Being that he has a refined sense of both words and music, Whit seems like a good candidate for exploring and discovering some overlooked gems in the trove, and so in this occasional series, he’ll be presenting some of his noteworthy finds.
The genius of this Finnish group (1987-2008) was not only that they imported masterful instrumental takes on American surf garage rock back into our record stores, but that they also delivered blistering live shows to prove their point. Local Warming keeps it in cruise control with Sci-Fi guitars, greasy organ hooks, and a punkabilly rhythm section. The vibe veers off into prog and post rock at times, but thankfully never strays too far off the futuristic retro path. Crank up the old hovercraft and blast these instant classics!
Heart on its sleeve country-rock from a troubadour lifer, the late
Greg Trooper. Having penned songs for Vince Gill, Steve Earle (who provides a
true fan’s liner notes), Billy Bragg and others, Trooper showcases his beefy
baritone on these tough and touching jukebox-worthy originals. Forthright yet
dreamily reflective lyrics reveal river-deep themes swirling around love and
loss. Masterfully recorded and produced by Americana heavyweight Phil Madeira.
This Birmingham, Alabama duo flew low enough under the music biz
radar to miss out on fame, but high enough to attract critical accolades. On
this stylistically sprawling 21 track album, Brad Armstrong and Buzz Russell
share songwriting duties, and while both are lyrically rooted in southern
gothic, the music swerves back and forth – sometimes abruptly – between lo-fi
avant pop rock and brooding folk. Think Mark Linkous and Elliot Smith (both
ghosts themselves) fussing over fuzz pedals and tape loops in some creaky
pineywoods cabin. Or better yet, don’t think. Just tune in and tag along on
this richly rewarding backroads trip.
Mal Waldron / Soul Eyes : The
Mal Waldron Memorial Album
Not quite the jazz household name as Monk, Bud, or Duke, Waldron
was most certainly that special musician’s musician, as well as an accomplished
composer and sideman to the likes of John Coltrane, Charles Mingus, and Billie
Holliday. This compilation spotlights Mal as both solo artist and house pianist
for Prestige Records by showcasing various tracks from the Prestige All-Stars,
hard-bopping alongside Coltrane and Webster Young, Steve Lacy and Eric Dolphy.
Elegant, melodic, classic bop. Essential listening for even the most casual of
Minimalist chamber folk from Los Angeles singer-songwriter
Nastasia. On this, her first album, the musical moodiness is captured clean and
bright by Steve Albini’s bone-dry and in your face production. Hints of
dissonant strings and the occasional dark drums/goth guitar combo (“Roadkill,”
“Nobody Knew Her,” “Jimmy’s Rose Tattoo”) help to cut the treacle of Nastasia’s
almost too-sugary sweet vocals. Legendary BBC DJ Jon Peel declared the album
“Illuminating Explorations” – This series of digital exhibits is designed to promote and celebrate UT Libraries collections in small-scale form. The exhibits will highlight unique materials to elevate awareness of a broad range of content. “Illuminating Explorations” will be created and released over time, with the intent of encouraging use of featured and related items, both digital and analog, in support of new inquiries, discoveries, enjoyment and further exploration.
Radical politics in Europe experienced a pronounced growth in strength and popularity in the early 20th century, both before and following the communist revolution in Russia in October 1917. France possessed a unique position in the continent-wide growth of leftist and labor-focused–and specifically communist and anarcho-syndicalist–parties and movements. The Paris Commune and its politics played an important role in the development of Marxism, which would later become the most prominent political position in politically successful leftist parties and revolutionaries from Russia to Western Europe. While very influential and popular throughout France in the early twentieth century, there were also significant forces opposed to the rise of left-wing sentiment both in France and across Europe. This exhibit curates a number of significant holdings of the UT Libraries surrounding communism in France, and is organized into sections containing pro-communist, anti-communist, and leftist but not explicitly pro-communist materials.
The exhibit aims to shed light on the varied political attitudes and interests active in Francophone literature at this time. These perspectives include explicitly pro-Leninist ideas, firmly in line with the Soviet-led Third International, or Comintern, to outwardly monarchist tracts opposed to the Bolshevik seizure of power. Also included are dissenting leftist opinions that, while decidedly pro-labor and in the leftist camp politically, are nevertheless not truly in line with the Soviet model of democratic centralism as propagated and put into practice by Lenin. In addition to French authors, the exhibit also represents a few pamphlets that are French translations of Russian texts, highlighting the truly international character of European socialism during this period.
The pamphlets presented here have been selected for this exhibit not only because of their importance to the UT Libraries’ distinctive collections, but because of their relevance to the political and socio-cultural history of Europe, both Western and Eastern, which continues to influence contemporary politics in France and beyond. Many of the publications also feature graphics and designs that will be of interest to anyone interested in the history of monographic design and publishing in the early to mid-twentieth century.
This collection will be of interest to anyone who would like to learn more about French-language history and propaganda, or who is interested in the development of socialist (specifically communist) and anti-socialist ideologies in Europe. The print versions of the pamphlets are available at the Perry-Castañeda Library and their digitized versions are available through the UT Libraries’ Collections Portal.
Ian Goodale is the European Studies Librarian for UT Libraries.
In fall of last year, the Libraries welcomed the first class of The Consuelo Artaza and Dr. Carlos Castañeda Diversity Alliance Residency Program who arrived for a 2-year term. Residents Laura Tadena and Natalie Hill spent the last year+ in rotations with various units for an immersive experience in librarianship, and though their terms haven’t yet expired, both earned the sort of attention that generated interest from other institutions wanting to lure them to professional opportunity. While we’re sad to see them leave, we’re extremely proud of the work they put in during their time at UT, and for the extensive contributions they made to what we do.
Hill and Tadena sat with me to reflect on their experience during their residencies, and to share their impressions of the program and the knowledge they gained.
Tex Libris: What is the
main value or biggest takeaway you have from participating in the program?
Laura Tadena: I
think for me it was learning about all the resources that we have access to or
that are available for the state, and really wanting to share that information
with others. Coming into this, I wasn’t familiar with the Texas State Library.
I also didn’t realize how many libraries are open and free to the public,
especially academic and college libraries. So, I think the most valuable thing
for me was learning that and really refining my information literacy skills.
Now I feel equipped to really find information in a way that I wasn’t before,
especially research and reference skills. I did chat, which was part of
learning UT’s system, and then we ended up doing a lot of presentations
together, which required a lot of research that recalled the knowledge I learned
in school and put it into practice in a professional setting. And seeing how
some of the other librarians in action, how they do their jobs, and being like,
“Wow…that’s how you get information.”
Natalie Hill: My
big takeaway is knowing how the library works at multiple levels, and how
information is communicated. Rotating between the different areas and being on
all of the listservs, even after I’ve left an area, has been really interesting
to see when people find things out about what’s going on. The experience has
really encouraged me to go into leadership, which isn’t something I had
strongly considered before. Now I want to do that.
TL: Do you feel like you
gained some confidence from your time here?
NH: For sure.
TL: That’s a huge
value, if you can walk into a place feeling like a visitor, and walk away
thinking, “I can do this.”
NH: I think
meeting directly with (Libraries’ Director) Lorraine Haricombe a few times was
really valuable, and having her provide encouragement…when she says you can
do something, you think, “Yeah, I can, if she thinks I can.” So it was a big confidence boost.
TL: You have both done a
lot of presentations in your time here, and that comes along with the
territory, being in the residency program, but not all of the presentations
were required as a component of your positions as resident; they were elective.
Was that interest in presenting something you brought to your work here, or was
it a byproduct of the confidence you’ve talked about gaining in your time at
NH: I think it
was after we got here. Presentations were what I was least looking forward to.
And now I’m like, “These are easy.”
LT: I think that
one of the things that kind of started it was when we had a window into the
hiring process, and saw what the CVs, resumés and cover letters looked like. We
realized that we needed to get that sort of activity into our CV to be able to
compete in the market. And so we put a bunch of submissions out thinking we
weren’t going to get accepted…
NH: We thought it
would be harder to get accepted…
LT: We also
recognized a higher value in presenting papers or being included in panels as
opposed to other forms of presentation.
TL: Did the experience
meet your expectations?
NH: I didn’t
fully know what I wanted to do when I started, but I felt it would have
something to do with open education. So being able to call myself the open
education librarian, and write my own job was great. So, in that way the
experience exceeded my expectations — especially with the development work
behind open education going on simultaneously, to see it becoming a real
strategic initiative within the organization and to be part of it as that was
LT: I think
coming into this, I initially thought I was going to be doing more outreach and
connecting with the student body, so learning how academic libraries work was
what exceeded my expectations. And the access we had to professional
development was incredible. We had opportunities to go to professional
conferences, and I got practice in applying for scholarships. I came in here
wanting to find ways to serve Texas, and I think I leave here now with a better
foundation for doing that.
NH: I think one
thing I didn’t expect was being known in the field. And I feel like now people
know us – probably as a pair, not necessarily as individuals – but, still
that’s bizarre. It’s kind of strange to be familiar to people in positions of
TL: This is a nascent
program that didn’t have a lot of predetermined direction when you came in, and
you’ve had a chance to steer it in a way.
LT: We didn’t
expect to start a Slack space for various diversity residents across the
country, but there are ACRL liaisons contacting us about the development of
that. We’re being brought on as mentors for other residents. So it’s rewarding
to be able to give back to the profession.
NH: Laura met
with the iSchool to try to set up presentation opportunities for students.
LT: I also met
with the dean of my alma mater who’s been recruiting me to teach there. I
didn’t realize that as library schools are moving more towards an information
science orientation, there is a shortage of public school librarians, resulting
in a shortage of people who can teach about school librarianship. Someone told
me – I think it was Portia (Vaughn, previous science liaison) – that every
opportunity should lead to another opportunity, and I’ve found that it does
tend to happen if you are open to talking with people and seeing if you can
meet each other’s needs and trying to think ahead.
TL: What was the benefit
of getting to work with professionals in librarianship?
NH: I worked with
Colleen Lyon (Head of Scholarly Communications) most of the time that I’ve been
here, and that’s been really beneficial because she really knows what she’s
LT: I think that working with Porcia (Vaughn, former Liaison Librarian for Biosciences) and Carolyn (Cunningham, Head of Teaching and Learning Engagement Team), they have a way of communicating with you and teaching you – the had a way of teaching you how to do things, including the decisions behind their methods; it was extremely helpful and not something that everyone naturally does. Carolyn was really helpful in navigating internal and institutional frameworks, and Porcia helped with the external opportunities, like connecting with other STEM librarians, introducing me to other networks to get involved in of which I was unaware. And through our residence space, we learned about what was happening at other libraries.
TL: What was something
you didn’t know about libraries before that you know now?
NH: I didn’t know
anything about instructional design, and now I’m going to be an instructional
designer. At the time we came in, job postings in the field suggested that
people were looking for assessment and instructional design experience, and I
was like, “I don’t really care about either of those things.” But,
working in open education, I realized that I was drifting away from
affordability arguments, and toward student engagement and being able to adapt
materials to better serve users, and those are really just instructional design
principles. So, open pedagogy is what I want to do now.
LT: I really
didn’t understand how academic libraries operated, big picture stuff. I think
one of the biggest things I learned was how we provide services to our
community. And what, as librarians, we’re able to do. I didn’t know that there
was a state library that did just professional development. And I didn’t know
about AMIGOS which does professional development support for all libraries.
That area of the profession is very interesting to me because of my instruction
background, and so I’m excited to be able to take that forward and support all
types of libraries.
NH: I don’t think
I knew about how professional associations work before this, and having the ARL
president here (Haricombe), I now know what the ARL does, which has been really
valuable, because you can see where broader initiatives start then trickle out
to the rest of field in succeeding years.
LT: And how
committees operate, because we’re getting practical experience.
TL: What advice would you
give to someone who was considering applying to a residency program like this?
NH: Know that the
program is for you, so if there’s not going to be a lot of flexibility or
freedom, maybe consider another option. I think that we’ve been really
fortunate here in that coming in as the first class of residents, it was pretty
unstructured, and people were pretty willing to say yes to ideas. We’ve seen
where other residency programs have a set job description and I don’t think
something like that would be anywhere near as valuable an experience.
LT: My suggestion
would be to connect with other residents — to learn about what they are doing
and use that to help support what you are doing or to create your own agency,
and advocate for your own benefit within the program. Because being part of it is
about learning, and I think we’ve seen a lot of residents in positions where
they don’t know they can ask for more, or they aren’t aware that they have some
control over their experience and what they gain from it. We’ve been fortunate
to have the opportunity – as long as it ties to our growth and development – to
help shape our own experience.
TL: What do you think can
be done to improve the experience for future residents?
LT: Cohort models
are nice. I don’t know that this program would have been as beneficial for us
if there was just one of us. It was a great experience to be able to have
someone to go to talk with about the shared experience, to have someone that
you’re constantly able to check in with. And, then again, to have someone available
to bounce ideas off of was helpful, especially since the program is a safe
space. Moving forward, I would recommend that there are at least two residents
at the same level, or at least in a cohort model that is closer together.
Having a buddy is good. And having great mentors.
NH: Maybe there
could be a refresher for staff on what the program intent is. Because it’s up
to the individual resident what interest within the organization they choose to
pursue, they could end up in any area, even one that may have not had previous
experience with a resident. We stayed in pretty public-facing academic
engagement roles, but maybe someone else would be really interested in
technical services. So just a reminder that it could go any way. And keeping
the door open so that residents can go anywhere within the library that appeals
to them, because that is what makes this program unique from other ones.
TL: What’s next for each
LT: I will be the
inclusive services consultant at the Texas State Library and Archives
Commission, and I’ll be working for the first year with public libraries,
helping to train staff and ensure that they have adequate resources to provide
inclusive services. My future supervisor has said that the hope is to expand
the role and potentially bring my work into both school and college/academic
libraries. I’m looking forward to the type of work that I’m going to do. It’s
another job that I don’t really know what I’m getting into, but I’m excited
because of the great things I’ve heard about the State Library. And I’ll be
NH: I will be an
instructional designer with the University of New England in Portland, Maine,
and I will be on a team of instructional designers within the College of
Graduate and Professional Studies, which is made of fully online graduate programs.
So, I will be working with faculty and subject matter experts to develop new
online courses and provide quality assurance and redesigns for existing courses.
I think that my specialty on the team will be promoting open educational
resources and moving those to the forefront in the course creation process.
LT: Outside of
our future roles, we’re also going to be working on a book chapter with (new diversity
resident) Adriana Casarez on the residency program, and we’ll be presenting at
TLA together, on a panel about residencies in Texas.
hopefully, the goal is to come up with an ACRL proposal so that we can do that
TL: Congratulations on be
the first class and being first class.
Antonio Bertolini (1775-1869) was a Italian botanist and
professor of botany at Bologna who wrote predominantly on Italian botany. He
also collected notable samples of Central American flora.
Joaquin Velasco, a Mexican physician, came to Italy in 1836, as part of the Mexican papal delegation, and brought with him numerous dried plants and seeds from Guatemala which he presented to Bertolini. Most of them were new or rare species, and their description and classification was compiled and published by Bertolini as Florula guatimalensis sistens plantas nonnullas in Guatimala sponte nascentes. One of the 28 copies available at libraries worldwide resides in the Benson Latin American Collection.
Several of the plants Velasco provided to Bertolini were successfully grown in the Bologna Botanical Gardens.
Read, hot & digitized: Librarians and the digital scholarship they love — In this series, librarians from the Libraries’ Arts, Humanities and Global Studies Engagement Team briefly present, explore and critique existing examples of digital scholarship to encourage and inspire critical reflection of and future creative contributions to the growing fields of digital scholarship.
The Border Studies Archive (BSA) at the University of Texas Rio Grande Valley (UTRGV) has fostered really interesting digital collections of borderlands materials in recent years. These projects include Traditional Mexican American Folklore; Border Wall and Border Security; Border Music; Latinas and Politics; Spanish Land Grants; and Visual Border Studies. Each of these collections offers insight into a vast array of cultural elements that combine to depict life along the U.S.–Mexico border.
From non-Western healing practices to government documents on border patrol to land grants, the archive seeks to be as encompassing as possible for local community members and scholars conducting research. In fact, many times these cultural processes challenge the notion of a geopolitical border through transnational production like music, folklore, and curanderismo, as many of these elements exist on both sides of the border. Importantly, much of this information is offered through oral histories and video interviews to retain original voices.
One of the highlights is the BSA’s Border Music Collection, which contains rare regional music that has been donated by scholars and community members alike. This collection recalls local and now-defunct record companies, musicians of yesteryear, and a genre of local music that is threatened by globalization. But music is just one aspect of the collection. It also includes rare interviews with musicians who discuss their life and what influenced their songs. These interviews come via donations and also interviews conducted by the BSA or students in partnership with the BSA. To that end, the BSA contributes to the growth of its own archive by enlisting university students and the community to record these histories with high-quality equipment. The Border Music Collection continues to digitize old records and CDs for an online collection that offers excerpts of the larger collection.
Why go to all this trouble? For the curators, this archive builds a sense of community where everyone can learn something new from interacting with members. Perhaps more significantly, it opposes popular U.S. discourse that the borderland is only a violent space in need of heightened security. On the contrary, the archive portrays a vibrant society alive with unique cultural processes and innovation that has the potential to unite both sides of a border divided by “una herida abierta” (Anzaldúa 1987, 3).
Access to the Collections
University of Texas Rio Grande Valley is employing CONTENTdm to showcase these collections. This platform permits the embedding of different types of content, including audio, video, and text. Only some metadata is supplied with certain files, but the user has to dig around to find it; it’s not easily discoverable on the public-facing side of the site. However, the site’s content is fully available in both Spanish and English, an important recognition of the populations being served. Aside from the need for more robust metadata, there remains an opportunity for further digital scholarship that will surely come with time. The Spanish Land Grants section would benefit from additional visual mapping options like CARTO, for example. However, the current interactive map allows users to click on highlighted areas and watch short videos pertaining to the region.
The publishing industry of Cuba experienced a seismic shift in 1959 when Fidel Castro won a revolutionary war against dictator Fulgencio Batista. With this change, underground and subversive media creators of the Batista era became an important part of the new socialist culture. This helped to mobilize the masses in support of the new Castro government and against U.S. capitalistic ideology.
Cuban Comics in the Castro Era examines the art and history of Cuban comics after the successful 1959 revolution, highlighting the creators, characters, heroes, and anti-heroes of Cuba. It also touches on the triumphs and failures of the publishing industry and how Cuban artists today struggle to keep the genre alive.
These materials are part of the Caridad Blanco Collection of Cuban Comic Books, acquired in 2018. Blanco, a Havana-based artist and curator, collected over 700 examples of stand-alone comics and newspaper supplements created between 1937 and 2018.
The Birth of Cuba’s
Key to the process of planning a new nationalistic government was the cementing of a new socialistic cultural identity in the minds of the Cuban populace. Radio, television, and print media (including comics) helped to mobilize the masses.
A new world opened up for the creators of comics, who now had the singular purpose of supporting their new government while still appealing to their readers. In this early era, many of these readers were children, who continued to consume U.S.-created comic books and the ideals that went with them.
Widespread suspicion held that beloved American comics were imperialistic indoctrination tools for Cuban children. In response, the new Cuban government began utilizing comics as a means to teach values that aligned with revolutionary doctrine.
Cuban-created comics replaced American ones on the shelves. These works appealed to highly literate youth. Mixing adventure, comedy, and the ideological tenets of the new government, they portrayed revolution as necessary and exciting, especially for the country’s youth.
This exhibition was curated by Digital Repository Specialist Gilbert Borrego and is part of his fall 2019 Capstone Experience course in partial fulfillment of his MSIS, School of Information, The University of Texas at Austin. In addition to the physical exhibition, Borrego curated a richly illustrated online exhibition.
Gilbert Borrego is currently the Institutional Repository Specialist for Texas ScholarWorks at UT Libraries. He has bachelor’s and master’s degrees in anthropology from Stanford University and will soon complete his master’s in Information Studies at UT Austin. He is passionate about archives, libraries, museums, metadata, and history.
Read, hot & digitized: Librarians and the digital scholarship they love — In this series, librarians from the Libraries’ Arts, Humanities and Global Studies Engagement Team briefly present, explore and critique existing examples of digital scholarship to encourage and inspire critical reflection of and future creative contributions to the growing fields of digital scholarship.
The French Revolution Pamphlets Digital Initiative, based at the Newberry Library in Chicago, is a large-scale digitization initiative that makes digital copies of over 38,000 documents, mostly pamphlets, accessible online. The documents, which primarily consist of material published between 1780 and 1810, encompass 850,000 pages of text, and the dataset produced by the project, containing OCR and metadata files, is roughly 11 gigabytes. This collection of French Revolutionary materials is among the most comprehensive in the world, and enriches the study not only of French and European history, but casts light on broader concepts of revolution and social transformation relevant to a global audience. The materials are of interest to numerous fields of study, including legal, social, and cultural history and the history of printing and publication.
collection gathers materials from a number of the Newberry’s collections,
including the French Revolution Collection, the Louis XVI Trial and Execution
Collection, and several smaller groups of French Revolution era material. The
materials chronicle the political, social and religious dimensions of the
Revolution’s history, and include works by a diverse set of authors, including
Robespierre, Marat, and Louis XIV. The texts include arguments both in support
of and opposing the monarchy between 1789 and 1799, and serve as a firsthand
chronicle of the First Republic. The collection includes complete runs of
well-known journals, many rare and unknown publications, and about 3,000 French
political pamphlets published between 1560 to 1653 that document a period of
religious wars and the establishment of the absolute monarchy.
main interface for the project was built in Scalar, a free and open source web authoring platform from the The Alliance for Networking Visual Culture at USC. The Scalar site links to the
digital copies of the pamphlets, hosted on archive.org, as well as translations of select
pamphlets. The sites also includes a number of other valuable resources,
including data downloads, digital pedagogy materials, and pages designed for
librarians interested in working with the digital collection.
help support scholarship using the collection, the Newberry has funded an open
data grant to support researchers working with the project’s large data set.
The recipients of the
Joseph Harder and Mimi Zhou, are conducting a sentiment analysis of the French
Revolution materials, assigning numerical values to word-use in order to code
for positive and negative tone across the data. By applying sentiment analysis
to both the popular press and propaganda, Harder and Zhou hope to find trends
in public opinion throughout the French Revolution, and to see how those trends
shaped the revolution’s political outcomes.
The project serves as
an important contribution to digital scholarship in European Studies. The sheer
volume of the project’s digitized materials alone is impressive, but the
variety of the resources it encompasses makes it particularly distinctive. Its
venture into funding research using an open data grant—and the fact that its
data set is openly available to anyone who wants to download it—is especially
exciting, and I look forward to seeing the scholarship that results from making
these materials freely accessible online. For those interested in exploring
French Revolutionary materials in the UT Austin Libraries, I recommend looking
through our extensive
holdings on the subject, including our collection
of pamphlets, both in
print and on microfilm.
Ada Lovelace was a pioneering computer scientist
and mathematician of the 19th century. Since 2009, on the second Tuesday in
October individuals around the country and globe gather to celebrate Ada Lovelace Day by commemorating her life and raising the profile of women and
LGBTQ+ persons in the STEM fields. To honor her legacy, a group of librarians
at UT planned and facilitated a daylong Wikipedia Edit-a-thon scheduled for
October 8, 2019.
Beginning in earnest in mid-August, four
librarians including Gina Bastone, Roxanne Bogucka, Lydia Fletcher, and myself
sat together at a table in the Physics, Math and Astronomy Library to
brainstorm ideas and organize what would turn out to be an amazing experience
and very meaningful event. The event drew more than 45 participants from across
campus to learn about the Wikipedia editing process and get inaugural edits
under their belts.
To organize a successful Edit-a-thon event
requires considerable planning in addition to forethought and purpose. Some of
the initial goals were to improve the visibility of women in STEM fields, to
teach first-time editors the quirks of Wikipedia editing, and to democratize
the process of editing Wikipedia, which itself is largely contributed to by cis
white men. Creating an accessible and drop-in event where folks could learn
something, grab some food, and edit in between classes was also a priority.
Starting the research process, identifying useful Wikipedia-friendly sources on
top of creating content was a high order to meet in addition to orienting
participants to the editing process. Reflecting on our cumulative past
experience it was agreed that structuring the event to be largely self-guided
was the best approach. Recognizing that the average participant may spend about
an hour between classes at the Edit-a-thon, librarians identified pages that
required editing and organizing sources ahead of time, focusing specifically on
local women in STEM. We reached out to campus groups such as Women in Physics,
Gender & Sexuality Center, and CNS-Q, who proved helpful by
enthusiastically providing support in word of mouth and extra sustenance on the
day of the Edit-a-thon.
We organized the day through a system of Google Drive links and physical sticky notes to ensure that only one person would be editing one article at a time, while retaining the ability to have more than one contributor to each article on the day. Using this system of sticky notes to identify topics for editing, each person would grab a note with a unique scientist’s name off the board, hold on to it while editing that topic and then return it to the board if the entry still needed further edits. The Google Drive folder contained supporting material for our selected topics in addition to a wealth of curated training documents. Many of these training documents were reused and can be reused again in the future. These tools allowed us to plan and coordinate an event without having a required time for a formal demonstration.
The Edit-a-thon was wildly successful and drew
participation from many first-time editors in the College of Natural Sciences.
While the turnout was better than we had expected, the true success was in the
feedback. All of the respondents to our survey agreed that they had learned
about editing Wikipedia and the construction of articles at the event, and 87%
said that they plan to continue editing into the future. The goals of the
planning group had been met and exceeded, encouraging us to run further events
teaching the ins and outs of contributing to Wikipedia.
Aviso:La colección FromThePage de la Benson estará abierta para la transcripción y traducción colaborativa hasta el domingo 3 de noviembrede 2019. Consulte la lista de documentos y el guía para ver cómo puede ayudar.
El 21 de septiembre de 2019, LLILAS Benson y el Museo de Jazz de Nueva Orleans se unieron para hacer sus colecciones coloniales un poco más accesibles. Las dos instituciones coordinaron un evento conjunto de transcripción que convocó a miembros de la comunidad en persona en el Centro de História de Louisiana, y de forma remota a través de la página de Facebook de la Benson. Colaborativamente, los participantes transcribieron manuscritos españoles y franceses originales de 1559 a 1817, con el objetivo de hacer que estos documentos sean más útiles para profesores, estudiantes, investigadores e historiadores de genealogía.
FromThePage, una herramienta para la transcripción, traducción e indexación, permitió la colaboración a larga distancia. Durante un período de tres horas, los participantes hojearon la lista de manuscritos en ambos archivos y trabajaron juntos para descifrarlos y transcribirlos en la plataforma digital. Al punto intermedio del evento, el personal del Museo de Jazz nos mostró unos casos coloniales únicos en su archivo, transmitiendo en vivo a través de su página de Facebook, incluyendo una declaración de emancipación montada en tela dada a un hombre jamaicano llamado Santiago Bennet. Siguiendo su ejemplo, el personal de Estudios Digitales de LLILAS Benson (LBDS) compartió a través de la página del evento en Facebook algunos materiales notables de la Benson, incluyendo la colección digital de Relaciones Geográficas de Nueva España.
Al transformar las palabras de los notarios coloniales en formato digital, los estudiantes, investigadores y miembros de la comunidad estaban avanzando una larga iniciativa digital del Museo de Jazz y del Centro de História de Louisiana. A principios de la década de 2010, el Museo y el Centro, junto con muchos otros colaboradores de la comunidad, lograron la increíble hazaña de digitalizar unas 220,000 páginas de registros notariales de Louisiana colonial para crear una colección digital, www.lacolonialdocs.org. Jennifer Long, Michelle Brenner y Jenny Marie Forsythe, administradoras del proyecto “Transcribathon de Documentos Coloniales de Louisiana,” seleccionaron de este rico recurso para crear la colección FromThePage del museo, revelando detalles sobre la esclavitud, auto-liberación y rebelión, parentescos, redadas piratas, medicina colonial, fiestas de juego, disputas de herencia, conflictos matrimoniales y mucho más.
Para el evento conjunto, el personal de LBDS creó en FromThePage una colección de documentos escritos por, o sobre, las poblaciones indígenas en México desde los siglos XVI al XVIII en celebración del Año Internacional de las Lenguas Indígenas. El equipo tuvo bastante de dónde seleccionar: la Benson conserva numerosos archivos importantes que documentan la política, religión y cultura durante el período colonial español, incluyendo varios de los primeros libros publicados en las Américas (1544–1600) y los votos de profesión de Sor Juana Inés de la Cruz (1669–1695), por nombrar algunos. Durante el fin de semana, un pequeño pero dedicado grupo de personas contestó la llamada de LLILAS Benson y se unió en línea. Colaboradores de ambas costas de los Estados Unidos y tan al sur como Perú colectivamente ofrecieron más de veinte horas de su tiempo para transcribir catorce documentos en la Benson.
El fin de semana del 18–19 de octubre, el Centro de Recursos de Idiomas (LRC) de la Universidad de Michigan ofreció algunas de estas transcripciones en su “Translate-a-thon,” un evento comunitario en donde fuentes primarias son traducidas para el beneficio de la comunidad local, nacional e internacional. Algunos voluntarios, uno de los cuales se enfoca en México de la época colonial, estaban encantados de ver documentos de la Benson y abordaron su traducción. Entre ellos estaba el decreto ilustrado, visto arriba, que ordenaba al repartidor de Tepozotlán asignar a seis indígenas para trabajar para los jesuitas, subrayando la importancia de la labor indígena en la construcción figurativa y literal del imperio español, y la propagación de la Iglesia Católica. Dado el éxito y el interés de la facultad de Michigan en este esfuerzo conjunto, el LRC y LBDS piensan continuar su colaboración para ampliar la accesibilidad y el uso de las fuentes primarias coloniales en la Benson.
El siguiente paso para la Oficina LBDS será de incorporar estas fuentes primarias transcritas y traducidas en clases de nivel preparatoria en el Estado de Texas y de licenciatura en la Universidad de Texas en Austin (UT). A principios de este año, LLILAS Benson estableció una iniciativa patrocinada por el gobierno federal con el Departamento de Currículo e Instrucción en el Colegio de Educación para diseñar lecciones de nivel secundaria en historia y geografía basadas en las ricas colecciones de la Benson. Agregando a estos esfuerzos pedagógicos, LBDS traducirá, dará contexto y promoverá el uso de estas fuentes coloniales en clases universitarias y proyectos digitales en UT y más allá.
Para aquellos que no pudieron participar en el evento, ¡aún pueden unirse al esfuerzo! La colección FromThePage de la Benson estará abierta para la transcripción y traducción colaborativa hasta el domingo 3 de noviembre. Consulte la lista de documentos y el guía para ver cómo puede ayudar.
Greg Lambousy (Director)
Jennifer Long (Administradora de Digitalización)
Bryanne Schexnayder (Técnica de Digitalización)
Michelle Brenner (Administradora de la Sala de Lectura, Museo de Jazz de Nueva Orleans y Centro de Historia de Louisiana)
Jenny Marie Forsythe (Co-Administradora del Proyecto “Transcribathon de Documentos Coloniales de Louisiana”)
Handy Acosta Cuellar (Doctorando, Universidad Tulane; Instructor de Español, Universidad Estatal de Louisiana)
Raúl Alencar (Estudiante de Posgrado, Universidad Tulane)
Haga clic aquí para obtener más información sobre los colaboradores del proyecto Transcribathon de Documentos Coloniales de Louisiana.
Julie C. Evershed (Centro de Recursos de Idiomas, Directora)
Traductores de documentos: Zhehao Tong, Marlon James Sales, y Olivia Alge
Albert A. Palacios (Coordinador de Estudios Digitales)
Joshua Ortiz Baco (Asistente Graduado de Investigación de Estudios Digitales)
Transcriptores en FromThePage (nombres de usuario): guillaume candela, Ken, Betty Cruz L, Matt H., Carolina Casusol, and Handy1985
Albert A. Palacios es Coordinador de Estudios Digitales de LLILAS Benson Colecciones y Estudios Latinoamericanos, La Universidad de Texas en Austin. Jenny Marie Forsythe es co-gerente del proyecto Documentos Coloniales de Louisiana Transcribathon. Julie C. Evershed es la directora del Centro de Recursos de Lenguaje, Universidad de Michigan.
On September 21, 2019, LLILAS Benson Latin American Studies and Collections and the New Orleans Jazz Museum joined forces to make their colonial collections a bit more accessible. The two institutions led a joint transcribe-a-thon that convened community members in person at the Louisiana Historical Center, and remotely through the Benson Latin American Collection’s Facebook page. Together, participants transcribed handwritten Spanish and French documents from 1559 to 1817, with the goal of making these records more useful to teachers, students, researchers, and family historians.
FromThePage, a transcription, translation, and indexing tool, enabled the long-distance collaboration. During a three-hour window, participants browsed the compiled list of manuscripts at both archives and worked together to decipher and transcribe them in the digital scholarship platform. At the halfway point, New Orleans Jazz Museum staff gave us a glimpse of unique colonial cases in their archive, including a declaration of freedom mounted on cloth for a Jamaican man named Santiago Bennet, and broadcast it live through their Facebook page. Following their lead, LLILAS Benson Digital Scholarship (LBDS) staff shared through their Facebook event page some of the Benson’s notable holdings, including its digital collection of geographical descriptions and paintings, or Relaciones Geográficas, of New Spain.
As students, researchers, and community members retraced and rewrote the words of colonial notaries, they were also furthering a long-standing digital initiative of the New Orleans Jazz Museum and Louisiana Historical Center. In the early 2010s, the Museum and Center, along with many other community partners and advocates, accomplished the incredible feat of digitizing some 220,000 pages of notarial records from colonial Louisiana to create a digital collection, www.lacolonialdocs.org. Louisiana Colonial Documents Transcribathon Project Managers Jennifer Long, Michelle Brenner, and Jenny Marie Forsythe culled from this rich resource to create the Museum’s FromThePage collection, which reveals details about enslavement, self-liberation and rebellion, kinship connections, pirate raids, colonial medicine, gambling parties, disputed inheritances, marital strife, and much more.
For the joint event, LBDS staff curated a FromThePage collection of documents written by or about indigenous populations in Mexico from the 16th to the 18th centuries in celebration of the International Year of Indigenous Languages. The team had their work cut out for them: the Benson Latin American Collection preserves numerous significant holdings documenting politics, religion, and culture during the Spanish colonial period, including some of the earliest books published in the Americas (1544–1600) and Sor Juana Inés de la Cruz’s vows of profession (1669–1695), to name a few. Throughout the weekend, a small but dedicated group of individuals answered LLILAS Benson’s call and joined online. Collaborators from both coasts of the United States and as far south as Peru collectively volunteered over twenty hours of their time and fully transcribed fourteen documents from the Benson.
During the weekend of October 19–20, the University of Michigan’s Language Resource Center (LRC) offered some of these transcriptions in their Translate-a-thon, a community-driven event aimed at translating materials for the benefit of the local, national, and international community. A few volunteers—one of whom had done research on colonial Mexico—were thrilled to see documents from the Benson and tackled their translation. Among these was the above decree ordering Tepozotlán’s royal administrator to assign six Natives to work for the Jesuits, underscoring the importance of Native labor in the figurative and literal construction of the Spanish Empire, and the propagation of the Roman Catholic Church. Given the success and Michigan faculty interest in this joint effort, the LRC and the LBDS Office plan to continue the collaboration to broaden the accessibility and use of the Benson’s early modern materials.
The next step at the LBDS Office is to incorporate these primary sources into Texas high school and UT Austin undergraduate curriculum. Earlier this year, LLILAS Benson initiated a Department of Education Title VI–funded partnership with the College of Education’s Department of Curriculum and Instruction to design World History and Geography lesson plans around the Benson’s rich holdings. Building on these pedagogical efforts, LBDS staff will be translating, contextualizing, and promoting the use of these Spanish colonial documents in undergraduate classes and digital scholarship projects at UT and beyond.
For those who missed the event, you can still join the effort! The Benson’s FromThePage collection will be open for collaborative transcription and translation until Sunday, November 3. Check out the documents list and guide to see how you can help.
Greg Lambousy (Director)
Jennifer Long (Scanning Manager)
Bryanne Schexnayder (Scanner)
Michelle Brenner (New Orleans Jazz Museum & Louisiana Historical Center, Reading Room Manager)
Jenny Marie Forsythe (Louisiana Colonial Documents Transcribathon Project Co-Manager)
Handy Acosta Cuellar (PhD Candidate, Tulane University; Instructor of Spanish, Louisiana State University)
Click here for more information on Louisiana Colonial Documents Transcribathon Collaborators.
Julie C. Evershed (Director)
Translation collaborators: Zhehao Tong, Marlon James Sales, and Olivia Alge
Albert A. Palacios (Digital Scholarship Coordinator)
Joshua Ortiz Baco (Digital Scholarship Graduate Research Assistant)
FromThePage collaborators (usernames): guillaume candela, Ken, Betty Cruz L, Matt H., Carolina Casusol, and Handy1985
About the Authors
Albert A. Palacios is Digital Scholarship Coordinator at LLILAS Benson Latin American Studies and Collections, The University of Texas at Austin. Jenny Marie Forsythe is co-manager of the Louisiana Colonial Documents Transcribathon Project. Julie C. Evershed is Language Resource Center Director at the University of Michigan.