One of life’s greatest pleasures is browsing bookshelves, searching for topics at random, finding the unexpected, neglecting all commitments to ponder at leisure.
Anyone seeking such non-digital delights can visit libraries on the Belknap or HSC campuses, or for virtual browsing, our website. But how did these physical and virtual books make it to the stacks and website, to be discovered by inquiring eyes and fingertips?
Each book’s journey to the shelf is deliberately egalitarian, says Tyler Goldberg, Head of Technical Services and Print Collection Development. Anyone affiliated with the University may request books, videos, recordings or other materials via this link on the Libraries’ website (http://library.louisville.edu/forms/order-recommendation). Allowing suggestions from University-affiliated individuals aligns with the Libraries’ mission to provide free and open access to information for our patrons.
After a request comes in, Tyler and Technical Services Acquisitions Specialist John Burton confer to determine: 1) whether we already have an item; 2) whether it meets basic criteria for inclusion in our collection; 3) if so, where to order it; and 4) how to pay for it.
After searching Amazon or other online sites, John orders an item, inspects it when it arrives, and ensures it is as advertised, i.e., not ripped, not missing pages, published in the wrong language, or another book altogether. (These errors have all happened.) Before the book is ordered, John has to choose a fund from which to order the book, either from an endowment or gift*, or from the main Libraries budget.
Continuing the journey, a book, DVD or other item arrives at a Technical Services staffer’s desk, to be barcoded, cataloged (added to Libraries’ online catalog), and passed to a staff member for labeling, stamping, and a final check. Items without records or incorrect information are bounced back to Tyler. For those items without records, she creates and adds a record to the WorldCat database.
After final processing, materials arrive at their final destination, perhaps the Browsing Collection on the third floor of Ekstrom Library, or the African American Collection on Ekstrom’s second floor, or the general stacks — wherever it will be among its counterparts, waiting to be gazed at fondly by browsing eyes.
So there you have it. Our librarians and staff deal with machinations behind the scenes so you can study, research, write that scholarly paper, or continue in the simple pleasure of book browsing.
*Many of our loyal and fantastic donors have contributed funds for general materials and specific genres, and the Libraries depend upon these gifts to augment our collections. Some of these funds support specific subject areas, such as Asian studies, humanities, engineering, women’s studies, finance, children’s literature, biology, American literature, and even railroads. Given the budget cuts to collections, these gifts are more valuable than ever.
By Amber Willenborg
Research assignments can lead to enlightenment, but, as the scholarship on information literacy indicates, the path isn’t easy. The Project Information Literacy Freshmen Study found that students face many challenges with finding and using information, from locating appropriate databases to reading research articles and evaluating information. With this in mind, and in direct response to faculty requests for a one-stop research resource for students, the library has unveiled our new Research DIY website.
Research DIY is an online tool featuring visually appealing infographics, videos, and step-by-step instructions to help students get started with a wide variety of research tasks. The PIL Freshmen Study revealed that students struggle most with formulating online searches, selecting and locating research resources, and reading and comprehending materials. On the DIY website, students will find resources that directly address these struggles: a video on generating keywords for searching, numerous videos with instructions for finding a variety of source types like scholarly articles, and an infographic on how to approach reading research articles. Research DIY also includes content created in conjunction with the University Writing Center to help students appropriately integrate sources into their research papers.
While the website is easy for students to find and use on their own, we encourage instructors to link to the site on Blackboard or in their syllabus, or direct students to sections of the website that would be helpful for particular assignments. In addition to Research DIY, the library offers a variety of teaching tools including online learning modules for practice with information literacy concepts and research guides for more in-depth information on research topics and resources. Librarians are also available to create custom content tailored to your class or assignment. The path may not be easy, but the library is here to illuminate your way forward to success.
Happy birthday to Ekstrom Library, which first opened the doors of its current location on August 28, 1981.
Named after Dr. William F. Ekstrom, a noted English professor and the first Academic Vice-President of the university, Ekstrom Library was built to house an expanding collection that had outgrown its former location in what is now Schneider Hall.
The University Library grew from an original donation of Dean John Letcher Patterson’s personal collection in the early 1900s; by 1956, library moved into its own building to accommodate the growing collection, and by the end of the 1970s, the University Library had over 200,000 items in its collection, prompting plans for a new $14 million library.
Coincidentally, Ekstrom Library director, Associate Dean Bruce Keisling shares a birthday of August 28. Happy birthday to both!
By Chris Heckman, Intern, Research Assistance and Instruction, Ekstrom Library
Do you need to know the rate of accidental gun deaths in the U.S. between 2006-2012? What about the voting records of your representatives in Congress, or the percentage of households with running water in a particular Afghan province?
Finding very specific data like this can be a significant challenge for both new and experienced researchers. That’s why the University Libraries offers research guides, or collections of curated links to useful journals, databases, and depositories of statistical data, organized by subject. These can be invaluable resources for students beginning the research process, as well as for faculty who want to impart research skills in their students.
Social Sciences and Outreach Librarian Sam McClellan has recently added a new research guide, Finding Data and Statistics, which provides links to several databases and search engines for use with a variety of topics. For example, Zanran is a search engine specifically designed for finding statistics on the internet. A search as simple as “birth rate Somalia” returns over 2,700 relevant graphs, charts, and tables for a researcher to easily narrow down and comb through. You can find a link to this research guide in any of the social sciences subject guides.
The Finding Data and Statistics guide also includes links to social science data archives from universities such Cornell, Princeton, and Northwestern, all freely available for students at University of Louisville to use.
The new guide allows for narrowing by topic, including criminal justice, economics, education, environment, health, politics and elections, labor and employment, public opinion, religion, and urban planning and housing. Selecting any of these topics takes the user to a collection of links to useful data sources. For example, narrowing by “health” yields links to over 50 different data sources along with descriptions of those sources. These data archives are selected because they are freely available (or available to anyone with a UofL Library account), and because they contain a wealth of information for researchers interested in health issues in the United States and abroad. From statistics on the prevalence and mortality rates of specific diseases to information on access to healthcare by region, a wide array of information is available here at a researcher’s fingertips.
Data from the U.S. Department of Health and Human Services (HHS), including the Centers for Disease Control and Prevention (CDC) and National Institute of Health (NIH) are available here, as well as data from international bodies such as the World Health Organization (WHO) and World Bank. Broad research tools such as CDC Wonder, a search engine provided by the CDC for navigating the agency’s public records, or WHOSIS, the WHO’s statistical information system, can assist with research on a wide array of topics, but there are also databases for more narrowly focused research areas. For example, the AIDS Public Information Dataset from the CDC provides data specifically on HIV/AIDS incidence in the U.S., while the Cancer Statistics resource from NIH provides data on cancer in the United States. You can find data from some current large-scale studies here as well. For example, results from Princeton University’s ongoing Fragile Families and Child Well-Being Study are useful for research on children’s health, particularly among children with single parents.
Several resources provide information on mental health concerns (the NIH’s National Institute of Mental Health, the HHS’s Substance Abuse and Mental Health Services Administration), child and adolescent health concerns (Data Resource Center for Child & Adolescent Health, Monitoring the Future Series, The National Longitudinal Study of Adolescent to Adult Health, UNICEF Data: Monitoring the Situation of Children and Statistics, Guatemalan Survey of Family Health 1995), and healthcare cost and utilization (Health and Medical Care Archive @ ICPSR, Healthcare Cost and Utilization Project (HHS), Medical Expenditure Panel Survey (HHS)).
The Health section of the Finding Data and Statistics guide contains many more avenues for researchers to explore subtopics in the health field, and health is just one of the topics available in the guide. Anyone conducting research at University of Louisville should consider giving the research guides a try!
When Ben King started working for the University Libraries in 1977, conveniences like computers, printers and scanners hadn’t yet made their way into the workplace. For instance, identifying labels with call numbers affixed to books’ spines had to be typewritten, and King remembers doing so painstakingly, on an old Remington typewriter.
“I’m so sorry I got rid of it,” King said. “It would be worth something now.”
Now, book labels are generated automatically, students and researchers access books and materials online, and a Robotic Retrieval System in Ekstrom Library, installed in 2006, houses seldom-used materials to free up study space. And, following a satisfying and storied career with the Libraries’ Technical Services department, King is retiring. Sometime this Friday, it will have been exactly 40 years to the minute since he first started.
He’s seen many changes, from Belknap campus infrastructure, to library service, to Ekstrom Library, which opened in 1981, and to the faces of student assistants who helped him sort books and stock shelves over the years.
“I’ll leave with a ton of memories,” he said.
By far the best part of his job has been working with student assistants, King said. “I feel uniquely honored to have worked with some amazing students. The students were my life.”
As a supervisor of shelf preparation, he has worked with UofL student assistants from over 11 countries, including India, Bangladesh, Libya, the Philippines, France, Iran, Belarus, South Korea, Viet Nam and Armenia. Some have become like family.
“We’ve played laser tag, board games. I get invited to a lot of stuff, like birthday parties, graduation, etc. That’s why I came to work. A student said to me, ‘You’ve been more like a father than my real father.’”
One young student complained to King that her vacuum cleaner had broken. He had an extra one and brought it to work to give to her. Five students made a tribute to him on YouTube.
“I probably have worked with a couple hundred students over the years.”
Stacie Alvey, a former student assistant who worked alongside King for over six years from 2010-2016, now works as a librarian for McFerran Preparatory Academy. Her choice of career arose largely as a result of having worked with King.
“I knew after working here with Ben that I wanted to do this as a career. Anybody who has ever worked for Ben remembers Ben. He’s a storyteller extraordinaire. I could repeat his life story. I loved it! He’s like family to me.”
“I feel the same way,” said King. “I was so glad she came to see me. I was so sorry when she left but really happy that she was able to work with JCPS, and nearby, too.”
Technical Services held a retirement ceremony for King on Monday morning, with donuts, coffee cake, fruit and lots of memories. Paying tribute to King, Technical Services Head Tyler Goldberg said, “We’ve all worked with you for many years, and we’re truly grateful for your many, many years of service.”
“And we want to welcome you to come back and volunteer with us at any time.”
“If I’d known we were going to have a ceremony, I wouldn’t have taken down all the stuff the students have given me over the years,” he said.
King said Alvey, the last student assistant he’s worked with, helped him research some of his family genealogy. While he knew much of his mother’s history (she is one of 13 kids), he knew little of his father’s background until Alvey’s research uncovered some interesting facts, including that he is one of six other paternal relatives named Benjamin Franklin King.
“I’ve been here through many natural disasters,” including the 1981 sewer explosion when Ralston Purina leaked hexane from its former soybean processing factory into the sewers around Old Louisville and the Belknap campus; after a car’s engine ignited the gas in the early morning, major explosions along the sewer lines decimated cars, streets, and buildings, but surprisingly left no casualties.
The Libraries administration gave King several gifts for his service: two vinyl record albums: one the newly remastered Sgt. Pepper’s album by the Beatles (first released the year King entered high school, 1967), Bob Dylan’s Greatest Hits, and, in an apparent reference to King’s timeliness, a UofL clock with the Cardinal bird’s wings pointing to the time.
King’s future plans include volunteer work with the Parklands of Floyds Fork and traveling with his family.
Perhaps nothing terrifies a college student like the research paper: finding a topic, creating an original thesis, searching and vetting sources, reading thoroughly, writing meaningfully – all difficult, time consuming tasks requiring focus and perseverance.
However, today’s technologically transformed library offers students tools that vastly simplify the research process. Sources emerge with a finger swipe, and incorporating them into a paper is simpler with an online library catalog. Compared with 30, even 20 years ago, searching and finding sources today has never been more streamlined, and academic research has benefited.
Students curious about library research methods pre-Internet – or promotional videos from the mid-‘80s – should see this quirky, parodical video, made in 1986 to feature Ekstrom Library, which had been built five years earlier. Unearthed recently by Anna Marie Johnson, UofL Libraries Head of Research Assistance and Instruction, the video is interspersed with tongue-in-cheek “ads” promoting various library resources (one features Cleopatra requesting information on asps, a large python curling nearby). It presents a pseudo-athletic event, held in Ekstrom library, in which two students compete to find information the fastest on an obscure subject (“squirrel cage motors” and “dancing mice”) using the various tools in the library.
In the video, students confront the difficult “athletic” challenge of conducting research, something intended as parody. However, compared with today’s research methods, the students’ tasks do indeed look athletic.
“Conducting research was very different from today’s methods,” says Johnson. “In fact, back then the process of finding a scholarly journal article involved several time-consuming steps in three separate locations.”
“First, you had to find the right subject index. So, if you were looking for articles in psychology, you needed to know that there was such a thing as Psychological Abstracts and that those were located in the reference section of the library. In addition, if you wanted all the articles on your topic for the last five years, it would likely involve paging through multiple volumes of the Abstracts.”
“Once you settled on some articles – which may have required you to also look up a journal abbreviation since the journal names were often abbreviated to save space – and wrote down the citations , you had to look at a printed list, which was often on a different table or shelf, of all the journals the library subscribed to in order to determine if the articles you wanted were in the library.”
“Remember, there were no cell phones handy to take pictures of your citations,” she added.
“Finally, you would take your list of citations upstairs to the journal stacks and choose the correct bound volume of the journal that you needed.”
“Contrast that with today,” Johnson goes on. “You probably are not even walking into the library, but you are accessing a database on the web that Ekstrom Library subscribes to, searching 50 years of those printed volumes, and with often one or two subsequent clicks, finding a PDF of the article you’re seeking, all without leaving your couch.”
So while we sympathize with students confronting their first college research paper, we can say this: researching a topic today is wildly more convenient than in years past, and as a result, the act of writing, research, and even thinking, can be deeper, better synthesized, and stronger.
You can see the video for yourself here.
By Anna Marie Johnson
Many of us have had this experience recently: You read something odd, exaggerated or outrageous on social media and think, “Could something this odd/exaggerated/outrageous be true?” But have you taken time to investigate? Most people don’t.
Sometimes the consequences are minor. For example, an ad appeared on social media recently for a Fisher-Price Miniature Bar Play Set, complete with tiny beer bottles and bar stools. Posts immediately disparaged and urged boycotts of the toy company Fisher-Price, which subsequently issued a press release saying the ad was fake.
Sometimes, however, the consequences can be severe. A conspiracy theory story about a child sex ring run by Hillary Clinton first appeared on a white supremacists’ Twitter account and went viral, ultimately leading Edgar Welch to take a gun to a pizza parlor and attempt to shoot people (See “Pizzagate” on Wikipedia: https://en.wikipedia.org/wiki/Pizzagate_conspiracy_theory).
How can you tell if something is fake or even just misleading? There is no easy formula, and we must first fight our own propensity to believe things we want to be true. However, here are three important ways to avoid spreading fake or misleading news:
- Keep a skeptical mindset about any news.
Being skeptical means being a critical thinker and examining your own thinking. When you read story that makes you think, “Wow, that’s unbelievable,” stop and examine that idea. What about the story seems unbelievable? What about your own feelings on the topic make you want to believe the story? What pieces of the story seem to lead you to see the story from the author’s perspective? Often reading beyond the headline is important because headlines are designed to memorable and catch your attention, the details of the story are often far more mundane.
- Rely on respected news sources.
Relying on respected news sources is an important piece of the puzzle. Respected news sources follow standards of practice or ethical codes of conduct. They will provide evidence for their claims. The New York Times, Washington Post, Wall Street Journal, Time magazine, are all legitimate and respected sources of news. That doesn’t mean they never get anything wrong, it simply means they have a long history of accurately and fairly reporting the stories they cover. Often checking several of them is a good way to get the full perspective on a particular story.
- Refuse to share anything you haven’t checked for truth.
When news that is fake or misleading is shared on social media, the problem is compounded, because more hits mean that search engines will surface the news item more readily, more people will see it, and it will seem to attain greater legitimacy.
While there is no surefire formula for detecting fake or misleading news, help is available! The librarians in Ekstrom Library’s Research Assistance and Instruction Department are available to help you decide the quality and legitimacy of news sources. Come by and see us on the first floor in Ekstrom Library’s east wing, call us at (502) 852-0433, or use our chat service to reach us!