We’re recruiting students to join the Brandeis Undergraduate Library Council, a student advisory committee that starts in October.
If you’re interested in helping shape the direction of the library in the months and years to come, let us know! Apply by using our online application form by Friday, September 16.
The Brandeis Undergraduate Library Council will advise Interim University Librarian, Matthew Sheehy, on a variety of subjects related to library services, facilities, and resources. Meetings will be monthly, mid-week, at noon, and lunch will be provided. More details, including meeting days and times for 2016-2017, are available on the Brandeis Undergraduate Library Council webpage.
Applicants are asked to commit to attend a minimum of two meetings per semester.
Direct questions to David Wedaman at firstname.lastname@example.org.
Tags: Learning, Teaching, and Scholarship · Research · Undergraduate Students
Interlibrary Loan just got better!
You can now keep track of everything you have borrowed in one place!
All materials received from other libraries, regardless of how the requests are submitted, will now appear in your Brandeis library account (“My Account” in OneSearch) along with your Brandeis library materials.
You can renew all your Interlibrary Loan materials from My Account as well! Just click on the ILL Renewals link in My Account, and this will take you directly to the renewals page in your ILL account.
Now everything you have borrowed via Interlibrary Loan will also accrue overdue fines the same way as your Brandeis materials. Of course, you can avoid overdue fines by returning your loans on time! Visit our late fees page to learn more about our overdue and lost book policies.
Want to know more about getting books from other libraries? Check out our Interlibrary Loan self-help guide!
If you have questions, please contact us at email@example.com.
Tags: Faculty · Graduate Students · Learning, Teaching, and Scholarship · Research · Scholarly Information Resources · Staff · Support Services · Undergraduate Students
The Brandeis Library has become a member of the non-profit Center for Research Libraries (CRL), an important international consortium of research libraries, making a vast new collection of expertly-curated scholarly resources available to the Brandeis community. Many CRL materials were previously unavailable to Brandeis patrons, required significant staff intervention to acquire, or were cost-prohibitive.
CRL collections will appear automatically in the library catalog and will be delivered via our Interlibrary Loan service after requesting. CRL materials can be searched and requested via OneSearch or WorldCat. You may also search the CRL catalog or browse the CRL topic guides to find out more about collections available to you. A Subject Liaison can help you identify CRL materials that might be useful in your research.
From the CRL Website:
The Center for Research Libraries provides a shared collection of five million books, journals, documents and newspapers to supplement member libraries’ holdings in the humanities, science, and social sciences. CRL materials can be obtained for extended loan periods, allowing for intensive use of long runs of publications and archives. With a strategic emphasis on expanding electronic access to international primary source collections, CRL participates in a number of cooperative digitization efforts, yielding over 15 million pages of digitized content to date.
CRL resources include:
- 6,500 international newspapers, some from as early as the 1700s—the largest circulating collection of newspapers in North America
- 4,500 U.S. newspapers, including 2,000 ethnic titles
- Foreign journals rarely held in U.S. libraries, with a focus on science and technology
- Access to rich holdings in Science, Technology, and Engineering print serials through a partnership with the Linda Hall Library
- More than 800,000 non U.S. dissertations
- Area Studies: major collections from Africa, Latin America, Middle East, Europe, Asia, and South Asia, in various formats
Tags: Faculty · Graduate Students · Research · Scholarly Information Resources · Undergraduate Students
We’re excited to announce that LTS has added a number of excellent databases:
LGBTQ History and Culture since 1940: “This archive illuminates the experiences not just of the LGBTQ community as a whole, but of individuals of different races, ethnicities, ages, religions, political orientations, and geographical locations that constitute this community. Historical records of political and social organizations founded by LGBTQ individuals are featured, as well as publications by and for lesbians and gays, and extensive coverage of governmental responses to the AIDS crisis. The archive also contains personal correspondence and interviews with numerous LGBTQ individuals, among others. The archive includes gay and lesbian newspapers from more than 35 countries, reports, policy statements, and other documents related to gay rights and health, including the worldwide impact of AIDS, materials tracing LGBTQ activism in Britain from 1950 through 1980, and more. In addition, the archive encompasses extensive material related to feminism, women’s rights, and women’s concerns. Documents span from 1940 to 2014, with the bulk from 1950 to 1990.”
Black Freedom Struggle in the 20th Century: Organizational Records and Personal Papers, Part I “Includes records of major civil rights organizations and personal papers of leaders and observers of the 20th century Black freedom struggle. The three major civil rights organizations are the Southern Christian Leadership Conference, Brotherhood of Sleeping Car Porters, and the National Association of Colored Women’s Clubs. Papers of civil rights leaders included in this collection are those of the civil rights and labor leader A. Philip Randolph; the long-time civil rights activist and organizer of the March on Washington, Bayard Rustin, the papers of the pioneering educator Mary McLeod Bethune, and the records of Claude A. Barnett’s Associated Negro Press.”
To our historical newspaper collections, we have added two prominent black newspapers:
These newspapers will support historical research and the study of African-American culture, politics, and art.
LTS has also acquired updates to ProQuest Congressional, bringing some items current through 2011 and some through present day.
We hope that you’ll explore these amazing resources. As always, feel free to ask us questions about how to get the most out of these library resources!
Tags: Faculty · Graduate Students · Learning, Teaching, and Scholarship · Research · Scholarly Information Resources · Undergraduate Students
May 23rd, 2016 · Comments Off on Information Literacy Grants Awarded
LTS has awarded five Information Literacy Grants to faculty members who will work with librarians to integrate information literacy into a course during the 2016-2017 academic year. Congratulations to this year’s recipients! Each faculty recipient will receive a $2,000 stipend. Librarians look forward to working with these classes and building upon the success of the first year of the Information Literacy Grant program.
Summer 2016 — Grant Award Winners:
Faculty member: Kerry Chase
Librarian: Aimee Slater
Class: IGS 10A: Introduction to International and Global Studies
Faculty member: Charles Golden
Librarian: Alex Willett
Class: Course on the application of Geographic Information Systems (GIS) in archaeology
Faculty member: Lucy Goodhart
Librarian: Aimee Slater
Class: POL 119: Red States, Blue States
Faculty member: Caren Irr
Librarian: Zoe Weinstein and Lisa Zeidenberg
Class: Graduate seminar on capitalism and the American novel
Faculty member: Kathrin Seidl-Gómez
Librarian: Anne Woodrum
Class: German 30A: Intermediate German
Comments from faculty members who participated in the first year of the program (2015-2016):
“The information literacy grant for my Science on Trial class proved to be invaluable. With Aimee Slater’s help, I used it to develop a series of five mock trial scenarios, each of deep contemporary interest, dividing the class into ten teams. Each of the teams had to research a complex issue involving scientific evidence, and find ways to explain that evidence to the class as a whole during the trials themselves. The feedback from the students regarding preparing for and then participating in these exercises was overwhelmingly positive. Many of them described it as the highlight of their semester, because they were able to get a sense of how to find information, assess its relevance and then distill it into the kind of short, precise arguments that must be made at real trials. In other words, they got the chance to bring science into legal settings–which is what the whole class is about. Without the information literacy grant, I would not have developed the mock trial exercises, and the class would have been greatly diminished.” – Daniel Breen, Legal Studies
“This was a great opportunity to collaborate with Gina Bastone and work collaboratively on a product we could jointly use to teach literature reviews. I learned a lot and the guide we created made my teaching better.” – Wendy Cadge, Sociology
“The Information Literacy Grant has enabled me to design and teach a new course I might not have been able to offer otherwise. I have received logistical, financial and substantive support from the Library and Technology staff that has facilitated everything from trips to the archives to the integration of digital techniques and resources into the classroom in a way I’ve never used them before. This is a terrific opportunity for any faculty members looking to take greater advantage of the services the library can offer or to use technological innovations in their teaching.” – Winston Bowman, History
“The information literacy grant facilitated the development of an online module to complement course projects and work. Working with Melanie Radik, our science librarian, we were able to develop a module that consisted of curated and co-created content that help students understand the role and value of information literacy in Biol23A Ecology and Biol17B Conservation Biology. This blended online/face-to-face model allowed for Melanie and I to facilitate application of the skills together in-class while students prepared for those sessions online. Both courses used elements of the online materials we developed in different ways. In Biol23A Ecology, students were able to apply the skills a several junctures in the course including in-class group assignments, longer writing pieces and on formal assessments. In Biol17B Conservation Biology, students experienced the module and then applied the skills in an asynchronous discussion where they were asked to also critique the use of those skills by peers. Overall, this was an enriching experience from both the student and instructor perspective as it allowed for a way to improve information literacy skills that complemented coursework and did not take away from or compete with other course learning objectives.” – Colleen Hitchcock, Biology Department & Environmental Studies
“We both felt it was incumbent upon us to instruct graduate scholars-in-training responsibly in navigating issues of pressing professional significance in a digital age that have not yet become standard in Ph.D.-level training. We received the aid of LTS in this endeavor. We were in a uniquely ideal position to create a forum for informational literacy in this course because it already created a dialogue between the disciplines of History and Sociology. It further produced a built-in conversation between an established senior faculty member who could speak to changes and adaptations in scholarly practice and a junior faculty member newly minted from a graduate school program productively roiled by the challenges of navigating best practices in the Age of Information. Laura Hibbler was invaluable as a point of first contact, meeting individually with instructors and students alike, directing us to valuable historical resources. Aimee Slater led an intensive, giving us the tools to navigate federal government resources. Alex Willett directed us in geospatial technologies, looking at both tools and scholarly models. Graduate students were especially motivated to be highly involved in the process, as they saw information literacy as central, not peripheral, to the development of their craft.” – Abby Cooper, History, and Karen Hansen, Sociology
Tags: Faculty · Graduate Students · Learning, Teaching, and Scholarship · Scholarly Information Resources · Staff · Undergraduate Students