s overall evaluation and grade. Librarians provided instruction to teach students about topics related to knowledge production and scholarly communication. Assessment included student feedback surveys and faculty feedback to librarians.
Scaffolded Curriculum Supported by a Community of Practice
(2020) Hurst, Leslie; Rowland, Dani; Leadley, Sarah
The Campus Library is part of the University of Washington Libraries tri-campus system and is at the UW Bothell (UWB) campus that is colocated with Cascadia College. The library serves both institutions. The UW Bothell campus, founded in 1990, initially offered only upper-division courses. In 2000, UW Bothell moved to its current colocated campus site, and Cascadia College opened. A lower-division curriculum was added to UW Bothell in 2006, creating a four-year undergraduate experience for its students. The combined 2017–18 student headcount across campus was 9,865, comprised of 3,873 Cascadia students and 5,995 UWB students.1 Cascadia’s students are primarily traditional-age undergraduates seeking academic transfer degrees (71%) but also include smaller proportions in precollege or English language programs or in two-year and four-year professional/technical degrees. Cascadia has the highest percentage of working students among the state’s community and technical colleges, though its student population is also the youngest. It includes high school students taking college courses, but also returning adult students and a small number of international students. UW Bothell’s students are primarily undergraduates earning bachelor’s degrees, though there are also a small number of graduate and professional degrees. Nearly half of UW Bothell students are the first in their families to earn a four-year degree. The majority of them are also traditional age, with a high rate of incoming transfer students (86% of whom come from Washington state community colleges). Sixty percent of students at UW Bothell are nonwhite. UWB also has a considerable population of students who speak a language other than English at home and a small international student population.2 Librarians remain mindful of these demographics and factor them into their pedagogy and instruction. With all types of students, we strive to honor and bring their experiences and ways of knowing into our teaching and learning spaces.
Librarian Responses to Public Lending Rights in Australia, Canada, and the United Kingdom and Implications for the United States
(2021) Bartlett Schroeder, Sarah
In 2019, the Author’s Guild of the United States announced their intent to pursue federal legislation for Public Lending Rights (PLR). PLR provide remuneration to authors, publishers, and/or illustrators for the circulation of their works in public, and sometimes school, libraries. A number of countries, including the United Kingdom, Canada, and Australia, instituted PLR in the 1970s and 1980s. This paper aims to investigate how public libraries in those three nations responded to the movement for PLR and how the philosophical concerns they raised may inform librarians in the United States.
Fancy Dinner Date: Conversing with Artists' Books to Spark Creativity
(Association of College and Research Libraries, 2021) Dimmit Smyth, Laura; Hurst, Leslie; Parker, Suzan
Online Library Research Refresher Activities for Third-Year Transfer Students
(ALA Editions, 2021) Lam, Nia; Nesvig, Chelsea
The University of Washington Bothell & Cascadia College Campus Library has recently developed online “refresher” activities for upper division students, allowing both transfer and non-transfer students to review important library research skills. This chapter describes how harnessing a required course with a substantial proportion of transfer students ensures that these students receive the support needed for research success in this course and beyond.
Climate Justice Zine Fall 2020. Change is possible if we all work together.
(2020) Community Reads, UW Bothell/Cascadia College Library
The UW Bothell/Cascadia College Library's Community Reads program facilitates learning opportunities around a common annual theme and encourages participation through creative expression and zine-making. This zine was created by participants in the Library's 2020-2021 Community Reads program, with the theme of Environmental Justice. Zine contributors reflected on their engagement with the Fall 2020 programming around climate justice and environmental activism through their contributions to this zine.
Visual Literacy for Libraries: A Practical, Standards-Based Guide
(ALA Editions, an imprint of the American Library Association, 2016) Brown, Nicole E; Bussert, Kaila; Hattwig, Denise; Medaille, Ann
This book provides librarians and instructors with the tools, strategies, and confidence to apply visual literacy in a library and higher education context. Readers will not only learn about ways to develop students' visual literacy, but also how to use visual materials to make their instruction more engaging. This book shows how to challenge students to delve into finding images, using images in the research process, interpreting and analyzing images, creating visual communications, and using visual content ethically; provides ready-to-go learning activities for engaging critically with visual materials; offers tools and techniques for increasing one's own visual literacy confidence; and gives strategies for integrating, engaging with and advocating for visual literacy in libraries. With this book's guidance, academic professionals can help students master visual literacy while also enlivening instruction with visual materials.
Fresh Techniques: Hip Hop and Library Research
(ACRL Publications, 2016) Berger, Alyssa; Ellenwood, Dave
This chapter describes two classroom activities that use hip hop to teach information literacy concepts, including evaluating and using background information and primary sources. The activities draw on critical pedagogy and culturally responsive teaching practices.
Fresh Techniques: Getting ready to use hip hop in the classroom
(2016) Rowland, Danielle
A workbook-style reflection exercise prompts readers to consider potential uses of hip-hop in their own library instruction in a culturally responsive manner.
Starting Small Practicing Critical Pedagogy through Collective Conversation
(ACRL, 2016) Watson, Megan; Ellenwood, Dave

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