Librarian and Staff Publications

Permanent URI for this collectionhttps://digital.lib.washington.edu/handle/1773/2

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Orbis Cascade Alliance’s Migration of Faceted Vocabularies to Primo VE
(2023-07-24) Lee, Junghae; Galbreath, Blake L.
There has been a continued effort among cataloging communities to implement new fields and subfields in MARC 21 to support more structured data that benefit end users. In the current article, we describe how the Orbis Cascade Alliance integrated fields and subfields of this type into Primo VE, in order to provide faceted vocabularies and other facets within the discovery interface that were otherwise unavailable from the vendor. We discuss challenges in migrating the normalization rules behind the facets, the extent to which they are being utilized by member institutions, and possible next steps for promoting their use more extensively.
A Collaborative, Student-Centered Approach to Designing an Undergraduate Researcher Tutorial
(2023-01-31) Hornby, Amanda; Salvador, Jessica; Vrbancic, Emilie; Whang, Linda
This chapter describes the collaboration between the University of Washington Libraries and Undergraduate Research Program (URP) to create a flexible and scalable online tutorial focused on critical research and information skills for undergraduates. Working together as a team, the UW Libraries and URP created shared goals for the project that included centering student perspectives and needs, incorporating student voices throughout the tutorial, and making the final product as inclusive as possible for students, faculty, and staff. The project team solicited student input in tutorial content creation by means of interviews with undergraduate student researchers and key stakeholders who support them, and incorporated student voices by employing graduate student assistants as co-authors of content. The result is an inclusive and accessible online tutorial that allows students to tap into their prior knowledge and experience and independently gain research and information skills usually not taught in the classroom or laboratory setting. In our experience, cultivating partnerships and intentionally involving and centering students throughout the curriculum development process takes time, but the effort ultimately results in a product with far greater reach, impact, and relevance to students.
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.
UW Libraries Task Force on Diversity, Equity, Inclusion, and Anti-racism in Collections Final Report
(2022-07-26) Caruso, Moriah; Christenberry, Faye; Davis, Anne; Gascon, Leslie; Henchy, Judith A. N.; Kenny, Claire; Schroeder, Sarah; Shen, Zhijia; Sullivan, Madison
A Path for Moving Forward with Local Changes to the Library of Congress Subject Heading “Illegal Aliens”
(2021-08-04) George, Kelsey; Grant, Erin; Kellett, Cate; Pettitt, Karl
In 2014, the Library of Congress (LC) rejected a proposal to change headings in the Library of Congress Subject Headings (LCSH) that refer to undocumented immigrants as “Illegal aliens.” Two years later, a Subject Analysis Committee (SAC) working group submitted recommendations regarding how and why LC should change the LCSH “Illegal aliens.” That same year, LC decided to cancel the “Illegal aliens” subject heading, which Congress subsequently sought to block. Congress eventually required LC “to make publicly available its process for changing or adding subject headings . . . [and use] a process to change or add subject headings that are clearly defined, transparent, and allows input from stakeholders including those in the congressional community.” In response, LC paused their plan to change “Illegal aliens.” In June 2019, a new SAC Working Group on Alternatives to LCSH “Illegal aliens” was convened to survey local institutions implementing changes to the subject heading and to chart a path for librarians to address the subject heading at the organizational level. At the 2020 ALA Annual Conference, the working group presented their report. This paper builds upon that report and details next steps both for the working group and library professionals who plan to implement changes at their own organizations.
Shared Values: Catalysts for Inspiring and Implementing Change in Library Collections
(2021-05-21) Pan, Denise
Keynote presentation for VIVA (Virginia's Academic Library Consortium) Collections Forum on May 21, 2021.
MedGen: NCBI’s Portal to Information on Medical Conditions with a Genetic Component
(2020-10-30) Louden, Diana Nelson
MedGen serves as a portal to information on genetic aspects of human health and disease. Created and maintained by the National Center for Biotechnology Information (NCBI), it aggregates clinically-relevant content from both NCBI and non-NCBI databases. MedGen summaries and curated links are designed to be particularly useful to health care professionals considering genetic aspects of patient care.
Structured Collection Notes and Dashboard for Electronic Collections Management
(International Group of Ex Libris Users, 2020-09) Grant, Erin; Romaine, Siôn; Schockmel, Nick
The University of Washington Libraries uses a variety of metadata sources, including the Alma CZ, the OCLC KB, vendor records, and manual cataloging, to provide access to ebook and streaming media collections. Information about electronic collections had previously been recorded in disparate places, including Alma, our intranet, and spreadsheets. By implementing structured collection notes and leveraging these using an Analytics Dashboard, we have created a powerful cross-departmental tool to better see and manage electronic collection details, including metadata source for each collection, knowledge base collection ID, frequency of updates, and detailed notes about collection access and metadata standards. Additional dashboard pages for quality control facilitate screening for known metadata issues and spotting portfolios that might need attention. Finally, the dashboard is also drillable to the portfolio level, providing details for electronic resource management and troubleshooting.
Happy Together?: Communication & Collaboration Between Technical Services and IT
(American Library Association, 2020-06) Grant, Erin; Pepitone, Anne; Stewart, Morag
Case study of interdepartmental collaboration between UW Libraries IT and Technical Services (Acquisitions and Cataloging) departments.
Navigating Support Models for OER Publishing: Case Studies from the University of Houston and the University of Washington
(2020-08-10) Ray, Lauren
The purpose of this paper is to describe programs that support Open Educational Resources (OER) publishing in academic libraries. Insights, opportunities, and challenges are shared in relation to the broader Open Education movement. This paper provides two case studies describing the development of OER publishing programs at large, public research universities - the University of Houston and the University of Washington. Each program takes an Author DIY approach to publishing support and is in the early years of supporting OER adoption and creation. These case studies demonstrate the need for a greater focus on decision making and workflows. They illuminate challenges and opportunities for librarians supporting OER initiatives, including adapting existing models of OER publishing, navigating institutional culture, moving OER programs beyond affordability, and how to sustain and scale OER programs with shifting institutional support. OER is an emerging program area within academic libraries, and much of the focus has been on outreach and advocacy around affordable alternatives to commercial textbooks. Little has been written about programmatic initiatives to support OER publishing. This paper adds unique examples to the OER literature and raises new questions around support for OER publishing.
Technical Services Work Orders That Really Work
(SUNY Librarians Association, 2019-02) Grant, Erin; Romaine, Siôn
Designing work orders for technical services departments can be daunting to understand and apply on the first try. This presentation provides guidance on creating acquisitions, cataloging, and preservation work orders that facilitate, rather than hamper, interdepartmental workflows. Drawing on experience from 2 institutions, examples of tech services work order models to follow and to avoid will be included.

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