You did it! (Or your graduate did.) Congratulations. After four years (more or less) of hard work and long nights in PCL, you’ve earned your degree and are looking toward the next phase of life as you head out into the world.
And though your time at UT has officially come to a close, you’ll still have some access to library resources on which you’ve come to rely through the summer.
Hold on to your student ID card, as you’ll retain privileges through the following summer. These privileges include:
regular student check-out privileges
access to interlibrary loan services
access to most UT Libraries electronic resources
use of study rooms, carrels. or lockers under the same guidelines that apply to enrolled students
Your privileges will remain active until the 12th day of classes in the fall semester.
Courtesy Borrower Privileges
There are several options for getting a Courtesy Borrower card:
There are several alumni membership levels available–sign up quick, recent grads get special deals! After you’ve joined, bring a photo ID to Courtesy Borrower Services to apply for your card. You’ll also get remote access to three article databases, Academic Search Alumni Edition, Business Source Alumni Edition, and JSTOR Alumni Edition.
The TexShare Library Card Program is a reciprocal borrowing program, coordinated by the Texas State Library, which provides access to materials from many Texas libraries. If you’re a patron in good standing at a participating public library, you can get a TexShare card from that library and bring it to Courtesy Borrower Services to apply for your UT Libraries courtesy card. While the card is free, each participating library has its own qualifications for eligibility. For example, Austin Public Library requires their patrons to be in good standing for a period of six months before qualifying for a TexShare card. Check with your local library for details.
Are you a Texas resident?
If you are a Texas resident, but you don’t qualify for a TexShare card, just bring proof of address, a photo ID, and $100 to Courtesy Borrower Services to apply for borrowing privileges at UT Libraries.
Courtesy borrowers can:
check out print and media materials from all UT library branches
access most electronic databases from onsite library workstations
access online renewal and recall services
Courtesy borrowers cannot:
access databases remotely
check out equipment
use interlibrary loan services
access Jamail Center for Legal Research, the Harry Ransom Research Center, or the Center for American History
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.”
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.
As we’re wrapping up Preservation Week 2018, it’s instructive to remember that at the core of the library mission, the act of preserving the vast collections of the University of Texas Libraries is one of the most important things we do. A lot of times this reality gets lost in issues of actual collection management or access issues, but this annual recognition established by the American Library Association provides an opportunity to highlight the exhausting and often overlooked work of preservation staff at libraries.
You may have seen an earlier story about the efforts of our intrepid staff’s foray into a storm disaster zone to recover items from the heavily damaged Marine Science Institute’s Marine Science Library at Port Arthur. It’s a great example of a dramatic response in service of emergency protection and preservation of important library resources. Almost every year, though, there are examples of less sensational acts of professional heroism that test the buoyancy of our incredible preservation staff. One such example occurred in the fall of 2017 — a short time after the Harvey rescue effort — when a shortcoming in a renovation project at the Jackson School of Geology resulted in a construction failure that would’ve represented a loss of hundreds of volumes were it not for the expertise and dexterity of our preservationists and onsite staff.
Over the summer of 2017, a lab renovation on the 5th floor of the Jackson Geology Building above the library took place. After hours on a Monday evening the following fall, a water line in the lab failed and water began to enter the ceiling over the stacks of the library, eventually leading to a collapse of ceiling tiles and what was described as water “gushing and pouring” onto the volumes below. Library staff followed protocols to involve emergency response staff and managed to get the water shut off, but by the time this had happened, almost 400 books had been directly damaged by the flow.
For many libraries across the country, this would represent a loss of resources, but the university is fortunate to have a library system that features a robust capacity for ensuring the long-term protection of the knowledge resources that have been built over its 130-plus year history.
Staff response included immediate assessment of the materials and fanning out the most heavily-affected items on tables and staging industrial dehumidifiers and air circulators to address the water damage as quickly as possible, and some of these needed to be interleaved with additional blotter paper to absorb the appreciable moisture. Of the 394 items that were directly impacted by the flood, 35 required additional preservation attention, including repair and rehousing, and an additional 1200 items were removed from the shelves as a precaution, a not insignificant number that would need sorting, ordering and re-shelving after the cleanup.
In the course of the emergency, staff spent 24 hours on the initial response, 40 hours on recovery efforts (including transport and triage), and 10 hours of additional effort on coping with the additional preservation work needed to save the most heavily damaged books. And this doesn’t even take into account the work needed to return the library and its collections to the previous state that was undertaken by the onsite staff and facilities crew.
Preservation Week was established by ALA to highlight the need to think about supporting a function of the library that often goes unnoticed or underappreciated. Some 630 million items in collecting institutions across the United States require immediate attention and care. 80% of these institutions have no paid staff assigned responsibility for collections care, and 22% have no collections care personnel at all, leaving some 2.6 billion items unprotected by an emergency plan.
We’re lucky to have a university that provides for the expertise necessary to protect an investment in knowledge built over its long history, that can, as a result, serve this generation and many to come.
The mission of UT Libraries is to “advance teaching, fuel research and energize learning through expansive collections and digital content, innovative services, programs and partnerships to develop critical thinkers and global citizens that transforms lives.” In recent years, our mission is fulfilled through a number of ongoing thematic “Purposeful Pathways” and short-term focused “Current Priorities.” In this blogpost, I would like to highlight how my recent efforts in Pakistan demonstrate the realization of a number of our pathways and priorities, namely those related to collections of distinction, collaborative collection development programs, and visibility and impact in the global knowledge ecosystem.
While in Lahore, I partnered with my colleague from Cornell University Libraries, Dr. Bronwen Bledsoe, to co-lead a workshop for librarians. The 2-day workshop was sponsored by the Lahore University of Management Sciences (most commonly known as ‘LUMS’) and by the American Institute of Pakistan Studies (known as ‘AIPS,’). Entitled “Exploring Library Cooperation,” the workshop focused on themes of how to identify opportunities for and strategies to work across institutions to improve access to resources and services.
Approximately 30 librarians from across Lahore attended, including those from LUMS, Punjab University, Government College University, Kinnaird College for Women, and the Government of Punjab Research Wing. While our opportunities for collaboration here in the U.S. are deeply embedded in our ongoing work (not only efforts such as the South Asia Cooperative Collection Development Workshops noted above but also structural support such as our robust InterLibrary Services), it was clear from our workshop that our colleagues in Lahore are also interested in working together. For example, they shared details of their work to more fully describe and digitize their collections, to collectively petition funding agencies to advance their missions, and to continue developing professional networks and strategies for the common good. I was impressed and inspired by their commitment and enthusiasm and am looking forward to growing these newly formed professional relationships long into the future.
UTL’s Director, Lorraine Haricombe, often cites this maxim: “Working alone, I can go fast, but working together, we can go farther.” I am excited and committed to continuing to work in cooperative ways and have already seen how far it can take us—at least halfway around the world!
The University of Texas Libraries is pleased to announce the creation of a new pilot residency program to encourage participation in library professions by historically underrepresented populations.
The Consuelo Artaza and Dr. Carlos Castañeda Diversity Alliance Residency Program will align with efforts of the Association of College & Research Libraries (ACRL) Diversity Alliance to increase the hiring pipeline of qualified and talented individuals from underrepresented racial and ethnic groups. By working together and thinking more broadly, ACRL Diversity Alliance institutions will help diversify and enrich the profession.
A recent membership survey of ACRL members revealed that 83 percent of respondents identified as white. The ACRL Diversity Alliance was established to collaborate with institutions in the creation of programs that could combat the diversity disparity in library professions.
The Diversity Residency Program will be designed to help tackle this challenge. University of Texas at Austin alumnus and Libraries Advisory Council Member Gustavo Artaza has generously contributed the $100,000 toward the establishment of the program in honor of his mother, Consuelo Artaza, and his grandfather, Dr. Carlos Castañeda, who was the original librarian of the university’s Latin American Collection and namesake of the Perry-Castañeda Library.
Artaza’s contribution will go toward the overall challenge to raise $133,000 in order to obtain a matching grant from the university. The Libraries will focus on raising the remaining $33,000 this year’s 40 Hours for the Forty Acres fundraising campaign, taking place April 4-5.
Meet the Talents is an occasional series dedicated to introducing experts from around the UT Libraries. This month’s focus is Porcia Vaughn, Liaison Librarian for Biosciences, who joined the Libraries in late 2016. Porcia earned her MS at the University of North Texas and previously worked at the University of Houston Libraries and the Fondren at SMU.
How did you get here, and what do you do?
Porcia Vaugh: I’ve wanted to be a librarian since middle school and have always had a love of science. It was in 9th grade that I found out that I could blend my love of libraries with my science passion to become a science librarian. So, I made the plan to get a degree in biological sciences with a minor in health studies to then proceed to graduate school to obtain a MS in Information Sciences focusing on Health Informatics. And here I am today with the ability to connect faculty, students and staff at a major R01 research institution to library services… I’m definitely living my dream!
I’ve made my way to UT to support the biological sciences programs, including Integrative Biology, Molecular Biosciences, Neurology, Biomedical Engineering and other bioscience related programs. I provide research, publication, curriculum and instruction support to the biosciences programs and disciplines here on the UT Austin campus.
Services I provide for UT researchers include, but are not limited to, locating grants, assisting with formal literature review searches, identifying data sets, identifying best practices for publishing and making one’s work discoverable, and assistance with data management principles and practices for compliance in the biological and life science disciplines. The success to UT’s research enterprise is important to me and the role of the library to be involved with identifying specialized needs and seeking innovative solutions to those needs is always a priority of mine when serving our researchers.
In addition to researcher support, I offer strategic library services to the biosciences undergraduate curriculum by providing hands-on training for students regarding Information Literacy — the proper ways to find and use biological and life science information tools and resources appropriately to be successful as a student and future biological researcher. I assist instructor or teaching assistants with instructional design around course assignments and program learning outcomes using library resources or other open educational resources.
Where do you think the love of science comes from? Genetic, organic or other?
PV: My love of science has always been focused on biological and life sciences. Growing up in an area with a culture, Hispanic & Native American in New Mexico, I grew to love and respect the environment and the living organisms within the environment. The love was then fostered by fantastic middle school science teachers and librarians who supplied the great natural sciences books to feed my interest.
I do really love every aspect of trying to understand living organisms — physical structure, chemical composition, function, and development of living organisms. My undergraduate research focused on parasitology and I loved studying those little and sometimes gross organisms but they are so important to how we evolve in our environment.
I know from talk around the watercooler that you have a bit of a competitive streak (esp. sports). Where do you think that comes from, and do you see those aspects of yourself in your work?
PV: Yeah, I do have a little bit of a competitive streak. I’ve played sports all my life, my dad is an athletic coach who coached my varsity soccer team and my entire family plays sports. I still am very active in sports playing softball and tennis a couple nights a week. I feel that my competitiveness drives me in my daily work, knowing that I can always do better and provide more adaptive services to build others up.
Is there some aspect of UT’s particular research in the sciences that drew you here? Or have you discovered some interesting research that you weren’t aware of?
PV: I was drawn to UT because it is a Tier 1 research institution and the library is in the top 15 on the ARL Library Index Ranking. There are many exciting research opportunities that are occurring here and I can name a few:
But, there are so many more research opportunities to call attention to that excite me!
What sort of impact do you think librarians should have on research — what role do you want to play in the research life cycle?
PV: I think librarians have a huge role to play in research and any part of the campus enterprise, including teaching and learning the practices of the research life cycle. I assist and am always looking to collaborate with researchers at any stage of the research life cycle. I find it an important part of the biosciences services and tools for researchers for the librarian to participate in project scoping, identifying and tracking grant and funding opportunities, assist with building research data management practices, following through to disseminating, archiving and preserving researchers scholarship and communicating their research to the general public.
And how do you see your role in collection development and management? How does that aspect of your work differ from a librarian in a discipline like the humanities?
PV: I see collection development and management in two categories, course and curriculum needs and the gathering of faculty and graduate research and instructional resources. I identify materials that will enhance instruction and give students fundamental knowledge to enhance their own research priorities as they move forward in their education; this includes identifying Open Educational Resources for faculty and teaching assistants to use in course instruction. Bioscience collections can include textbooks or traditional print books, but also include a wide variety of software (i.e. Mapping and GIS) or electronic resources (i.e. lab protocols and journals) to improve understanding of research methodologies. It is important to work closely with faculty and students to make sure that we are providing resources that make them successful while they are here at UT Austin.
The Digital Humanities questions is a different story unrelated to collection development in my subject areas. DH is the adoption of computational methodologies and digital technologies for humanities research; whereas, in the STEM disciplines have been using data-driven approaches and technology for centuries. Differences between approaches include the types and quantity of data that is collected along with differing approaches to dissemination and preservation of research and scholarship.
You seem to have a pretty full plate in the present. What do you think your job will look like in ten years, and where would you like to be professionally?
PV: Looking toward the future, librarians will likely be further embedded in a role that supports and enhances research across the university and globally. Libraries will continue to look for ways to benchmark library successes within the research enterprise while strengthening our connections to curriculum and instruction. Academic libraries will also play a large role in community engagement and translation of scholarly research to those beyond the university bubble.
Professionally, I’m aiming to be in a management role that will advance the philosophy and methodologies of library programing and services that directly connect to the academic mission and success stories.
What gives you the greatest sense of accomplishment in life?
PV: Doing what I love gives me a sense of accomplishment. Every morning I get to wake up and have the privilege of working with amazing people and if I can help anyone of them advance their personal or professional goals by providing support makes me happy.
The Benson Latin American Collection is pleased to announce the acquisition of the archive of Jacqueline Barnitz (1923–2017). The life and collection of the late art historian and professor emeritus will be celebrated in the Benson’s Rare Books and Manuscripts Reading Room on Tuesday, March 27, at 3 p.m. Selected materials from the archive will be on view in an exhibition titled The Legacy of Jacqueline Barnitz.
The exhibit provides a glimpse into the archive of the world-renowned modern Latin American art historian who taught at The University of Texas at Austin from 1981 until her retirement in 2007. Barnitz donated the archive to the Benson shortly before her death, and its contents include correspondence, research notes, teaching materials, art slides, notebooks, rare art and art history publications, and an exceptional array of exhibition catalogs from Latin America spanning much of the twentieth century.
An artist in her own right, Jackie Barnitz made a living during her early professional career as a portrait painter and eventually turned to abstract expressionism. In 1962, she traveled to Argentina, where she became enthralled with the dynamic arts culture of Buenos Aires. Upon returning to her home in New York City, she wrote about Latin American art for multiple publications, bringing crucial exposure for Latin American artists in the 1960s and 70s, especially those who had left their home countries for New York in the wake of political unrest. She continued to travel to Mexico and South America throughout her career. Barnitz earned her PhD in art history from the City University of New York after having taught courses on Latin American art at the college level.
Barnitz joined the art history faculty of UT Austin as the first professor to hold a university tenure-track position in modern Latin American art. She was a dedicated mentor and teacher whose students have moved on to research, teaching, and curatorial positions in major institutions around the world. Her textbook, Twentieth-Century Art of Latin America, published by University of Texas Press in 2001, with a second, expanded edition in collaboration with Patrick Frank issued in 2015, is the textbook of choice for most university courses on modern Latin American art.
Barnitz’s contribution to the field of Latin American art history in Austin and beyond is emphasized by Beverly Adams, curator of Latin American art at the Blanton Museum. “Jackie was a true innovator, pioneer, and steward of the field of Latin American art history. From her salons in New York City to her far-ranging travel and research, she constantly sought meaningful connections with artists and intellectuals throughout the Americas. In the Art History department, she helped form a generation of scholars. At the Benson, her archive and library will surely continue to inspire new generations of students.”
The Blanton Museum of Art was the beneficiary of several remarkable gifts from Barnitz over the years, ranging from thoughtful catalogue essays, class tours of the collection, and her frequent donations of art. According to curator Adams, Barnitz made her most recent gift to the Blanton last year, “a number of fascinating works on paper of important artists such as María Luisa Pacheco, Cildo Meireles, Paulo Bruscky, Regina Silveira, and Leandro Katz,” which will soon be seen in the museum’s galleries.
According to Melissa Guy, director of the Benson Latin American Collection, the acquisition of Barnitz’s collection further strengthens the Benson’s holdings in Latin American art and art history, which also include the José Gómez Sicre Papers, the Barbara Doyle Duncan Papers, and the Stanton Loomis Catlin Papers. “Jacqueline’s collection brings incredible richness and depth to the Benson’s art and art history holdings, and reflects her stature as the preeminent scholar of modern Latin American art history. The exhibition catalogs alone, covering nearly the entire region from the 1960s into the twenty-first century, warrant special attention by students and researchers,” said Guy.
This event is co-hosted by the University of Texas Libraries and LLILAS Benson Latin American Studies and Collections, who gratefully acknowledge the following co-sponsors: Blanton Museum of Art, Center for Latin American Visual Studies, Department of Art and Art History, College of Fine Arts.
About the Benson Latin American Collection
The Nettie Lee Benson Latin American Collection is one of the foremost collections of library materials on Latin America worldwide. Established in 1921 as the Latin American Library, the Benson is approaching its centennial. Through its partnership established with the Teresa Lozano Long Institute of Latin American Studies in 2011, the Benson continues to be at the forefront of Latin American and U.S. Latina/o librarianship through its collections and digital initiatives.
On November 3, friends and family gathered in the Main Building to honor a storied figure in the Libraries recent history.
Marking her 95th birthday, the Libraries recognized the contributions of retired librarian and administrator Virginia Phillips, who served the General Libraries from 1975 -1998 in various capacities throughout the organization, most notably as assistant director for Branch Services.
During the event Phillips’s impact was cataloged by a series of former colleagues, all of whom noted her direct influence within their own professional experiences.
To honor her legacy with the Libraries, associates recognized Phillips with a permanent naming in her honor of a bookcase in the Hall of Noble Words in the Life Science Library, housed within one of the university’s most distinguishing landmarks and symbols of academic excellence.
The indelible mark Phillips left on the University of Texas Libraries is extraordinary. Her oversight of branch libraries, recruitment of talent and philanthropic support through endowments forged a path for building strong and meaningful relationships that extend far into the future.
Brittany Rhea Deputy is the Librarian to the Moody College of Communication and the College of Liberal Arts Department of Linguistics. A native Floridian and Texas transplant, Brittany holds an MLIS in Library and Information Science from the University of South Florida and a BS in Public Relations from the University of Florida. She offers a wide variety of teaching and consultation services with specializations in finding data and statistics, analyzing current and historical print and broadcast news coverage, and utilizing research resources and specialized tools. Her previous employers include The University of Alabama, The University of South Florida – Health, and The University of Florida.
So, how did you come to the University of Texas Libraries?
Brittany Deputy: I came to UT Libraries in 2013 after working as a human environmental sciences librarian for the University of Alabama Libraries. Before I became a librarian I worked in public relations and communications for the University of Florida’s Graduate School, so when I saw the opportunity to get back into that discipline but in a new role, I jumped into action. I really loved the job I was in, but I couldn’t pass on the perfect mashup of communications and librarianship that I have in my job here at UTL.
It’s great that you were able to find something that married your interests like that. What’s an average day (if there’s such a thing) for the communications liaison/librarian at UT?
BD: Honestly every day is different. My days really depend on what semester we’re in and what’s happening at that time in that semester. For example, up until last week you probably wouldn’t have seen me much in the PCL because I was teaching over in the Belo or CMA buildings at the Moody College.
Now, the classes are tapering off, but I’m seeing more and more one on one research consultations. These are mostly with graduate students or faculty members, and sometimes with research institutes on campus, who need really specific, in-depth research help and expertise. Then as the month wears on and we get closer to the end of the semester, I’ll switch over to my special projects. Things like the Graduate Research Showcase the Social Science Librarians Team is hosting or a special lecture I’m giving on the history of fake news.
Of course during all of this I’m doing day to day things like answering reference questions, purchasing items for the library collections, and serving on committees and groups as well. I’m never bored that’s for sure!
Tell me a little about teaching at the college. A lot of people mistakenly assume that librarians stay cooped up with the books, but that’s not really the case at all, is it?
BD: Haha, no, that’s not the case at all. I probably couldn’t tell you the last time I handled a physical book. Our jobs are very much online and on the go.
How things go when I’m teaching at the college depends on the class, the department, and the students. The needs of undergraduate students versus graduate students and students in advertising versus those in communication sciences and disorders are extremely different. It’s not unheard of for my first class of the day to focus entirely on how to search databases to find peer reviewed research articles about using computer assisted technology to help stroke victims struggling with aphasia and my second class of the day to center on finding and utilizing data from the census, local maps, and NAICS codes to help students figure out the best advertising strategy for the luxury handbag company they were assigned as a “client.” It’s all so different every time I walk into a classroom, but that’s what makes it the most fun.
Communications studies are sort of all-encompassing in a way that lots of people probably don’t consider. Does it get overwhelming trying to keep up with trends and innovations, especially given the increasingly connected nature of the world?
BD: From the outside it probably seems rather hectic, it can be a lot of work to keep informed of new trends and innovations in any discipline, but if you can discern between what’s hype and what’s helpful, it definitely makes the job easier.
I think this is where my background and expertise really come in handy. I’ve worked in similar jobs, attended the same conferences, and am a member of the same professional associations as the students and the faculty members I work with, so I’ve been where they are and can see where things are going, professionally speaking.
I’m also not alone in my role. I regularly work with librarians at other universities who are in positions like mine, working with students and faculty in communication related fields. We discuss trends, troubleshoot questions, and crowd source ideas almost weekly. A few weeks ago we had a pretty lively discussion about using R or Python to analyze Facebook comments on online news stories. It was pretty cool.
You mentioned a special project, a lecture on fake news, which is a topic of much discussion in the wake of the recent presidential election, but has probably existed for a much longer period of time. What role do you think libraries in general — and the UT Libraries more specifically — play in combating bad information in a world where traditional filters no longer exist?
BD: Fake news has been around for a long time. Historical figures like Marie Antoinette and Mark Antony might have lived a bit longer if it weren’t for fake news in fact. The difference today is our access to it. Instead of graffiti on Roman walls or printed pamphlets in the streets of Paris, fake news stares us in the face from every screen. I mean, there’s probably about five screen devices in my office right now, so that’s a lot of access points!
Thankfully though, the libraries, especially UTL, can help people sort through it all and stay informed of what’s really going on in the world and the communities around them. Librarians are experts at research and evaluation and can teach people how to look at news holistically. It’s tempting to take a news story at face value or maybe even just use a small checklist approach to evaluating it, but in today’s world, with news breaking 24 hours a day, it’s not enough. You really have to be curious and dig deep and that’s were librarians like myself and my colleagues at UTL come in to help. We can walk you through the process and show you some tips and tricks to help along the way.
Now obviously not every person could, or would want to, take a deep dive into every news story they encountered, but even if you do it just once or twice, it can really help you separate the facts from fiction. But if you do fall victim to a fake news story don’t feel too bad. Bad information happens to good people sometimes. I’ve even been tricked a few times!
Given that you help people to navigate sometimes complex or obscure information, you probably learn quite a bit that you aren’t expecting. What’s a discovery you’ve made through your work that you’ve kept with you?
BD: I’m always stumbling on to the new and unexpected when I’m working with researchers. It’s really satisfying to find those hidden gems and watch the research story unfold or even completely change because of it. It’s an exciting thing to witness and be a part of. I don’t think I have one specific discovery that means more than any other one, but I will say the first time I was mentioned and thanked in the acknowledgements section of an award-winning book was pretty special. To see my contributions to a researcher’s work in print was an amazing experience.
Validation is always a nice thing, because so much of life is just doing a good job because it’s what you do. What about the future? Where are you in ten years, and what is the job of the future communications librarian?
BD: I wish I could know what the job would look like in ten years! Things move so fast and change so readily it’s impossible to forecast exact trends that far in advance. I think a lot of people might have the assumption that libraries and librarians have served their purpose and are on their way out due to the internet and online access or that it’s just a building that holds a lot of stuff. But that isn’t really true at all. It is true a lot of things are online and it is true the library has a lot of “stuff”, but without librarians to help people find it, sort it, and make sense of it all, it’s just a book on a shelf. Data is just data. Information is just information. People, librarians and researchers working together, are what turn those things into knowledge. And that will always be the biggest and best part of this job. So hopefully that’s what I’ll still be doing in ten years too.
Carolyn is a Texan, born and raised, and earned her Bachelor of Arts in Psychology and Master of Science in Information Studies from UT Austin. After graduation, she served stints at St. Edward’s University, and UT San Antonio, before returning to UT Austin to work as the Social Sciences Liaison Librarian for Human Development & Family Sciences, Kinesiology & Health Education, Psychology, Social Work, and Sociology.
Research topics are driven not only by access to resources, but quality resources, walk us through how you develop new and curate existing resources for the social sciences.
Carolyn Cunningham: Social scientists use a little bit of everything in their research, from statistical data gathered from research articles and government agencies, books, to qualitative interviews. Some of this information is freely available, but a large portion is only available through our library subscriptions. We try to stay on top of developments in the field so our researchers will have access to the latest journal articles. With publication prices going up and budgets staying the same or shrinking, we have to prioritize carefully to serve the many different types of experts in our fields.
Many social science students go on to work outside of academia after graduation, so they lose access to the library resources they had while they were in school. It is just as important for them to have access to the latest research while working as practitioners as when they are students. Social work students are a great example. The agencies and organizations they work for after graduation sometimes have affiliations that allow research access, but often they are on their own. I try to squeeze in lessons about how to find open access material, how to request material through the public library, and other access points while they are still on campus.
How many patrons do you service on the Forty Acres?
CC: In my role as subject liaison, I serve folks in the following departments, across multiple colleges: Human Development & Family Sciences, Kinesiology & Health Education, Psychology, Social Work, and Sociology. I serve over 4,000 patrons, which includes 316 faculty and instructors, 700 masters and doctoral students, and 3,000 undergraduate students.
I also work unofficially with programs that don’t fit within one department, and I serve the campus at large when I answer questions through the Ask a Librarian chat and at the PCL Research Help desk.
Day to day, we see you in front of classrooms alongside professors teaching students how to access research information or with individuals who have an idea for research but are not sure how to get started. What happens in those sessions?
CC: Teaching in the classroom and meeting with folks one-on-one are some of the best parts of my job. When a faculty member invites me to talk about the art of doing research and exposing the students to the available tools, it can be tough to narrow down the talking points to fit the time allotted. It’s easy for me to go on and on, knowing all the tools we offer. Usually my classroom sessions happen when the students are writing research papers and they need to cite scholarly sources. With undergraduates, I show them how to pick a database and choose keywords in order to find research articles. We spend time during the class thinking about who is writing about their topics, whose expertise is considered authoritative, and what things are appropriate to cite (for example, scholarly articles versus news articles, or cutting edge research versus well-established theory). With graduate students, their projects often require deep interaction with the research in their areas, so we talk about finding works by major authors, methodology, and the process of publishing research articles. I recently worked with a class in which several students wanted to design surveys and questionnaires to measure social behaviors and attitudes about gender bias in the workplace. I showed them how to use the databases to find examples of previous studies that utilize surveys and questionnaires to use as models.
In one-on-one consultations, the meeting is molded by the where the researcher is in their project, and by their comfort level doing research. Undergraduates in the social sciences are often learning about their topics for the first time, and are shaping personal interests into something they can tackle in their coursework. Immigration, access to healthcare, LBGTQ issues; if there is a news story about it, we can usually find scholarly literature to lay the foundation for a research project. In these cases, I spend a good amount of the meeting introducing them to tools beyond Google or Google Scholar, and showing them how to produce a good pool of results. Graduate students and researchers are typically more experienced with the main tools in their fields, so we talk through the best keywords to search, the kinds of things published on their topic, and how to make sure they are not missing any key research in their fields. But this is just the beginning. It can go off in all kinds of crazy directions, sending us deep into the stacks, or deep down an Internet rabbit hole. This is a nerdy example, but I once helped a student dig through pages from the Wayback Machine in the Internet Archive to find a research abstract that was written in Italian. The original website had been taken down, but we had a partial citation. He had Italian language skills, so while I navigated and searched, he translated what we were seeing. It was the epitome of a wild goose chase, but we eventually found the full citation and were able to request the article through our interlibrary loan service.
What is the most satisfying aspect of your job?
CC: Talking to researchers one-on-one in consultations is incredibly gratifying. I learn something new almost every time. There are many great parts about these meetings, but learning about the issues researchers are interested in is so cool. UT has many movers and shakers on campus, and our faculty often get interviewed by NPR and other media outlets. It’s cool to hear a faculty member on the radio who just invited me to work with their classes.
I had no idea about that part of the job when I went to library school. I toyed with the thought of going into museum studies or preservation, and those specialties remain interests of mine. But I knew academic librarianship was for me early in my time as a student worker in the Geology library, and later as an intern at PCL. Dissecting people’s research questions and connecting them to information somehow works really well with my curiosity and people-orientation. I also love the cross-section of folks on campus: undergrads who are grinding through the college experience so they can go out and do other things in the world, and folks who stay in academia and build expertise in their areas (among many others, of course).
Is there a particularly rewarding or transformational interaction you had during a consultation with a patron?
CC: Transformation is one of the highest goals of pedagogy, and those moments are awesome. Sometimes, I see small transformations of people’s understandings of their topic. I have been working with a graduate student for the past few months who is investigating how college athletes identify as students. Just to give a very specific example of something I consult on regularly, we were searching for articles about college athletes and their student identity, but were not getting good results. I did a little playing around with our search, and we found that the research more commonly refers to “learner identity” or “academic identity.” Once we tweaked the search terms, the databases cracked open and gave us much better results. This student will use what she learns to make recommendations about how to advise and support student athletes in their academic achievement. It’s a great project with very tangible applications.
Other times, the transformation is more apparent in the classroom. I’ve gotten thank you notes from instructors saying their students’ papers are higher quality after a library session. Or they will redesign assignments after having me visit their classes.
Once, a patron high-fived me at the reference desk for finding a book they needed. That was awesome.
Anything you can teach us that will help us in our personal life?
CC: Sure, I can show you a few tips so you can Google like a librarian. Searching within a website can be really useful. If you know certain information lives on a site, but you can’t remember how to get there, you can search that whole site for the page you want. For instance, to find the UT calendar, enter this into the Google search bar:
Or you can easily limit your results to certain website domains. This may be helpful if you want to learn about a topic, but not see every type of result related to it. Let’s say you want find research about coconut oil. If you do a regular Google search for “coconut oil,” you get a lot of varied results, including news, social media, and products for sale. But if you scope to .edu websites, you get useful stuff right up front. Enter this into the search bar: