Category Archives: Open Access

Documentos en el Archivo Histórico de la Policía Nacional (AHPN). Foto: AHPN.

Seminario en Guatemala Conmemora la Colaboración en Archivos y Derechos Humanos

Documentos en el Archivo Histórico de la Policía Nacional (AHPN). Foto: AHPN.
Documentos en el Archivo Histórico de la Policía Nacional (AHPN). Foto: AHPN.

POR HANNAH ALPERT-ABRAMS

Nota editorial: Citamos un reportaje del Archivo de Seguridad Nacional (National Security Archive) de George Washington University: “El renombrado Archivo Histórico de la Policía Nacional de Guatemala (AHPN) se encuentra en crisis después de que su director, Gustavo Meoño Brenner, fue despedido de manera súbita, resultado de una serie de acciones orquestradas por el gobierno guatemalteco y una oficina de las Naciones Unidas. Estas mismas acciones dejaron el personal del archivo, más de 50 personas, bajo contrato provisional, y transfirió la responsabilidad por el archivo al Ministerio de Cultura y Deportes, quitándola del archivo nacional, donde ha residido desde el 2009.”

Esta situación materializó el 3 de agosto, una semana después de un seminario patrocinado por LLILAS Benson Colecciones y Estudios Latinoamericanos y el Centro Rapoport para los Derechos Humanos y la Justicia, que tuvo lugar en AHPN. Bajo el título “Archivos y derechos humanos: experiencia de colaboración entre el AHPN y la Universidad de Texas,” el seminario ofreció la oportunidad de reflexionar sobre los siete años de colaboración entre la Universidad de Texas y el AHPN.

 Dado las novedades inquietantes sobre el AHPN, la Dra. Virginia Garrard, directora de LLILAS Benson, dijo, “LLILAS Benson afirma su compromiso a AHPN y su apoyo por la preservación de esta colección histórica, la cual es fundamental para la búsqueda de la justicia, el rescate de la memoria histórica en Guatemala y al resguardo de la historia nacional guatemalteca desde el siglo XIX.”

Read this article in English.

El personal de LLILAS Benson Colecciones y Latinoamericanos y el Centro Rapoport para los Derechos Humanos y la Justicia viajó a la Ciudad de Guatemala para participar en un seminario sobre la alianza entre la Universidad de Texas y varias instituciones guatemaltecas que trabajan con archivos.

El evento tuvo como título “Archivos y derechos humanos: experiencia de colaboración entre el AHPN y la Universidad de Texas,” y se realizó el 27 de julio en el Archivo Histórico de la Policía Nacional (AHPN), que se ubica en un hospital inacabado en donde, en 2005, se descubrieron más de ochenta millones de archivos pertenecientes a la Policía Nacional, bastantes de ellos encontrados en estado precario. Durante más de diez años, un equipo de archiveros guatemaltecos ha trabajado intensivamente para preservar, organizar y dar acceso a esta colección en riesgo.

Gustavo Meoño, director del AHPN, habla. Sentados, desde la izquierda: Virginia Garrard, Dan Brinks y Theresa Polk.
Gustavo Meoño, director del AHPN, habla. Sentados, desde la izquierda: Virginia Garrard, Dan Brinks y Theresa Polk.

Durante el seminario, los participantes reflejaron sobre la alianza de más de siete años entre el AHPN y la Universidad de Texas. Esta alianza ha permitido la fundación de colaboraciones digitales, académicas y pedagógicas, incluyendo la introducción, en 2011, de un acervo digital alojado por el sistema de bibliotecas de la Universidad de Texas.

Los anfitriones del seminario fueron Gustavo Meoño, director del AHPN, y Anna Carla Ericastilla, directora del Archivo General de Centroamérica. Virginia Garrard, la directora de LLILAS Benson; Dan Brinks, el co-director del Centro Rapoport; y Theresa Polk, la directora del programa de materiales digitales de LLILAS Benson; y fueron quienes expusieron sobre la historia de la alianza internacional y su importancia para la recuperación de la memoria histórica y la búsqueda de democracia y justicia transicional en Centroamérica.

Brinks (izq.) del Centro Rapoport, con Garrard (LLILAS Benson) y Meoño (AHPN). Foto: H. Alpert-Abrams.
Brinks (izq.) del Centro Rapoport, con Garrard (LLILAS Benson) y Meoño (AHPN). Foto: H. Alpert-Abrams.

Giovanni Batz, Brenda Xum, María Aguilar, and Hannah Alpert-Abrams—todos ex-alumnos y ex-alumnas de LLILAS Benson—hablaron sobre el impacto del archivo tanto en sus carreras como en su entendimiento de la historia de Guatemala. Especialmente conmovedores fueron los comentarios de ex alumnos guatemaltecos de la Universidad de Texas cuya comprensión de su patrimonio cultural fue moldeada por el estudio del AHPN. Como comentó Brenda Xum, “los archivos cuentan una historia humana.”

Brenda Xum, ex-alumna de LLILAS Benson. Foto: H. Alpert-Abrams.
Brenda Xum, ex-alumna de LLILAS Benson. Foto: H. Alpert-Abrams.

Dos socias del archivo, Enmy Morán y Tamy Guberek, ofrecieron una visión para el futuro de AHPN, incluyendo nuevas técnicas en la preservación de los archivos y nuevos métodos cuantitativos para descubrir las historias contenidas en ellos.

Alrededor de 75 investigadores, archivistas, estudiantes y miembros de la comunidad asistieron al evento, que fue abierto al público. Estos participantes tuvieron la oportunidad de hacer preguntas. Entre ellas, hubo preguntas sobre los desafíos de la preservación digital, la dificultad de acceder la información archivística y las cuestiones éticas implícitas en publicar información delicada en línea.

Durante una tarde bastante cálida, los participantes comentaron sobre la manera en que la conferencia reanimó su interés en las investigaciones archivísticas y la historia guatemalteca. Al final, una participante se paró de pié para felicitar a las personas miembras del panel durante el evento. “Antes, realmente no conocía este archivo,” dijo. “Tampoco sabía sobre su importancia en la historia de mi país.”

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El seminario “Archivos y derechos humanos: experiencia de colaboración entre AHPN y UT Austin” fue patrocinado por el Archivo Histórico de la Policía Nacional (AHPN), LLILAS Benson Colecciones y Estudios Latinoamericanos y el Centro Rapoport para los Derechos Humanos y la Justicia.

Hannah Alpert-Abrams, PhD, es becaria posdoctoral CLIR en LLILAS Benson Colecciones y Estudios Latinoamericanos. Traducido del inglés por Hannah Alpert-Abrams y Susanna Sharpe.

 

Documentos en el Archivo Histórico de la Policía Nacional (AHPN). Foto: AHPN.

Seminar Commemorates Collaboration with Guatemala on Archives and Human Rights

Documents at the Archivo Histórico de la Policía Nacional (AHPN, Guatemalan National Police Historic Archive). Photo: AHPN.
Documents at the Archivo Histórico de la Policía Nacional (AHPN, Guatemalan National Police Historic Archive). Photo: AHPN.

BY HANNAH ALPERT-ABRAMS

Lea en español.

Editor’s note: From the National Security Archive at George Washington University: “Guatemala’s renowned Historical Archive of the National Police (AHPN) is in crisis after its director, Gustavo Meoño Brenner, was abruptly removed in one of a series of recent actions orchestrated by the Guatemalan government and a United Nations office. The actions also placed the AHPN’s remaining staff of more than fifty people on temporary contract, and transferred oversight for the repository from the country’s national archives, where it had functioned since 2009, to the Ministry of Culture and Sports.” (See Guatemala Police Archive Under Threat.)

These actions took place on August 3, a week after LLILAS Benson Latin American Studies and Collections joined UT’s Rapoport Center for Human Rights and Justice in Guatemala City to host “Archives and Human Rights: A History of Collaboration between the University of Texas and the Historic Archive of the National Police.” The one-day seminar was an opportunity to reflect on seven years of partnership between the University of Texas and the AHPN, which preserves records documenting over one hundred years of police activity in Guatemala.

Given the recent alarming developments at AHPN, Virginia Garrard, director of LLILAS Benson Latin American Studies and Collections at The University of Texas at Austin, stated, “LLILAS Benson affirms its commitment to supporting the preservation of this historic collection, which is so fundamental to the pursuit of justice, the recovery of historical memory in Guatemala, and to the preservation of Guatemala’s national history dating back all the way to the nineteenth century.”

___________________________________________________

Representatives from LLILAS Benson Latin American Studies and Collections and the Bernard and Audre Rapoport Center for Human Rights and Justice visited Guatemala City on July 27 for a seminar on archival partnerships between the University of Texas and Guatemalan institutions.

The event, “Archives and Human Rights: A History of Collaboration between the AHPN and the University of Texas” was held at the Archivo Histórico de la Policía Nacional (Guatemala National Police Archive, or AHPN). The AHPN is located in the unfinished hospital building where over 80 million pages of archival materials were found, in various states of preservation, in 2005. For over ten years, Guatemalan archivists have been working to preserve, organize, and provide access to this vulnerable collection.

Gustavo Meoño, director of the AHPN, addresses the seminar. Seated (l-r) are Virginia Garrard, Daniel Brinks, and Theresa Polk. Photo: Hannah Alpert-Abrams.
Gustavo Meoño, director of the AHPN, addresses the seminar. Seated (l-r) are Virginia Garrard, Daniel Brinks, and Theresa Polk. Photo: Hannah Alpert-Abrams.

During the seminar, speakers reflected on the seven-year partnership between the AHPN and the University of Texas, which has featured scholarly, pedagogical, and digital collaborations, including the 2011 launch of the UT-hosted digital portal to the AHPN.

The one-day event was hosted by the director of the AHPN, Gustavo Meoño, and by Anna Carla Ericastilla, the director of the Archivo General de Centroamérica. Virginia Garrard, director of LLILAS Benson; Dan Brinks, co-director of the Rapoport Center; and Theresa Polk, director of digital initiatives for LLILAS Benson, spoke about the history of the partnership and its importance for reconstructing historical memory and the pursuit of democracy and transitional justice in Central America.

Daniel Brinks (l), co-director of the Rapoport Center; Virginia Garrard, director of LLILAS Benson; and Gustavo Meoño, director of AHPN. Photo: Hannah Alpert-Abrams.
Daniel Brinks (l), co-director of the Rapoport Center; Virginia Garrard, director of LLILAS Benson; and Gustavo Meoño, director of AHPN. Photo: Hannah Alpert-Abrams.

LLILAS Benson alumni Giovanni Batz, Brenda Xum, María Aguilar, and Hannah Alpert-Abrams discussed the impact of teaching and learning with the archive on their professional careers and their personal understanding of Guatemalan history. Especially moving were personal stories from former UT students whose understanding of their cultural heritage was shaped by studying the AHPN. As Brenda Xum remarked: “los archivos cuentan una historia humana” (“the archives tell a human story”).

LLILAS alumna Brenda Xum. Photo: Hannah Alpert-Abrams.
LLILAS alumna Brenda Xum. Photo: Hannah Alpert-Abrams.

Longtime AHPN affiliates Enmy Morán and Tamy Guberek offered visions of the future of research with the AHPN, including new approaches to archival practice and new quantitative methods for uncovering archival histories.

About seventy-five scholars, archivists, students, and community members attended the conference, which was open to the public. Among the topics addressed in audience questions were the challenges of digital preservation, the difficulties of accessing archival information, and the ethics of publishing sensitive information online.

Throughout the very warm afternoon, participants commented on the ways that the conference had reinvigorated their interest in archival research and Guatemalan history. At the end of the day, one audience member stood to congratulate the panelists on a successful event. “Before this event I didn’t really know about this archive,” she said, “and I didn’t know about its importance to my country’s history.”

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The seminar “Archivos y derechos humanos: experiencia de colaboración entre AHPN y UT Austin” was co-sponsored by Archivo Histórico de la Policía Nacional (AHPN), LLILAS Benson Latin American Studies and Collections, and the Bernard and Audre Rapoport Center for Human Rights and Justice.

Hannah Alpert-Abrams, PhD, is the CLIR postdoctoral fellow in data curation at LLILAS Benson Latin American Studies and Collections.

Books from Cita.

Creating Space in the Public Domain for Feminist Literature

Earlier this year, the UT Libraries hosted a panel discussion called, Can I Use That?: Remix and Creativity. The event was the brainchild of Juliana Castro, a graduate student in the School of Design & Creative Technologies. She worked with librarians Becca Pad, Gina Bastone and Colleen Lyon to plan a panel event that dove into issues around rules of copyright and reuse as they relate to creative fields of inquiry.

The Yellow Wall-PaperThe panelists for the event included: Dr. Carma Gorman, Design; Dr. Philip Doty, School of Information; Dr. Carol MacKay, English; and Gina Bastone, UT Libraries. The question and answer session of the panel was particularly lively as participants engaged with our experienced panel on a variety of reuse issues.

The capstone of the event was an opportunity to bind a Cita Press public domain book, The Yellow Wall-Paper, by Charlotte Perkins Gilman. UT Libraries is pleased to work with scholars like Juliana Castro who are interested in exploring new ways to freely share information, and is excited to help her introduce Cita Press.

Learn more about Cita Press.

BACKGROUND

Public domain is a legal term used to refer to visual or written works without intellectual property rights. Works enter the public domain for different reasons, including expiration of the rights, forfeiture, waiver, or inapplicability, as in the case of pieces created before an existing legal framework. At the end of the eighteenth century, copyrights lasted only 14 years in the USA, with an option of renewing for another 14 years. However, copyright terms have expanded dramatically over the course of the twentieth century in the USA.

Since the passage of the Sonny Bono Copyright Extension Act of 1998, most copyrighted works do not re-enter the public domain until 70 years after the death of the author. These extensions are created to benefit creators’ interests, but not only do they oftentimes fail to do so, but can stifle creativity, free speech, and the democratic exchange of ideas.

In the last three centuries, women have gradually made their way into the publishing industry as active writers, often exploring topics considered inappropriate or even immoral for women to address. The printing press was developed by Johannes Gutenberg c.1439. By 1500, printing presses were operating all throughout Europe; by 1539 Spanish colonists were printing in Mexico; and by 1638 English colonists were printing in New England. However, until the early nineteenth century, writing was still a suspect occupation for women. Because often times writing was viewed as unfeminine, the few women who had the educational background to write works of public interest would often publish anonymously, using masculine pseudonyms to avoid jeopardizing their social status.

Art and literature have been sexist arenas, and as Joanna Russ points, for centuries women have had to fight outright prohibitions, social disapproval, lack of role models, isolation, and other forms of suppression in order to get their work published and recognized.  Most of the nineteenth century’s feminist literature is now in the public domain, but many of these writings are not being republished by commercial publishers. When publishers do reprint public-domain texts, they rarely do so in open-access book formats. Because commercial publishers invest in curating and marketing well-designed collections of reprints, they frequently commission original annotations or introductions from scholars, which in turn enables them to copyright and profit from their new editions.

In contrast, Internet-based archives such as Google Books, HathiTrust, and Archive.org make an enormous corpus of public-domain books available for free online, but do so as scans or in poorly designed digital formats. Moreover, internet archives usually do not make their collections particularly navigable or appealing to non-scholarly audiences, nor do they make it properly designed and easy to print.

WHAT’S NEXT?

Cita’s purpose is to celebrate and make accessible the work of female authors, and inspire people to explore open publishing formats. In the future, I plan to extend Cita’s reach as an active open-source editing platform that is committed to intersectionality and that welcomes diverse voices and backgrounds by republishing new works, especially in Spanish, including those of living authors who are willing to open-license their works.

As is the case with most successful open-source projects, Cita needs user-contributor engagement in order to grow. The existing collaborative community is likely to extend their work towards creating new material, and potential new contributors will be encouraged to join in at different levels of the book-creating process, including cleaning texts, reformatting HTML, designing covers, laying out texts, marketing the site, etc. I plan to apply for small grants that can cover certain parts of the book making process, such as formatting and free distribution of printed copies. But Cita’s success will ultimately rely on the efforts of those who are interested in celebrating and making women’s art and literature more accessible.

Please follow, join, contribute and share: citapress.org

Juliana Castro is a Colombian graphic designer and editor, and  a graduate student in the School of Design & Creative Technologies at The University of Texas at Austin.

Jennifer Isasi

Jennifer Isasi to Join LLILAS Benson as CLIR Fellow for Data Curation

LLILAS Benson Latin American Studies and Collections is pleased to announce that Jennifer Isasi, PhD, will join the staff as CLIR Fellow for Data Curation in Latin American and Latina/o Studies. Isasi will work with Digital Scholarship Coordinator Albert A. Palacios to contribute to “collections as data” efforts, educational resources, and digital scholarship initiatives at LLILAS Benson. She will hold her position from July 29 through June 2020.

In her role as CLIR fellow, Isasi will have the opportunity to alter the way in which students, researchers, and affiliated communities access and engage with the digitized historical record.

According to CLIR (the Council on Library and Information Resources) the CLIR postdoctoral position “offers recent PhD graduates the chance to develop research tools, resources, and services while exploring new career opportunities. . . . Fellows work on projects that forge and strengthen connections among library collections, educational technologies, and current research.”

Jennifer Isasi
Jennifer Isasi

In addition to her work with Palacios, Isasi will work closely with the current CLIR fellow Hannah Alpert-Abrams as well as University of Texas Libraries academic engagement staff and LLILAS affiliated faculty to develop curated data sets, curricula, and workshops centered on digital assets and tools, and open-access resources that support scholarly and public engagement with digital materials.

Isasi will also work closely with the post-custodial archival team and partners in the United States and Latin America to inform the development of forthcoming digital collections and facilitate their use in digital research and pedagogy. As such, she will have the opportunity to alter the way in which students, researchers, and affiliated communities access and engage with the digitized historical record.

Jennifer Isasi holds a PhD in Hispanic Studies with a specialization in Digital Humanities from the University of Nebraska-Lincoln. Her dissertation, “Data Mining Possibilities for the Analysis of the Literary Character in the Spanish Novel: The Case of Galdós and the ‘Episodios nacionales’” (written in Spanish) establishes a computational reading methodology to extract, analyze, and visualize literary character-systems or social networks, noting how they reflect novel genres and degrees of historicity that replicate close readings of the novels. Currently, she is a lecturer of Spanish at the University of Nebraska at Kearney, where she teaches Spanish, Commercial Spanish, and Foundations of Literacy.

Transcription of Mixtec, with Spanish translation. Raúl Alvarez (transcriber and translator). 1981. Rabbit story, with additional translation by Benjamín García Santiago. This will be part of the AILLA archive.

NEH Grant Will Fund Transcription of Indigenous Language Collection

BY J. RYAN SULLIVANT

The Archive of Indigenous Languages of Latin America (AILLA) has received a pilot grant from the Humanities Collections and Reference Resources program of the National Endowment for the Humanities. This grant will improve access to some of the archive’s thousands of audio recordings in indigenous languages by supporting pilot efforts to crowdsource the creation of digital texts for manuscript transcriptions and translations that accompany recordings already in AILLA’s collections. Specifically, the grant will support the transcription of materials in the Mixtec languages of Mexico that are included in the MesoAmerican Languages Collection of Kathryn Josserand. These materials include a very broad survey of the grammar and vocabulary of the Mixtec languages spoken in over 100 towns and villages of southern Mexico.

Transcription of Tehuelche, from the AILLA archive of Jorge Suárez
Transcription of Tehuelche, from the AILLA archive of Jorge Suárez

Digital transcriptions will improve users’ access to these materials and will also facilitate their reuse for humanistic and especially linguistic research studying the dialectology of the Mixtec languages, which, decades after these materials were collected, is still not completely understood. They will also contribute to research on the prehistory of the Mixtec-speaking people, who today number almost a half-million in Mexico. One component of the project will be the development of educational modules that will use the transcription task to teach lessons on linguistic transcription, language description, and historical linguistics. This pilot project will also allow AILLA to develop transcription workflows that can be applied to other significant collections of handwritten documents in the archive’s collections.

Pilot project will improve access to a collection of Mixtec audio recordings.

The project’s principal investigator is Professor Virginia Garrard, director of LLILAS Benson Latin American Studies and Collections. The project manager is Ryan Sullivant, AILLA language data curator.

Survey in Chalcatongo Mixtec (with Spanish above), from the AILLA collection of J. Kathryn Josserand
Survey in Chalcatongo Mixtec (with Spanish above), from the AILLA collection of J. Kathryn Josserand

The National Endowment for the Humanities, created in 1965 as an independent federal agency, supports research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation. Additional information about the National Endowment for the Humanities and its grant programs is available at www.neh.gov.

For more information on the AILLA transcription project, contact Ryan Sullivant.

Women spinning wool, Juncal, Cañar, Ecuador; photo: Niels Fock/Eva Krener, 1973

AILLA Awarded Grant from the National Endowment for the Humanities

The National Endowment for the Humanities (NEH) has awarded a Documenting Endangered Languages Preservation Grant of $227,365 to Patience Epps and Susan Smythe Kung of the Archive of the Indigenous Languages of Latin America (AILLA) for support of their upcoming project entitled “Archiving Significant Collections of Endangered Languages: Two Multilingual Regions of Northwestern South America.”

The AILLA grant is one among 199 grants, totaling $18.6 million, announced by the NEH on April 9, 2018.

This is a three-year project that will gather together, curate, and digitize a set of eight significant collections of South American indigenous languages, the results of decades of research by senior scholars. The collections will be archived at AILLA, a digital repository dedicated to the long-term preservation of multimedia in indigenous languages. These materials constitute an important resource for further linguistic, ethnographic, and ethnomusicological research, and are of high value to community members and scholars. They include six legacy collections from the Upper Rio Negro region of the northwest Amazon (Brazil and Colombia), and two collections focused on Ecuadorian Kichwa, most notably the Cañar variety.

Women spinning wool, Juncal, Cañar, Ecuador; photo: Niels Fock/Eva Krener, 1973
Women spinning wool, Juncal, Cañar, Ecuador; photo: Niels Fock/Eva Krener, 1973

All of the languages concerned are endangered or vulnerable to varying degrees, and the collections are heavily focused on threatened forms of discourse, such as ritual speech and song. Of the Upper Rio Negro set, the collections of Elsa Gomez-Imbert, Stephen Hugh-Jones, and Arthur P. Sorensen, Jr., include the East Tukanoan languages Bará, Barasana, Eduria, Karapana, Tatuyo, Makuna, and Tukano. The collections of Howard Reid and Renato Athias are focused on Hup, while Reid’s collection also contains a few materials from two languages of the wider region, Nukak and Hotï (yua, isolate). Robin Wright’s collection involves Baniwa. Of the Ecuadorian Kichwa set, Judy Blankenship’s and Allison Adrian’s collections are both focused on Cañar Highland Kichwa, while Adrian’s also includes some material from Loja Highland Kichwa (qvj, Quechua).

The two regions targeted by these collections are highly significant for our understanding of language contact and diversity in indigenous South America. The multilingual Upper Rio Negro region, famous for the linguistic exogamy practiced by some of its peoples, has much to tell us about language contact and maintenance, while Ecuadorian Kichwa varieties can shed light on the dynamics of pre-Colombian language shift. These collections will be made accessible in AILLA in standard formats, and will provide a foundation for further study of these fascinating regions and multilingual dynamics.

NEH Logo MASTER_082010

The National Endowment for the Humanities, created in 1965 as an independent federal agency, supports research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation. Additional information about the National Endowment for the Humanities and its grant programs is available at www.neh.gov.

iSchool students Rachel Simons and Ginny Barnes work on Wikipedia pages at the SXSW event Keep Wikipedia Queer. Barnes is also a PCL Graduate Research Assistant.
Photo by Jeanette D. Moses/WYNC

70 Pages of Change and Counting

Most people think of SXSW as a giant party. But a for a group of us from the UT Libraries this year, SXSW presented an opportunity to make Wikipedia a more welcoming and representative place for LGBTQ+-identified people.

It started with an idea from some great folks at WNYC Studios, a public radio station in New York, to host an LGBTQ+ Wikipedia Edit-A-Thon during SXSW. WNYC produces the acclaimed podcast Nancy that covers modern queer identity. Hosts Kathy Tu and Tobin Low were at the festival to present on diversity in podcasting and wanted to do more in their off-time while in Austin. They noticed that many queer and trans topics don’t have robust Wikipedia pages, if they had pages at all, so they decided to tackle these significant information gaps.

I linked up with them in January, when they had the wisdom to reach out to librarians in Austin to assist with this event, Keep Wikipedia Queer. Event planning is more than one-person job, and I was able to partner with some graduate students from iSchool Pride, a group from the School of Information.

As we began planning, we realized that many people from UT might not be in town during SXSW. To encourage as much UT participation as possible, we decided to host Queering the Record, a pre edit-a-thon research event at the PCL during the week before Spring Break. Queering the Record provided structured time, space, and snacks for librarians, students, faculty, and staff to use library resources to identify topics that need Wikipedia pages and collect a list of sources that could be used and cited by edit-a-thon participants. More than 35 people attended Queering the Record, and by the end, we created a 23-page Google doc that we were able to share and work from at Nancy’s Edit-A-Thon.

Speaking of Nancy’s event – it was a lot of fun! During the 4-hour event held downtown, we met people from around Austin and around the country, all of whom are passionate about LGBTQ+ representation. Seven folks from UT attended, including some PCL Graduate Research Assistants, and we connected with a librarian from the City University of New York system. As a group, we edited more than 70 Wikipedia pages on topics as wide-ranging as comedian/blogger Samantha Irby, LGBTQ+ rights in Syria, Austin’s QueerBomb celebration, and the children’s book series Frog and Toad.

The response to both of these events from students and staff was so positive that we hope to hold more LGBTQ+ Wikipedia edit-a-thons in the future!

 A group photo from the SXSW event Keep Wikipedia Queer, including librarians and student staff from the UT Libraries. Photo by Jeanette D. Moses/WYNC
A group photo from the SXSW event Keep Wikipedia Queer, including librarians and student staff from the UT Libraries. Photo by Jeanette D. Moses/WYNC

Special thanks to iSchool student and PCL GRA Elle Covington for her contributions to these events!

 

 

 

Benefits of Creating an OER for Turkish-language Learning

March 5-9 is Open Education Week Throughout the week, guest contributors will present their perspectives on the value of open education to research, teaching and learning at The University of Texas at Austin. Today’s installment is provided byJeannette Okur, Lecturer, Middle Eastern Studies. 

Jeannette Okur
Jeannette Okur

For a year and a half now, I have been designing and piloting an OER textbook and online curricular materials designed to bring adult learners of modern Turkish from the Intermediate-Mid/High to the Advanced Mid proficiency level.  The textbook, titled Her Şey Bir Merhaba İle Başlar (Everything Begins With A Hello), will – hopefully – be available on the UT Center for Open Education Resources and Language Learning (COERLL) website in Fall 2019; and the complementary series of primarily auto-correct listening, viewing, reading and grammar exercises and quizzes will be made available on a public Canvas course site.  This new set of OER materials is aligned with the ACTFL standards for Intermediate- and Advanced-level communicative skills and intercultural proficiency descriptors, and also reflects my department’s (and my personal) commitment to blended instruction and the flipped classroom model.  I’ve now designed five thematic units that promote the following pedagogical goals:

  • Introduce the learner to culturally and socially significant phenomena in Turkey today.
  • Introduce the learner to various print, audio and audio-visual text types aimed at native Turkish audiences and guide them to use (and reflect on) the reading, listening and viewing comprehension strategies needed to understand these Advanced-level texts.
  • Engage the learner in active recognition and repeated practice of new vocabulary and grammar items.
  • Guide the learner through practice of oral and written discursive strategies specific to the Advanced proficiency level.
  • Balance the four communicative skills.
  • Balance seriousness and fun!

I’m excited about OER’s potential to transform students’ and teachers’ experiences with Less Commonly Taught Languages (LCTL) like Turkish.  A readily accessible and modifiable OER for this level of Turkish language instruction, in particular, makes a whole lot of sense, because the for-profit textbook model is a non-starter!  In other words, because no one can make a profit off of Turkish language teaching materials outside of Turkey; few of the teaching materials that U.S.-based Turkish language instructors design ever get published or shared. In fact, creating an OER for Turkish-language learning has made sharing my ideas, teaching materials and methodology possible!

I believe wholeheartedly that being able to share and modify OER teaching/learning materials via online platforms leads to collaboration among educators and eventually to better educational products and practices.   I hope that other Turkish language educators, upon engaging with my OER materials, will learn a few small but important lessons from me, namely:

  • Adults learning Turkish need help practicing and learning vocabulary, not just grammar.
  • Identifying and discussing cultural differences/commonalities on the basis of actual socio-cultural phenomena captured in texts aimed at target culture audiences is key to increasing learners’ cultural proficiency, especially when those learners are not learning in the target culture.
  • The blended instruction/flipped classroom model really works because engagement with reading, listening and grammar materials at home gives learners more time to practice SPEAKING in class (or with a tutor).

I also look forward to learning from the colleagues and learners who engage with my materials in varied settings beyond the University of Texas at Austin.

OER for a Common Goal – Meeting the Needs of Spanish Heritage Learners

March 5-9 is Open Education Week Throughout the week, guest contributors will present their perspectives on the value of open education to research, teaching and learning at The University of Texas at Austin. Today’s installment is provided by Jocelly Meiners, Lecturer, Department of Spanish and Portuguese.

Jocelly Meiners
Jocelly Meiners

In recent years, the development of Spanish language courses designed specifically for heritage language learners has gained much attention throughout K-12 and post-secondary education in the US. Heritage language learners are students who were exposed to Spanish at home while growing up. These students usually have a broad knowledge about their cultural heritage, and varying degrees of language dominance. Over the years, it has been found that these learners have different pedagogical needs than second language learners, and that they benefit greatly from language instruction that is catered to their specific needs. Throughout the country, as more institutions realize these needs, Spanish instructors at all levels are forming programs and creating materials to serve this student population. It seems that we all have some common goals: to help heritage Spanish speakers develop their bilingual skills, to empower them to apply those skills in academic and professional settings, and to feel proud of their cultural and linguistic heritage. So if we all have similar goals in mind and are all working on creating programs and materials to serve these students, why not share all the work we are doing?

I have been teaching courses for heritage Spanish learners here at UT for over 4 years, and about a year and a half ago I started working as the community moderator for the Heritage Spanish Community (https://heritagespanish.coerll.utexas.edu). This web-based community, which is hosted by COERLL (The Center for Open Educational Resources and Language Learning), serves as a space for Spanish instructors to collaborate, share and communicate with others about the teaching and learning of Spanish as a heritage language. We encourage instructors at all levels to ask questions on our online forum, to help other instructors, and to share the materials they are working on. Open Educational Resources are an excellent way to share these types of materials, since they can easily be adapted to the specific needs of each instructor’s particular student population.

As community moderator, I add useful content to our website, create interesting questions for discussion, and encourage others to explore our website and share their work. I have also been able to share my own materials as OER, and it has been very rewarding to hear form people in other parts of the country who have found my resources useful and are adapting them for their own heritage Spanish programs. I believe that if we all collaborate and share our resources openly, we will be much more successful in attaining both our personal and common goals.

 

Open Education Week Promotion of Open Access

March 5-9 is Open Education Week Throughout the week, guest contributors will present their perspectives on the value of open education to research, teaching and learning at The University of Texas at Austin. Today’s installment is provided by Orlando R. Kelm, Associate Professor, Department of Spanish and Portuguese

Orlando R. Kelm
Orlando R. Kelm

Open Access seems to be at the core of materials development for those of us who teach what is called LCTLs (less-commonly taught languages).  In academic settings, publishing companies are less likely to take a chance on publishing materials where the market is small. There have been multiple occasions when I have been told by publishing companies something similar to, “If you could do this project for us in Spanish we would be interested, but unfortunately the market in Portuguese is not big enough to take on such a project.”  Although it has been discouraging to hear such replies, it was also understandable.

However, it today’s world of innovative technologies, online, electronic, digital, social media, video and podcasts, Open Access pedagogical materials in foreign language, especially for the less-commonly taught languages, have provided a boon of opportunities.  Here at the University of Texas at Austin, for example, the College of Liberal Arts (LAITS), the Center for Open Educational Resources and Language Learning (COERLL) and the Center for Global Business have all been supportive of our development of online and open access materials for those who want to learn Portuguese.  COERLL helps maintain our BrazilPod site, where all our Portuguese materials are available for everyone, anytime, Open Access, and with Creative Commons license.  Here’s the URL: https://coerll.utexas.edu/brazilpod/index.php

This site contains a number of videos, podcasts, exercises, transcripts, translations, and a number of other materials.  We have seen how users, both teachers and private learners, have integrated, modified and added these materials to the study of Portuguese.  Some access the materials online, others embed content into exercises and quizzes, others create ancillary activities for organized courses. Open Access has revolutionized the way that learners of LCTLs share materials and expose learners to content.

It also seems a bit ironic when we think of the initial rejection from publishing companies.  If they were to approach us today to publish in traditional formats, chances are that we would react by saying, “Thanks, but our ability to share with Open Access works for us better than the traditional publication methods.”