Resources

Archives, Media, and Identity

Posted on: Tuesday, March 29, 2016 - 12:57pm

Topic(s): Updates, Feature Stories, Resources

Using Archives to Enhance Teaching & Learning

How can media history inform our understanding of our current moment? What is the role of media in the construction of identity, social hierarchies, and our understanding of power? Recognizing that archival and primary source materials provide evidence that can help answer these kinds of questions, Professor Helen Morgan Parmett decided to experiment by integrating an upper-class research and writing assignment with resources at the Center for Pacific Northwest Studies (CPNWS), a division of Western Libraries Heritage Resources.

 

Last quarter students from Professor Morgan Parmett’s Communications Studies 416 class, “Cultural History of Media and Identity,” spent several hours at the CPNWS to review a variety of primary source archival materials in their consideration of the intersections between cultural history, media, and identity formation.

This was the first time many of these students had ever worked directly with archival materials, and CPNWS staff sought to provide contrasting examples of locally-produced media by also including materials that spoke to the experiences, interests, and voices of traditionally under-represented individuals and groups. For example, in addition to exploring historic issues of more mainstream publications such as the Bellingham Herald, students also examined the Northwest Passage, an alternative newspaper produced from 1969-1986, as well as a range of newsletters and educational materials produced by women’s organizations and LGBTA+ advocacy groups.

Heritage Resources Assistant Archivist for Outreach and Instruction Roz Koester helped facilitate the inquiry process by asking students to consider not just the materials in front of them, but to also think about what was not kept.

 

"Since we so often rely on written documentation to provide evidence of our shared cultural heritage, it's important to be aware that there are stories and experiences that remain untold,” explained Koester. “A lot of records don't get preserved, so, as researchers, you need to not only be thinking about the information that's available in the resources you're using, but also what might be missing. And we should all be thinking about how we can engage those hidden voices in order to preserve a more complete picture of our history."

As a required component of their research and writing assignment, students were expected to contribute to the scholarship of media history and identity found in secondary literature by constructing an original argument based on archival evidence of media influence on the construction Pacific Northwest identities.

 

Professor Morgan Parmett hopes that through this assignment, her students will develop a greater understanding not only of media history, but also of where we are now and how we are currently using media. She emphasized how we can learn much about today by considering the media histories of the past:

 

“For one, they disillusion us from the idea that things have always been a certain way by demonstrating the conflicts, debates, and struggles out of which our current moment emerged,” explained Professor Morgan Parmett. “These histories illuminate the fact that many of the debates we currently have about media and its societal effects are, in fact, not new. Seeing how these debates were resolved in earlier periods may provide insights for how we might move forward into our media futures in more socially just ways.”

Heritage Resources is a division of Western Libraries which includes Special Collections, the University Archives & Records Management, and the Center for Pacific Northwest Studies. Together these units provide for the responsible stewardship of unique and archival materials in support of teaching, learning, and research.  For more information about how Heritage Resources supports the research needs of students and educators, contact Heritage.Resources@wwu.edu.

 


TLA Dialogue Sessions

Posted on: Tuesday, March 29, 2016 - 12:43pm

Topic(s): Updates, Events, Resources

Spring Quarter TLA Dialogue Sessions begin April 6th

“How do we move beyond conversation to achieve self-sustaining equity and inclusivity at Western?” is the Teaching-Learning Academy’s (TLA) BIG question for 2015-2016. Faculty, staff, community members, and over 70 students worked collectively throughout fall quarter to create a shared question that addresses how we can better enhance the teaching and learning environment at Western.

 

More than 90 TLA participants spent winter 2016 exploring and gathering data to address this question, and spring quarter will be spent finalizing action proposals that address the BIG question for this academic year.

 

The spring TLA sessions begin Apr. 6 and 7, and meet every other week for a total of four meetings for the quarter. There are four dialogue group options:

 

·        Wednesdays noon-1:20 pm (Apr. 6, 20, May 4, & 18)

·        Wednesdays 2-3:20 pm (Apr. 6, 20, May 4, & 18)

·        Thursdays noon-1:20 pm (Apr. 7, 21, May 5, & 19)

·        Thursdays 2-3:20 pm (Apr. 7, 21, May 5, & 19)

 

While the sessions run for approximately 80 minutes, attendees are welcome to stop by based on their availability. All dialogue groups meet in the Learning Commons in Wilson 2 West.

 

Students can also participate for Communications practicum credit. For more information, contact Carmen.Werder@wwu.edu. To sign up for a TLA dialogue session email Shevell.Thibou@wwu.edu.

 

The Teaching-Learning Academy (TLA) is the central forum for the scholarship of teaching and learning at Western Washington University and brings together a broad spectrum of perspectives from across campus. Engaged in studying the intersections between teaching and learning, TLA members include faculty, students, administrators, and staff from across the University, as well as community members.


2016 Undergraduate Research Award

Posted on: Tuesday, March 15, 2016 - 10:55am

Topic(s): Updates, Resources

Western Libraries Undergraduate Research Award Submissions Request - Applications Due April 15th

The Western Libraries Undergraduate Research Award is given annually to three students who demonstrate outstanding library research in the writing of papers for Western Washington University college credit courses that were taught during either fall or winter quarters of the current academic year. The Award gives students the opportunity to showcase to their research skills and the valuable work they are doing here at Western!

 

Each award winner will receive $500.00 and publication in Western CEDAR, Western’s institutional repository. Western Libraries invites all undergraduate students enrolled at Western to submit their research papers for consideration by April 15, 2016. Submissions can be representative of any discipline, as long as they include an original thesis supported by ample research, and demonstrate exceptional ability in identifying, evaluating, and synthesizing sources.


At Western, undergraduate students have unparalleled access to research opportunities that are supported by faculty mentors. Western Libraries views the research work of undergraduate students as being tremendously valuable, both in terms of the teaching and learning experience the research process creates, and also because of the research outputs students themselves generate.


Publishing the winning research papers in Western CEDAR makes them available to anyone in the world, enabling students to contribute to the scholarship of their chosen fields while also participating in the growing global movement to provide open access to scholarship and creative works.

 

In order to apply, students must include with their research paper a 500-700 word reflective essay which explains their research strategies, and details how they used the collections and resources of Western Libraries. Submissions should also include a letter of support from the instructor of the class for which the research paper was completed.


If you are a faculty member who wants to recognize the work of your best students, or if you are a student with an exceptional research paper that you would love to showcase and share, we hope you will consider the Libraries Undergraduate Research Award.


Winners will be announced by May 15, 2016 and invited to attend a special reception with their faculty mentors hosted by Western Libraries.  For more information and submission guidelines, please see: http://libguides.wwu.edu/undergradaward or contact Elizabeth.Stephan@wwu.edu.

 


Studio Growth & Success

Posted on: Wednesday, January 6, 2016 - 3:55pm

Topic(s): Feature Stories, Resources, Updates

Increased Use & Future Growth of the Research-Writing Studio

The Research-Writing Studio at Western Libraries experienced record-breaking usage throughout fall quarter 2015, recording at least 7,500 visits, over 10 times higher than the number of visits received by the Writing Center at its former site. These numbers are all the more impressive given early concerns that students would not be able to find the new Research-Writing Studio after the Writing Center and Research Consultation merged services and re-located to Haggard Hall last spring.

 

“After nearly 30 years with the Writing Center, I thought I would get misty-eyed about leaving my Writing Center identity behind. But no such thing. At no time in my history here have I seen students this engaged, forming community, taking charge of the space and their learning,” explained Roberta Kjesrud, the studio’s director of writing.

 

Fully staffed by a mix of both professional and student staff members who offer expertise to support the student research and writing experience, there are typically between one and four research and writing Studio Assistants available at any given time during the hours the Studio is open.  Involving student studio staff in the teaching and learning process also has its own benefits.

 

“One of the great things about having student staff as Studio Assistants is the unique perspective they bring.  They know what it’s like to take the courses and complete the types of assignments that we often see represented in the Studio, and they’ve struggled with the same academic and personal challenges that students using the Studio face,” explained Kelly Helms, the Studio’s assistant director of writing. “They also know what strategies and feedback are most helpful to students, and this peer-based teaching and learning environment builds a community of scholars that would not possible without our dedicated student staff.”

 

Centrally located on the second floor of Haggard Hall in a very bright and open space, the inviting atmosphere of the Studio offers students a dedicated place for writing and for obtaining research and writing assistance. Students are encouraged to collaborate with each other, with Studio staff, or to work on their own.  The studio is designed to support students at all levels and across all disciplines.

 

“The research and writing process is almost always intertwined,”  said Gabe Gossett, Head of Research Consultation and part of the studio leadership team. "Where at one moment a researcher is trying to make sense of the ideas they are trying to explore in writing, at another moment a writer is looking for sources that speak to the topic they want to write about. [The studio approach] offers as-needed support to build towards learning outcomes that will ultimately leave students better able to take charge of their own inquiry process, with on-hand support to make it possible.”  

 

The Studio’s immediate and extraordinary reception by students, faculty, and university administrators, makes abundantly clear the importance and value of this project, and Western Libraries is pleased to share the exciting news that the final phase of the Research-Writing Studio project has been fully funded thanks to the tremendous generosity of donors Cindy, Don, and Adam Hacherl.

 

Cindy Hacherl is an alumna of Western and a graduate of the English Department with long-standing connections to Western. Together, the Hacherls are passionately committed to making the vision of the Research-Writing Studio a reality, and they recognize the benefit of this project for both current and future students.  

 

Not only did the Hacherls make possible the creation of a collaborative workshop space in Haggard Hall 222 and the Studio’s current transformation, but their ongoing generosity mean that the full vision of the Studio project can be completed.  This last phase will expand the Studio toward the building’s entryway, increasing both its visibility and capacity. New furniture, access to electricity and technology, glass and acoustical accents, and clear signage will also contribute to the completion of this expanded area.

 

Additionally, just as the Libraries face unprecedented demand for collaborative and individual work spaces, so too have they received increased requests for class workshops. Students using the Studio on their own regularly request that their professor schedule a formal workshop, and professors who do, routinely encourage new students to connect with the Studio staff for follow-up work. Since individual work and workshops are mutually reinforcing, there is a clear need for a second workshop and group instruction space. Plans call for creating an inviting, glass-enclosed teaching space with moveable tables and chairs and an instructor’s station with A/V equipment. Having this additional space will better equip the Studio staff to help meet the needs of students engaging in research and writing work.

 

University faculty have repeatedly identified the development of student research and writing skills as an important role of the Libraries. Integrating the practices of research and writing is one way Western Libraries and the Learning Commons are working together to address this identified need, and it is through the generosity of the Hacherl family that the Research-Writing Studio will continue to grow in strength and ability to positively impact students engaged in research and writing here at Western.


Open Access News

Posted on: Friday, November 20, 2015 - 3:01pm

Topic(s): Resources, Updates

Open Access News @WWU: Western CEDAR Updates

Western Washington University launched its Institutional Repository known as  Western CEDAR  in the fall of 2014. Part of a global movement promoting open access to scholarship and creative works, Western CEDAR is a service of Western Libraries, in partnership with Western's Graduate School, Office of the Provost, and Office of Research and Sponsored Programs.

During the past year, content in Western CEDAR has grown to include 108 faculty research pages, 26 departmental pages, 441 theses, 111 Scholars Week poster sessions, and the 2014 Salish Sea Ecosystem Conference. By the end of this past October, scholarship contained in CEDAR had been downloaded worldwide over 65,000 times.

 

Western Libraries has taken an active leadership role in managing CEDAR day-to-day, teaching interested faculty, staff, and students about the software’s many capabilities, and educating them on their intellectual property rights and responsibilities. Western CEDAR advances the University’s commitment to enriching academic inquiry and strengthening communities by sharing the expertise and creativity of its students, faculty, and staff worldwide via the Web.

 

Recently the Institute for Watershed Studies (IWS) collaborated with Western Libraries to add their collection to CEDAR. The IWS supports research on freshwater lakes, streams and wetlands, including Lake Whatcom, which is the primary drinking water source for the City of Bellingham and parts of Whatcom County.

The City of Bellingham and Western have worked together on investigations of the water quality in Lake Whatcom since the early 1960s. Beginning in the 1980s, a monitoring program was developed by the City and the IWS to provide long-term water quality data for the lake and its tributaries. Having the IWS collection in Western CEDAR means that this information is now accessible for anyone to search, find, and use.

 

This past summer, back issues of the interdisciplinary peer-reviewed Journal of Educational Controversy were also added to the repository. The next issue is scheduled for publication directly in CEDAR sometime this fall, and will include an article which examines the benefits, pitfalls, and sustainability of open access publishing.

 

For more information about Western CEDAR, contact Scholarly Communications Librarian Jenny Oleen or Western CEDAR Manager, Kim Marsicek.


Pages

Subscribe to Resources