Meanwhile, working with her hourly students and graduate assistant,
Angela developed an extensive genre vocabulary that will be used to classify
the works included in the VWWP, based on the Modern Language Association
International Bibliography genre terms. She wanted to make the database
browsable and searchable by genre, and also wanted the genre list to be as
detailed as possible, considerably more complex than prose, poetry, and drama.
What was the outcome of Angela’s work? The English Department now
recognizes the importance of digital humanities literacy to its graduate students,
and there is little doubt this recent shift in thinking is due in large part to
Angela’s interactions with the department and to the revitalization of the
VWWP. Recently, interested parties in the department created a digital
humanities e-mail list and began a digital humanities seminar series, and Angela
was included as part of this initiative. The class mentioned above will include
readings and discussion of the theoretical underpinnings of the digital
humanities as well as practical sessions on advanced scholarly text encoding as
set out by the Text Encoding Initiative.11 Students will encode texts for the
VWWP, and they will also create secondary contextualizing materials for texts
including introductions, bibliographies, and timelines. Angela will co-teach this
class with a faculty member and they describe the class as “a hands-on, practical
class squarely aimed at investigating the expanding field of the digital
humanities as they impact and intersect with literary studies, with regard to key
activities and skills of our scholarly lives, current and future: research, editing,
teaching, and professional development.”
The creation of the digital humanities course, the revitalization of the digital
text project, and the faculty awareness of the importance of digital literacy for
graduate students were all made possible because of Angela’s deep involvement
with her colleagues in the English Department. This story illustrates a librarian
who has gone beyond the typical subject specialist’s role. She truly collaborated
with faculty in course development, teaching, and research.
A second example comes from Carrie Donovan, Head, Teaching, and
Learning, at IU Bloomington. Carrie was recently on a team of Indiana
University faculty from the departments of sociology, anthropology, art, and
astronomy who applied for and won a “Scholarship of Teaching and Learning
Leadership” grant for their research regarding the use of visual methods as a
learning tool central to teaching disciplinary concepts critical to student success.
As part of the project, “How Can Visual Methods Enhance Teaching and
RLI 272
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Transforming Roles for Academic Librarians: Leading and Participating in New Partnerships
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C O N T I N U E D
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OCTOBER 2010 RESEARCH LIBRARY ISSUES: A BIMONTHLY REPORT FROM ARL, CNI, AND SPARC
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