The News @ Western Libraries ---> Resources
Posted on: Tuesday, May 5, 2015 - 3:19pm
Western CEDAR: Sharing with the World
One need only glance at the “Faculty Notes” page of Western Today to get a sense of the depth and range of research, scholarship, and creative works that Western’s faculty are producing. Western CEDAR, Western Washington University’s institutional repository (IR), is one way Western can share these innovative and engaging outputs with the world. Part of a global movement promoting open access to scholarship and creative works, Western CEDAR is a service of Western Libraries, in partnership with the Graduate School, Office of the Provost, and Office of Research and Sponsored Programs.
Since its launch last fall, CEDAR’s implementation team has been working diligently with Western faculty and staff to both create SelectedWorks pages and also add content to the repository that will help make the scholarly and creative work of Western’s community accessible to everyone.
“So much is made about the teaching-learning mission of the university. But I’m constantly amazed at the quality and quantity of academic scholarship that is produced at Western. This allows us, in one place, to begin to tell the story of the university’s collective efforts to engage in the production of new knowledge, and to share that broadly,” explained Dr. Francisco Rios, Dean of Woodring College of Education.
CEDAR’s Selected Works feature allows faculty from Western to share their work and expand their readership. Articles published in peer-reviewed journals that are added to CEDAR are search engine optimized for maximum exposure, meaning they have the potential to receive increased readership beyond the discipline-specific journal in which they were first published.
While one of the goals of CEDAR is to make scholarship available and accessible to anyone in the world, a local benefit of using SelectedWorks is that it provides scholars at Western an opportunity to discover what their colleagues here at Western are researching and creating. Elementary Education Professor Joy Wiggins explained how CEDAR helps connect faculty across the university, enabling them to recognize how their work intersects with other disciplines.
"My research intersects with anthropology, sociology, psychology and even political science, and it just makes sense for me to seek research outside of education...We tend to stay encapsulated in our disciplines and respective departments because we are so busy just teaching, attending to service and squeezing in our writing that we sometimes forget to look up from our desks and seek other like-minded folks from different disciplines that bring a whole new, fresh insight to our work. That’s what’s so exciting to me. CEDAR is one way to connect us," said Wiggins.
Faculty who create SelectedWorks pages can showcase their scholarly and creative works by displaying them in a customized format organized according to the categories they decide to highlight, (such as: areas of research and expertise, awards and honors, publications, bibliographies, Curriculum Vitae, or lists of links to additional information). SelectedWorks pages also allow scholars to easily cultivate their own network of followers by inviting contacts to join their announcement network, or follow them via RSS feed or email.
Environmental Sciences Professor Robin Matthews’ SelectedWorks page includes something entirely unique since she is the author of the very first book ever published in CEDAR, a taxonomy guide to local algae that includes hundreds of high resolution color images. The book can be downloaded electronically to a computer or mobile device, and it was created with active links which make it easy to use.
“Putting the book on CEDAR solved a huge problem I was facing: how to make the book accessible to students and other professionals at a low or no cost and without loss of quality. Printing this type of book would be prohibitively expensive, assuming I could even find a publisher interested in the project,” explained Matthews.
Not only was Matthews able to create something she uses in her own teaching, she has also connected with others outside of the United States who have told her that her book has helped them in teaching their students algal taxonomy. Currently, publications from Western Washington University's faculty, staff and students, including Western's Masters Thesis Collection, are being downloaded by people from all over the world. CEDAR's website includes a dynamic map that begins with the previous days' downloads before switching to real-time activity, so you can see for yourself the global impact of the work being done at Western.
“Ultimately, this is about providing access to the broadest range of one’s scholarship to as many people as possible. As an educational institution, we have a commitment and obligation to generate new knowledge. But that knowledge, to have impact, needs to be shared with as many others as possible. And others need to be able to access that knowledge,” said Rios.
Cedar’s implementation team at Western Libraries is available to assist you in if you are interested in creating a SelectedWorks page to showcase your work, or if you have any questions about Western CEDAR. Please contact Western Libraries Scholarly Communication Librarian, Jenny.Oleen@wwu.edu or Western CEDAR Manager Kim.Marsicek@wwu.edu for more information.
Posted on: Monday, March 9, 2015 - 10:32am
Western Libraries and the Learning Commons are pleased to announce the merger of Research Consultation and the Writing Center into the Research-Writing Studio, which will integrate academic support in a vibrant learning environment staffed by research consultants and writing assistants.
The merger will be accomplished beginning with the relocation of Research Consultation and the Writing Center to Haggard Hall East behind the Student Technology Center (STC).
University faculty have repeatedly identified the development of student research and writing skills as an important role of the Libraries. The Research-Writing Studio, funded exclusively by private donation, will feature flexible furnishings and mobile technologies to facilitate scholarly work and support for core academic literacies such as researching, reading, and writing. Students can work on their academic projects individually, with peers, or with consultants.
Featuring innovative pedagogies important to student learning, the Research-Writing Studio will integrate support for academic work, and scholars who use the Studio can receive feedback while they practice their craft. Research consultants and writing assistants will offer incremental, strategy-based consultations while students work individually or collaboratively within the space.
Over the next few months, you may notice Studio-related changes in the Library. In addition to the relocation of Research Consultation and the Writing Center to Haggard Hall East, the oversize collection will be relocated to the Wilson Library, and the reference collection will move from Wilson to Haggard 2. Although no major construction is planned, some infrastructure improvements to electrical and lighting will occur over the summer.
For more details on implementation plans, please contact Andrea.Peterson@wwu.edu.
Posted on: Monday, February 23, 2015 - 1:21pm
It's no secret, especially among Western Washington University faculty, that access to academic resources is critical to the university's ongoing excellence. In a time when budgets are tight and costs are increasing, it's especially important to find other ways to ensure academic work can continue unabated. That's one reason that Western Libraries recently hired Mike Olson to be director of Scholarly Resources and Collection Services.
In the new position, Olson oversees scholarly communications and leads and administers collection development and services at Western Libraries. Providing leadership for the selection and management of collections, he also coordinates the development and promotion of sustainable models of scholarly communication by working closely with library leadership, staff and external stakeholders to advance other digital initiatives.
History Professor Amanda Eurich, who served on the search committee that recommended Olson’s hire, said she was struck by his experience and his qualifications.
"Mike was on the top of my list when I received the applicant files because of the years of experience he had in collection development," she said. "But even more importantly, he is a committed scholar, engaged in the process of research and writing. Because of this, I felt that he would truly understand faculty investment in library resources."
As an academic librarian at a number of institutions, including both Harvard University and UCLA, Olson has been actively involved with scholarly communication and resource access for more than 25 years. Additionally, because he is also an accomplished scholar, he personally understands the importance of securing access to materials that support writing and research needs.
"I know firsthand the user’s joy and exhilaration when academic libraries get it right, and the pain and frustration when they don’t," Olson said. "I think Western Libraries does so many things right, and we want to improve whenever we can."
The cost of journal and database subscriptions rise about 4 to 6 percent each year, and the budget allocated to pay for them can't keep up.
But by negotiating better subscription terms, favoring open access models of scholarly communication and regularly reviewing and adjusting current subscriptions lists, there are things the Libraries can do institutionally to strengthen purchasing power and provide greater access to resources, Olson said.
“The acquisitions budget has always been a big problem, especially for people in fields like history, who rely heavily on the library for their research," said History Professor Peter Diehl. "There are journals that are needed, especially those in other languages, which get cut because of a lack of funds. The cost of academic monographs keeps going up but the budget to acquire them does not.”
Eurich agreed. While being a member of a consortium such as the Orbis Cascade Alliance has many benefits, she said, sometimes faculty and students just need to grab a book right away.
“You could say the library is our lab,” she said. “It is still important to have works on the shelf. We consider ourselves a writing-intensive discipline. Our students are conversant with Summit, but they still sometimes need immediate access to books and other resources.”
In addition to his experience and expertise, Olson’s personality and open communication style lend themselves well to facing the challenges that lie ahead. Diehl, who has a friendship with Olson dating back to when they first met as graduate students at UCLA over 30 years ago, spoke highly of Olson’s excellent interpersonal skills.
“He works so well with other people, and that’s a real asset. He has successful experience, both with collection development and with people,” Diehl said. “And, on a personal note, he gives me someone to watch football games with!”
Olson explained that he has a personal interest in sports, movies, and music.
“I’m curious about many other things as well, so that has been useful in my career as a collection development librarian, and when talking with people in higher education. As a native Seattleite and an alum of the University of Washington, I really feel right at home here at Western,” said Olson.
Olson emphasized that he is always pleased to meet with faculty to discuss the Libraries’ scholarly resources, and that he wants to encourage anyone interested in these issues to contact him. He intends to spend the upcoming year meeting with faculty independently and in small groups to learn more about how they currently use the Libraries’ resources, and their needs and priorities for the future. These meetings will feed directly into the creation of a “Resource Access Plan,” which will be fully developed this time next year. In looking forward, Olson spoke about the importance of increasing access to information by finding ways to remove barriers to content and scholarship.
“I want to enable Western’s students, faculty, staff, and administrators to work more effectively. Also, I want to ensure that our library resources are highly useful and highly-used. I really have one goal, and everything else fits within it: to collaborate campus-wide on rational and transparent ways to provide access to scholarly resources for the Western community,” said Olson.
Mike Olson can be contacted by phone (360) 650-4320 or via email Mike.Olson@wwu.edu.
Posted on: Wednesday, January 21, 2015 - 11:58am
Every month, hundreds of new titles are added to the Western Libraries’ collections. There are new books, CDs, scores, videos, maps, lots of online content, and more. Most are purchased because a faculty member or student has requested them. But how can you keep track of what new resources have been added?
Announcing the New Titles Lists! You can now review the Libraries’ lists of new resources. The lists are created once a month, so reviewing them doesn’t take much time. And the lists are sorted by Library of Congress call number, so all the resources in a given discipline are easily findable in each list. Don’t know what the Library of Congress call number is for the topics you’re interested in? Check here!
We know you’re busy, so sign up to have an email reminder sent to you whenever a new set of lists becomes available. The New Titles web page is located at <http://www.library.wwu.edu/newtitles>. We are currently creating six lists each month – one each for newly acquired Books, Videos, CDs, Scores, Maps and Electronic Resources. Good luck with your teaching and research, and we welcome your feedback!
Posted on: Tuesday, November 25, 2014 - 7:55am
The instruction plan for Western Libraries Heritage Resources articulates the goal of ensuring that Western students “are able to find, understand, and interpret a wide variety of research sources in various contexts throughout their lives.” With that in mind, Heritage Resources staff work closely with instructors to meet specific course needs and learning objectives by providing access to a wealth of materials that can enhance, enrich, and enliven research in nearly any subject area.
For example, this past August, a new cohort of Environmental Education graduate students visited Western’s campus and spent time working with archival and primary source materials at the Center for Pacific Northwest Studies (CPNWS). As part of the M.Ed Residency program partnership between the North Cascades Institute (NCI) and Western’s Huxley College of the Environment, these students live at the Environmental Learning Center located in the North Cascades National Park for one year, during which time they are able to immerse themselves in place-based pedagogy.
At the heart of place-based education is the recognition that experiential community-based learning enhances a student’s educational experience by treating the local community as one of the primary sources for teaching and learning. The mission of the CPNWS is to “enhance public and scholarly understanding of the region’s past and present,” and this natural programmatic alignment led Huxley faculty and Heritage Resources staff to recognize an opportunity for collaboration.
In preparation for the on-site visit, Heritage Resources staff arranged a selection of original and archival materials representative of various perspectives of place - including environmental, economic, recreational, and indigenous views - for students to review and analyze. In the Archives Building Research Room, students divided into groups and reviewed the maps, photographs, pamphlets, letters, and other materials. Together they considered issues related to the construction of cultural and regional identity, the evolution of policy, perceptions of concepts such as “conservation” and “wilderness,” and the significance of place names in determining cultural values. Course instructor and NCI Graduate Program Coordinator Joshua Porter posed several challenging questions, which led to lively and interactive class discussions.
“Different resources on each table give you insight in terms of both the media and the policy – How does the creation of information determine the ‘value’ of whatever is being discussed? What is the leverage you have if you are creating these maps? What is your leverage in terms of conveying to the world what matters, what has value, what has meaning?” asked Porter.
Several students questioned what could be the implications for the cultural heritage of a place when traditional native names were removed and replaced with new names. Others pointed out how some of the maps were defined in terms of resource extraction rather than conservation. When looking at the photographs, some students observed how having access to archival materials like these gave them a glimpse into the lives of people from the past, bringing them closer despite the passage of time and changes in cultural contexts. Often these glimpses inspired unexpected insights and additional questions.
“Although there was a lack of reciprocity in terms of resource extraction, it’s also impossible to miss the level of intimacy between the people and the land in these photographs, even if the conservation policy was lacking at that time. It would be so interesting to talk to these people. The photographs capture historical moments as opposed to all of the moments of everyday life. Another mode of inquiry would also be interesting to pursue,” said student Liz Blackman.
After this observation, Roz Koester, Assistant Archivist for Outreach and Instruction for Heritage Resources, was quick to mention the oral histories that are also contained at the CPNWS, and invited Blackman to return if she would like to further explore those personal narratives. Koester explained that oral histories offer an opportunity to hear from the people we are interested in first-hand and in their own words. She also mentioned that sometimes people will begin their research with certain expectations about what they are going to find, but often their perspectives will alter as a result of the information they encounter.
“Exploring these types of complexities is part of the beauty of working with primary sources. You can come to these materials with a bias and that is where you start your inquiry, but the records that are here can present an opportunity to challenge that bias. Original, archival, primary source research offers us insight that can make us challenge our own assumptions, our own points of view. You might be led in a completely different direction than what you originally intended. As archivists, it’s the critical analysis piece that we really want people to get out of this experience,” explained Koester.
The class concluded with Porter leading a discussion about how students and educators can benefit in utilizing the materials offered by Heritage Resources to explore the relationship between how meaning is constructed, how cultural values are expressed, the impact this can have on policy and information creation, and how this in turn affects our own assumptions about both people and place. Porter also pointed out that as environmental educators, the students should remember that no matter where they go once they have completed graduate school, they can use archival and primary source materials to benefit their future teaching and learning practices.
“Moving forward, I really encourage all of us to continue to do research here, but also to keep in mind what resources there are in every community that we enter into in the future, how to sleuth out those resources and how, as educators, we can uses these sources,” stated Porter.
Heritage Resources is a division of Western Libraries which includes the Center for Pacific Northwest Studies, Special Collections, and the University Archives & Records Management. Together the three programs provide for responsible stewardship of unique and archival materials in support of teaching, learning, and research. If you’d like to learn more about the Heritage Resources Instruction Program, or are interested in discussing how Heritage Resources can support your teaching and learning needs, please contact Heritage.Resources@wwu.edu or phone (360) 650-6621.