Category Archives: Scholarly Communication

Prague.

On the Hunt for Books in Frankfurt and Prague

With the generous support of the Center for Russian, East European, and Eurasian Studies and the Center for European Studies I was recently able to travel to Frankfurt and Prague to attend the Frankfurt Book Fair and purchase books for the UT Libraries’ collections. In addition to meeting with vendors and participating in the international community of librarians, booksellers, and publishers at the book fair, I collected materials that continued to grow the UT Libraries’ collection of European zines and artists’ books.

The Frankfurt Book Fair is the world’s largest book fair, and has been held for more than 500 years. The fair consistently has over 7,000 publishers represented, and attracts visitors from all over the world. Each year a country is chosen as the fair’s guest of honor; this year’s guest was France. As such, there was a particularly strong focus on French culture, writers, and publishers, with the aim of highlighting and promoting France’s literary culture to the world.

A presentation on new technologies for the humanities being given during the Frankfurt Book Fair.
A presentation on new technologies for the humanities being given during the Frankfurt Book Fair.

The book fair offered many opportunities to learn about and participate in the international library and publishing communities. I was able to participate in meet-ups of other librarians, visit with vendors, and view lectures on new technologies on the vanguard of the library and publishing worlds. In addition to attending the book fair itself, I was able to participate in the New Directions for Libraries, Scholars, and Partnerships Symposium organized by the Center for Research Libraries (CRL), in part due to a competitive stipend I received from the funds of the Collaborative Initiative for French Language Collections (CIFNAL) and the German-North American Resources Partnership (GNARP). The symposium was held at the Deutsche Nationalbibliothek, or German National Library, also in Frankfurt.

The symposium further allowed me to meet with and forge relationships with an international community of librarians, scholars, and publishers. Presenters at the symposium included librarians and researchers from Harvard, the Newberry Library, various German universities, and the Bibliotheque Nationale de France, as well as representatives from prominent European publishers. As the European Studies Librarian in PCL, being able to hear presentations from such a broad swath of perspectives was very informative and relevant to my subject areas, and I look forward to continuing to foster a sense of community and collaboration with these colleagues.

The German National Library, where the New Directions for Libraries, Scholars, and Partnerships symposium was held.
The German National Library, where the New Directions for Libraries, Scholars, and Partnerships symposium was held.

In Prague, I visited bookstores and acquired materials with the aim of improving our collection of European artists’ books and zines. The materials I bought will be made available in the Fine Arts Library special collections, and complement similar materials I acquired in Russia while on an acquisitions trip last year. Many of these books are unique to UT Austin’s holdings, meaning they are not available in any other academic libraries.

The poster session during the symposium.
The poster session during the symposium.

This trip allowed me the opportunity to represent UT Austin internationally to a diverse group of colleagues and industries, and I’m grateful that I was able to serve in such a capacity. I look forward to continuing to build both our distinctive holdings and our relationships with colleagues in the library and publishing worlds.

 

 

 

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.”

Support for the Economy Furniture Co. strike in Austin from Chicanos in Leavenworth, 1970.

Special Collections Bring Students to Digital Scholarship

An ambitious fall semester project in the Department of Mexican American and Latina/o Studies provided the opportunity for cross-campus collaborations that brought together the Harry Ransom Center and the Benson Latin American Collection.

The Department of American Studies Ph.D. candidate Amanda Gray’s course “Latina/o Representation in Media and Popular Culture” took students out of the classroom and into special collections to get a hands-on feel for archival research. The course took advantage of the “Mexico Modern: Art, Commerce, and Cultural Exchange, 1920-1945 exhibition” at the Ransom Center in late September before returning there on October 5th for an instructional session working with collection materials led by Andi Gustavson, Head of Instructional Services. Gustavson’s selected materials featured photographs of Mexican migrant workers from the 1960s, an anthology of early Mexican American literature, and items from the papers of acclaimed Dominican American author Julia Alvarez. However, it was Ernest Lehman’s collection on the film West Side Story that caught the eye of many students who were interested in how Puerto Ricans are represented, especially when many non-Puerto Rican actors played their roles, often in brown face.

Publicity materials for West Side Story. Box 102, folder 1. Ernest Lehman Collection, Harry Ransom Center, The University of Texas at Austin.
Publicity materials for West Side Story. Box 102, folder 1. Ernest Lehman Collection, Harry Ransom Center, The University of Texas at Austin.

On October 10th, the class came to the Benson for another show and tell wherein I focused on archival materials relating to Latina reproductive health, the 1968-1972 Economy Furniture Company strike here in Austin, and the establishment of what has come to be known as the National Chicana Conference. Between the two archival visits, students saw a wide array of Latino representation, whether self-representation or dominant cultural representation, from the 1950s to the present day.

Program of the first Conferencia de Mujeres por la Raza. Box 1, folder 1. Lucy R. Moreno Collection, Benson Latin American Collection, General Libraries, the University of Texas at Austin
Program of the first Conferencia de Mujeres por la Raza. Box 1, folder 1. Lucy R. Moreno Collection, Benson Latin American Collection, General Libraries, the University of Texas at Austin

Under the guidance of Latin American Studies Digital Scholarship Coordinator Albert A. Palacios, the students incorporated the show and tell materials, along with their own research, into group digital projects using storytelling tools like StoryMapsJS and TimelineJS. The projects touched on a variety of issues, including class, disability, ethnicity, gender, race, sexuality, and other subjectivities. Scholarly Communications Librarian Colleen Lyon chipped in with a copyright crash course that taught students the best practices for posting academic findings online.

A card expressing support for the Economy Furniture Co. strike in Austin from Chicanos in Leavenworth, 1970. Box 3, folder 11. Economy Furniture Company Strike Collection, 1968-1972, Nettie Lee Benson Latin American Collection, University of Texas Libraries, The University of Texas at Austin.
A card expressing support for the Economy Furniture Co. strike in Austin from Chicanos in Leavenworth, 1970. Box 3, folder 11. Economy Furniture Company Strike Collection, 1968-1972, Nettie Lee Benson Latin American Collection, University of Texas Libraries, The University of Texas at Austin.

The students showcased their digital projects at one of the PCL Learning Labs on December 15th to the delight of an audience that consisted of UTL and HRC staff as well as faculty from the Department of Mexican American and Latina/o Studies. As for the students, they exclaimed how much they preferred working with these tools in a group setting as opposed to writing a traditional final paper. To that end, Professor Gray’s innovative pedagogical approach represents the possibility for integrating the library into courses going forward and in the process, strengthening relationships across campus.

If you would like to view the final projects, click here.

Building Relations, Connecting UT Libraries to the Coast and Back

Jessica Trelogan discusses data management.
Jessica Trelogan discusses data management.

Knowledge, relationship, awareness, perception, assessment, responsiveness, realization, recognition, insight, creativity, vision, and GRASP! Bingo, a seminar!

After a year’s planning and one conversation between a marine science librarian and a faculty member, a grand opportunity came to fruition for the Marine Science Library to connect the Marine Science Institute and its regional partners with UT Libraries. On August 19, we hosted a 2-hour seminar on Scholarly Publishing & Data Management at the institute in Port Aransas. Yes, “that place on the beach!” By inviting expert librarians from UT Libraries, a diverse audience received an informative session on topics relevant to researchers, librarians and students.

Colleen Lyon covers copyright and the basics of scholarly communications.
Colleen Lyon covers copyright and the basics of scholarly communications.

Colleen Lyon, Scholarly Communications Librarian at UT Libraries, covered the basics of copyright, transfer agreements associated with copyright, open access publishing and how to legally share research on online tools like ResearchGate and Academia.edu.

Jessica Trelogan, Data Management Coordinator at UT Libraries, shared her expertise on basic data management planning and principles. Requirements from funding agencies, publishers, and institutions continue to create pressures on researchers who are already stretched for time and funds. Jessica discussed the process of creating and writing a Data Management Plan (DMP), how to make data more discoverable, accessible and reusable, and provided useful resources.

The event was held in the large seminar room located in the Estuarine Research Center building, creating a comfortable and relaxed atmosphere, with views of the dunes and Gulf of Mexico. The small group of participants included faculty, staff and students from the Marine Science Institute and librarians from Texas A & M University, Corpus Christi. Throughout the seminar, thought-provoking questions led to some great discussions and our presenters handled them with ease.

After the session, attendees had an opportunity to chat, while enjoying a delicious lunch provided by the Mustang Island Food Company of Port Aransas.

The Marine Science Library continues to find creative ideas for its role in providing opportunities in learning and research. The seminar event was a great success!

Jessica Trelogan, Liz De Hart and Colleen Lyon.
Jessica Trelogan, Liz De Hart and Colleen Lyon.