When Duke professor and botanist Henry J. Oosting agreed to take part in an expedition to Greenland in the summer of 1937 his mission was to collect botanical samples and document the region’s native flora. The expedition, organized and led by noted polar explorer Louise Arner Boyd, included several other accomplished scientists of the day and its principal achievement was the discovery and charting of a submarine ridge off of Greenland’s eastern coast.
In a diary he kept during his trip titled “To Greenland in 105 Days, or Why did I ever leave home,” Oosting focuses little on the expedition’s scientific exploits. Instead, he offers a more intimate look into the mundane and, at times, amusing aspects of early polar exploration. Supplementing the diary in the recently published Henry J. Oosting papers digital collection are a handful of digitized nitrate negatives that add visual interest to his arctic (mis)adventures.
Oosting’s journey got off to an inauspicious start when he wrote in his opening entry on June 9, 1937: “Frankly, I’m not particularly anxious to go now that the time has come–adventure of any sort has never been my line–and the thought of the rolling sea gives me no great cheer.” What follows over the next 200 pages or so, by his own account, are the “inane mental ramblings of a simple-minded botanist,” complete with dozens of equally inane marginal doodles.
The Veslekari, the ship chartered by Louise Boyd for the expedition, first encountered sea ice on July 12 just off the east coast of Greenland. As the ship slowed to a crawl and boredom set in among the crew the following day, Oosting wrote in his diary that “Miss Boyd’s story of the polar bear is worth recording.” He then relayed a joke Boyd told the crew: “If you keep a private school and I keep a private school then why does a polar bear sit on a cake of ice…? To keep its privates cool, of course.” For clarification, Oosting added: “She says she has been trying for a long time to get just the right picture to illustrate the story but it’s either the wrong kind of bear or it won’t hold its position.”
When the expedition finally reached the Greenland coast at the end of July, Oosting spent several days exploring the Tyrolerfjord glacier, gathering plant specimens and drying them on racks in the ship’s engine room. On the glacier, Oosting observed an arctic hare, an ermine, and noted that “my plants are accumulating in such quantity.”
As the expedition wore on Oosting grew increasingly frustrated with the daily tedium and with Boyd’s unfailing enthusiasm for the enterprise. “In spite of everything…we are stopping at more or less regular intervals to see what B thinks is interesting,” Oosting wrote on August 19. “I didn’t go ashore this A.M. for a 15 min. stop even after she suggested it–have heard about it 10 times since…I’ll be obliged to go in every time now regardless or there will be no living with this woman. I am thankful, sincerely thankful, there are only 5 more days before we sail for I am thoroughly fed-up with this whole business.”
By late August, the Veslekari and crew headed back east towards Bergen, Norway and eventually Newcastle, England, where Oosting boarded a train for London on September 12. “This sleeping car is the silliest arrangement imaginable,” Oosting wrote, “my opinion of the English has gone down–at least my opinion of their ideas of comfort.” After a brief stint sightseeing around London, Oosting boarded another ship in Southampton headed for New York and eventually home to Durham. “It will be heaven to get back to the peace and quiet of Durham,” Oosting pined on September 14, “I’m developing a soft spot for the lousy old town.”
Oosting arrived home on September 21, where his diary ends. Despite his curmudgeonly tone throughout and his obsession with recording every inconvenience and impediment encountered along the way, it’s clear from other sources that Oosting’s work on the voyage made important contributions to our understanding of arctic plant life.
In The Coast of Northeast Greenland (1948), edited by Louise Boyd and published by the American Geographic Society, Oosting authored a chapter titled “Ecological Notes on the Flora,” in which he meticulously documented the specimens he collected in the arctic. The onset of World War II and concerns over national security delayed publication of Oosting’s findings, but when released, they provided valuable new information about plant communities in the region. While Oosting’s diary reveals a man with little appetite for adventure, his work endures. As the forward to Boyd’s 1948 volume attests: “When travelers can include significant contributions to science, then adventure becomes a notable achievement.”
How can the Duke Libraries support the needs of first-generation (1G) college students at Duke?
A team of library staff became interested in this question after noticing that 1G students’ responses to a survey question about the Libraries were different from those of continuing-generation students. While many 1G students are successful in and out of Duke classrooms, we wondered how their experiences might differ from those of continuing-generation students.
To begin our project, we read existing research on academic libraries’ support of 1G students and spoke with offices on campus that support 1G students, such as the Duke Office of Access & Outreach. Then, we conducted six focus groups with 1G students, in addition to analyzing responses from the Libraries’ 2018 user survey (which included 2,381 student responses) for 1G and continuing generation students. Our full report discusses this process and our findings in more detail, including concrete recommendations for improving library services.
While the experiences of 1G students are not monolithic, we identified nine core findings, which speak to challenges students experience and suggest specific points for intervention and support. One important overall finding is that 1G challenges are student challenges: support or expansions of campus and library services targeted toward 1G students will help all students succeed.
Finding 1. 1G students perceive a dearth of academic and social information capital.
We asked all focus group participants the following, “Have you ever felt like other people around you know things about college that you don’t know about?” Each time, the response from the group was an overwhelming expression of, “Yes, of course, all the time.” One student captured the experience of her continuing-generation:
“Who told you that? Have you been told your whole life you have to do this? Was there an info session I missed?”
Students repeatedly referred to Duke’s demanding academic environment and the abrupt transition from their high school habits to the expectations of Duke classrooms. At times Duke staff may also take for granted how much knowledge incoming students have.
Information capital is not limited to classrooms; it is also used in social contexts and in navigating college life. 1G experiences are diverse: while some students reported feelings of isolation, others described feeling supported through orientation programs and a lively community on Duke’s East Campus, where many undergraduates live.
While 1G students perceive that continuing generation students are able to rely on family to guide them through the myriad of informational and financial challenges encountered in college, 1G students do not have access to this information from their parents. In addition, they sometimes feel unable to share the stress of college with their parents.
“You have the pressure of pretending ‘I’m okay.’ My parents are so proud of me that I can’t tell them what’s really going on.”
Finding 2. Finances are stressful, and an early source of feeling unwelcome.
Our past research suggested that feeling that one doesn’t belong is a global concern for first-years adjusting to life on a college campus, and one particularly poignant for 1G students. Duke is no exception. Several focus group participants shared comments they received from their peers after revealing that they were the first in their families to attend college:
“Oh you’re smart for a first-generation student. I never would have known!”
First-year focus group participants quoted other early encounters with roommates or colleagues that continued to sting. Many of these comments reflect the fact that financial security is one of the starkest differentiators between many 1G students and their peers at Duke.
“There’s definitely a mentality that exists at Duke that middle class is poor and lower class is even worse. Not that everybody is like that, but it certainly exists.”
When 1G students reveal aspects of their own financial circumstances to their peers, they receive blowback in several ways. For example, a few students shared that their financial aid was stigmatized, with other students suggesting that those who receive aid are very “lucky” to pay so little, or stating explicitly their own significant costs of attendance, possibly to engender shame or guilt. These experiences are formative, alienating, and angering.
Finding 3. An ecosystem of supportive offices and people on campus is critical, but knowledge of and willingness to access resources takes time.
The landscape described above is important to understand because it is the one 1G students step into when they arrive at Duke. However, peer attitudes and financial impediments are difficult intervention points. In contrast, faculty, older peers, and staff are better positioned to be support systems native to the institution:
“When you go to Duke resources, people are more than happy to help you. Adults at Duke are much more receptive and much more understanding of our issues as first-generation students.”
In general, students spoke warmly of the many services, programs, and offices offered on campus. This included the Office of A&O, resident assistants (RAs), peer advisors, a close community on East Campus as freshmen, pre-orientation, the Women’s Center, the Financial Aid office, Counseling & Psychological Services (CAPS), Duke Reach, and cultural student groups.
The staff in the Office of A&O were mentioned frequently. Students praised staff members, citing their open door policy, knowledge, and willingness to offer genuine and consistent support.
Unfortunately, some students reported feeling stigmatized by others when they were known to have used campus resources such as CAPS, the Academic Resource Center (ARC), the Women’s Center, and identity centers.
Finding 4. The cost of textbooks is a special pain point.
In most focus groups, students shared the challenge, stress, and fear of purchasing expensive textbooks. This anxiety about textbooks rests on top of an ongoing concern about finances. Students described extensive efforts to find affordable copies, taking great pains to maintain their workbooks so they could re-sell them at the end of the semester, and to locate upper-level textbooks that were not available through Textbook on Reserve.
“[Laughter] I’ve never researched so hard as when I’m looking for a digital version of a textbook!”
Students who knew about and utilized the Libraries Textbooks on Reserve made special note of its impact and importance in alleviating some financial burden.
“The textbook rental program has been really important and impactful for me… To get them here and be able to rent them out for 3 hours has been perfect. It’s really important to have that.”
Results from the Libraries biennial student survey also support the idea that the Textbooks on Reserve program is particularly important for 1G students.
Finding 5. 1G challenges are challenges common to many Duke students.
Broadly speaking, 1G students’ responses to our 2018 survey did not differ from those of continuing-generation students. Both groups are generally confident in their ability to use library resources and report that they have successfully used the library and/or the library website to find research articles and books for class assignments. They find the website easy to use, believe that the library is welcoming, that library staff are helpful, and that the library is an important part of their experience at Duke.
1G students were more likely to report that expansion of the Textbooks on Reserve program and the device-lending program (for borrowing equipment such as laptops or cameras) would improve their library experience a great deal.
Overall, the four areas in which more than 50% of all undergraduates responded that expanded services would improve their library experience “a lot” include:
More spaces for quiet/individual study
More textbooks to check out for my classes
Additional specialized spaces for honors researchers, graduate students, or other student populations
More spaces for collaborative study
Survey data indicated a few differences between the services that 1G and continuing generation students believe to be important to their academics. The chart below shows services that 1G students more frequently listed as “important” than continuing generation students.
Finding 6. It is sometimes hard to find existing resources at the Libraries.
When asked about services they wish they had known about earlier, our 1G focus group participants mentioned the Textbooks on Reserve program, library workshops (e.g., Matlab workshops), subject librarians, lockers available for short-term use, and the ability to reserve study rooms. Students described numerous library resources they have discovered seemingly by chance or long after their first semester at Duke. At multiple points during the focus groups students expressed that important services are not adequately marketed or shared with all 1G students. First-year 1G students reiterated the feeling of “unknown unknowns”: of understanding that many resources are available, but often finding it difficult to locate specific points of access.
Finding 7. Getting help from experts at the Libraries is important, but difficult.
1G students indicated that reaching out to library staff can be intimidating or even frightening. They described an initial barrier to asking for help, even while knowing it is likely the best way to receive assistance. Students noted feeling that their questions are “silly,” and they believe they have “gaps” in their knowledge. Students also reflected that it would be helpful for the person providing guidance to understand students’ lack of familiarity with library resources and services.
“We have a librarian for an English department, and for the Linguistics department… but it would be awesome to have a 1G librarian. Just someone who already knows that we don’t know anything, and it’s okay.”
Finding 8. Checking out books using call numbers is daunting.
Focus group participants frequently noted difficulty finding and checking out books using call numbers. 1G students did not pin this difficulty on library staff, but rather on their own lack of knowledge.
“The assumption is that we’ve been in libraries before. They [library staff] were helpful after I admitted I didn’t know my way around.”
The stacks are an understandably daunting environment, especially for those unfamiliar with academic libraries. Students reported feeling supported once they made their confusion clear. Previous assessments have shown that the difficulty of understanding call numbers and finding materials in the Libraries is one experienced by many students, regardless of 1G status.
Finding 9. While students generally view the Libraries as a safe space, 1G students feel less strongly that this is true.
Some of the most striking differences in responses between 1G and continuing-generation students relate to the survey question asking the extent to which both Duke Campus and the Libraries feel like a safe space. For the purposes of the user survey, a “safe space” was defined as a place in which people can feel safe from discrimination, harassment, and any other emotional or physical harm.
Only 20% of 1G students “strongly agree” that Duke Campus is a safe space for them, compared to 36% of continuing-generation students. While it is a small percent, four times as many 1G students (4% compared to 1%) “strongly disagree” that campus is a safe space for them. Duke University has some work to do before all students, and especially 1G students, feel that it is a safe space.
Both 1G and continuing generation students feel strongly that the Libraries are more of a safe space than Duke University. This is encouraging, as a major goal of the Libraries is to provide a welcoming space for all. Differences in feelings about the Libraries as a safe space between 1G and non-1G are less stark but still present: 52% of 1G students “strongly agree” that the Libraries are a safe space compared to 61% of continuing-generation students.
First-generation students are resilient and successful members of the Duke community. The early years on campus, which involve finding the right communities for support and learning new academic skills, can be a difficult transition for some. While all students experience challenges in college, 1G students may not have access to certain sources of information capital and can have significant financial stressors that are difficult for many peers to understand. The Duke University Libraries are well poised to support the success of 1G students on campus. Library staff can help reduce the burdens associated with transitioning from high school to college by making academic and research support known to students early and often, providing access to cost-prohibitive textbooks, and continuing to make the Duke Libraries a welcoming space for all students.
These findings became the basis of the 19 recommendations outlined in the research team’s full report. For example, one important recommendation was to expand the Textbooks on Reserve program. Though the library already had a pilot program, it became clear that all students would benefit from expanding the program to include more textbooks and increasing marketing of the program. This fall the program expanded to include textbooks from the 100 largest courses on campus, and the Libraries has already seen an increase in student use of these books. There was also a recommendation that a librarian be designated as a 1G Student Success Librarian as a way to build the ecosystem of supportive offices and people described in focus groups. Arianne Hartsell-Gundy is currently serving in this role as a way to coordinate the libraries’ efforts, make connections with other programs and departments providing support, and serve as a point of contact for 1G students.
Additionally, The Libraries formed a 1G Study Recommendations Implementation Team (headed by the 1G Student Success Librarian) to prioritize recommendations and work across the Libraries to improve services, library instruction, and marketing/outreach to 1G students. One of the team’s first projects was to increase the library presence during the Rubenstein Scholars summer program. In addition to providing a library instruction session and one-on-one appointments with the students in this program, librarians attended a poster session and a mixer as a way to increase their presence. Also, the team is engaging with the staff dedicated to working on our service desks to find ways to help students feel more comfortable asking questions and navigating our book stacks. The team is pleased with their progress thus far and looks forward to finding new ways to connect with and support 1G students.
By: Joyce Chapman, Brenda Yang, Arianne Hartsell-Gundy, Emily Daly
In 2016, after we launched the first iteration of the Duke Chapel Recordings Digital Collection in the Duke Digital Repository (DDR), we began a collaborative project between Digital Collections and Curation Services, University Archives, and the Duke Divinity School to enhance the metadata. The original metadata was fairly basic and allowed users to identify individual written, audio, and video sermons based on speaker, date, title, and format. All good stuff, but it didn’t allow for discovery based on the intellectual content of the sermons themselves. So, it was decided that, at the same time Divinity School staff listened to and corrected machine-generated transcripts for each sermon, they would also capture information that is useful from a homileticperspective.
At the very beginning of the project, the Divinity School convened two focus groups of preachers from a variety of denominations and backgrounds to ask them how they would like to be able to discover and use a digital collection of sermons. These groups developed a set of terms/categories based on which they would like to be able to identify sermons. From there I worked with the project team to begin thinking about what kinds of fields they would want to capture, and determine whether or how those fields could map to the existing metadata application profile that we use in the DDR.
It quickly became clear that this project was going to require the creation of new metadata fields in the DDR application. I try to be really judicious about creating new fields (because otherwise, you end up doing this), but in this case, I felt that the need was justified: homiletic metadata is fairly specialized, and given Duke’s commitment to this collecting area, making adjustments to accommodate it seemed more than reasonable. Since I always like to work with best practices, I attempted to identify any extant metadata schemas that might already exist for working with biblical metadata. I felt pretty confident that I would find one, considering that the Bible is actually one of the oldest books out there. While I did find some resources, they were pretty old (think last-updated-in-2006), and all of them were oriented towards marking up actual Biblical texts, rather than the encoding of metadata about those texts.
With no established standards to work with, we set about determining what the fields should be, using the practice of homiletics itself as a guide. We also developed a workflow for the capturing of this metadata, using a google spreadsheet with conditional formatting and pre-developed drop-down lists to control and facilitate data entry. And starting from the set of terms/categories developed during the focus groups, we came up with a normalized set of Library of Congress Subject Headings (LCSH) for staff to choose from or add to, as needs arose.
Working with LCSH was in itself a challenge, as it required us to navigate the tension between the need to use a standardized set of headings while also include concepts that weren’t themselves well represented in the vocabulary. In some cases we diverged from LCSH in the interest of using terms that would be familiar, expected, and recognizable to practitioners of homiletics. One example of this is the term ‘Community’, which has a particular meaning in a Biblical context, but which, were we to have used the LCSH term ‘Communities’, loses its intent.
We rolled out the new metadata properties and values in early August so they could be available for use by attendees at the international homiletics conference, Societas Homiletica, which was held at Duke University August 3-8, 2018. Now, users of the digital collection can facet and browse by: Liturgical Calendar, Biblical Book, Chapter and Verse, and Subject. We’ve also added curated abstracts, and key quotations from the sermons, which are free-text searchable.
The enhanced metadata makes for a much more meaningful experience using the Duke Chapel Recordings, and future plans involve the inclusion of sermon transcripts, as well as the development of a complimentary website, maintained by the Duke Divinity School, to provide even more information about the speakers and their sermons. With these enrichments, we are well on our way to having an unparalleled free and open resource for the study of homiletics, and hopefully, in so doing, we will facilitate the discovery and study of preachers whose voices have traditionally been underheard.
Over the past year, you’ve probably noticed a change in the public computing environments in Duke University Libraries. Besides new patron-facing hardware, we’ve made even larger changes behind the scenes — the majority of our public computing “computers” have been converted to a Virtual Desktop Infrastructure (VDI).
The physical hardware that you sit down at looks a little different, with larger monitors and no “CPU tower”:
What isn’t apparent is that these “computers” actually have NO computational power at all! They’re essentially just a remote keyboard and monitor that connects to a VDI-server sitting in a data-center. The end-result is really that you sit down at what looks like a regular computer, and you have an experience that “feels” like a regular computer. The VDI-terminal and VDI-server work together to make that appear seamless.
All of the same software is installed on the new “computers” — really, virtual desktop connections back to the server — and we’ve purchased a fairly “beefy” VDI-server so that each terminal should feel very responsive and fast. The goal has been to provide as good an experience on VDI as you would get on “real” computers.
But there are also some great benefits …
When a patron sits down at a terminal, they are given a new, clean installation of a standard Windows environment. When they’re done with their work, the system will automatically delete that now-unused virtual desktop session, and then create a brand-new one for the next patron. From a security standpoint, this means there is no “leakage” of any credentials from one user to another — passwords, website cookies, access tokens, etc. are all wiped clean when the user logs out.
Reduced Staff Effort:
It also offers some back-end efficiency for the Specialized Computing team. First off, since the VDI-terminal hardware is less complex (it’s not a full computer), the devices themselves have been seen to last 7 to 10 years (vs. 4 years for a standard PC). There have also been reports that they can take quite a beating and remain operational (and while I don’t want to jinx it, there are reports of them being fully submerged in water and, once dried out, being fully functional).
Beyond that, when we need to update the operating system or software, we make the change on one “golden image” and that image is copied to each new virtual desktop session. So despite having 50 or more public computing terminals, we don’t spend 50-times as much effort in maintaining them.
It is worth noting that we can also make these updates transparent to our patrons. After logging in, that VDI session will remain as-is until the person logs out — we will not reboot the system from under them. Once they logout, the system deletes the old, now-outdated image and replaces it with a new image. There is no downtime for the next user, they just automatically get the new image, and no one’s work gets disrupted by a reboot.
We can, in fact, define multiple “golden images”, each with a different suite of software on it. And rather than having to individually update each machine or each image, the system understands common packages — if we update the OS, then all images referring to that OS automatically get updated. Again, this leads to a great reduction in staff effort needed to support these more-standardized environments.
We have deployed SAP and Envisionware images on VDI, as well as some more customized images (e.g. Divinity-specific software). For managers who don’t otherwise have access to SAP, please contact Core Services and we can get you set up to use the VDI-image with SAP installed.
We recently upgraded the storage system that is attached to the VDI-server, and with that, we are able to add even more VDI-terminals to our public computing environment. Over the next few months, we’ll be working with stakeholders to identify where those new systems might go.
As the original hardware is nearing it’s end-of-life, we will also be looking at a server upgrade near the end of this year. Of note: the server upgrade should provide an immediate “speed up” to all public computing terminals, without us having to touch any of those 50+ devices.
Last week, I presented our New Project Request Process at First Wednesday. This request process is to help the Digital Strategies & Technology (DST) Leadership Team more effectively evaluate and prioritize projects that require ITS resources. Over the summer, we developed and tested a two-stage workflow aimed to lower the barrier for library staff to submit project ideas and streamline the prioritization of projects into our three new project management streams: Library Systems, led by Karen Newbery; Web Experience, led by Tom Crichlow, and Application Development, led by Cory Lown, or into the existing Operations stream, led by John Pormann.
You can view the presentation here. (My presentation begins at 35:45, but you should definitely watch Karen present on the Updated Request App and her trip to DKU.)
The quick summary notes of our process is this:
Project Summary is a short, one page summary of your project idea that includes 4 major elements:
The DST Leadership will evaluate Project Summaries within one month of submission and accept it, decline it, or request more information.
Accepted Project Summaries will be assigned a Project Lead, who will guide the Project Sponsor in writing the Project Charter.
Project Charter is an in-depth project plan that includes these elements:
Requirements – list of the high-level project requirements
Scope Statement – narrative description of the project scope
Deliverables – A deliverable is a unique and verifiable product, result or capability to perform a service that must be produced to complete a process, phase or project.
Estimated Schedule – focus on schedule and timeline, not specific dates
Completion Criteria – what must occur before project is considered complete
Goals – specific measurable objectives the project must achieve for completion
Dependencies – any outside factors, including people, data, and systems
Collaboration and communication strategy – frequency of meetings, project management tools used, plan to provide communication to those outside the project
Risks to Scope, Budget, Resources, Schedule, Technologies
Stakeholders – people outside of ITS (List of names and contact information)
Project Team – roles needed for team (Specific team members will be assigned, if project is approved and scheduled)
Budget – especially important for grant-based projects
The DST Leadership will review Project Charters within one month of submission. Accepted project charters will be prioritized based on one or more of the following:
Portfolio Management review of resources by the Director, ITS
EG input for projects involving two or more divisions, or that impact campus users, or that impact a majority of DUL staff
Input of corresponding AUL, if competing projects require same team members of an previously approved project in queue
Input from DUL department or existing committee with governance oversight of a particular area, such as WebX or Digital Preservation and Production Program
We believe this process will enable us to plan projects more effectively with project sponsors and utilize the Libraries’ resources more efficiently. We also believe this will improve communication with stakeholders and provide EG with better information to make priority decisions for projects that have benefit or impact to our staff and users.
You can download the Project Summary and Charter template here. You can submit your Project Summary to firstname.lastname@example.org.
When Duke students tour the Digital Production Center, I always show them our video digitization system, and point out that Duke Libraries’ collection of U-matic, VHS and Betacam analog videotapes are ancient relics from the last century. This fall’s first-year students were born in the new millennium. They have little use for physical media, except for perhaps an occasional external thumb-drive. Their concept of video is something you capture on your iPhone or stream online, not play using a crude plastic rectangular-shell. And rewinding videotape? “Like… what is that?, it’s so… weird!”
So, imagine my surprise when I recently walked into Raleigh’s brand new Alamo Drafthouse Cinema, and entered their Video Vortex, a massive library of over 75,000 video titles on VHS and DVD, that are free for customers to check out and watch at home. Video Vortex even rents out VHS players, another historical artifact. This may seem odd at a time and everyone is streaming movie content online. But, Video Vortex specializes in movies you can’t get from Netflix, Amazon and other streaming services. Many of their titles are out of print, and some of these films were never released on DVD, or in any digital format, so the only way you can see them is on VHS.
Walking through the VHS collection is like going to a run-down grindhouse movie theater in 1975, or tuning into an obscure cable-TV channel at 3 A.M. in 1987. Many of the films would be classified as “exploitation:” cheaply-made horror, cult or action titles that never had a chance at the Oscars, and are “so bad, they’re good,” like “Blood Orgy of the Leather Girls.” But there’s also critically acclaimed films like Frank Perry’s “Last Summer,” which earned an academy award nomination in 1969. Due to copyright issues or lack of funds, these two films have never made it into the digital realm, and can only be seen on VHS.
Josh Schafer is co-manager and “VHS Culture Captain” of Video Vortex. He moved here from New Jersey to work in the vortex, because he’s a longtime connoisseur and expert on the VHS format, and even publishes a VHS fanzine called “Lunchmeat.”
“The whole goal here is to not just reimagine the video store, and give people that feeling and experience again, but also give people this library, this community asset where both film-lovers and the casual movie-goer alike, can come in and explore all kinds of cinema, for free,” says Schafer. The Alamo’s lobby, where Video Vortex lives, is decorated with rare movie posters, giant VHS facsimiles, and has tables where film-nerds can congregate, order from the Alamo’s full kitchen and bar, and discuss their favorite obscure animation titles.
Skip Elsheimer of AV Geeks has taken on the job of helping to maintain the Video Vortex collection, which involves cleaning off mold, splicing tape, fixing cases and repairing DVDs. “A lot of these videotapes and DVDs were boxed up for years in storage spaces that were not ideal,” says Skip. “We do TLC on these titles, many of which don’t exist in any other format.”
DVDs are actually harder to fix and reclaim than videotape. Skip says the rescue rate of VHS is about 90%, because he can swap out tape, put it in a new cassette case, splice it, etc. But once the lamination separates on a DVD, or if there’s a significant scratch, it’s toast, because the laser can no longer read the data, and there’s no way to retrieve it. So much for the idea of digital = permanent. Or as the VHS Culture Captain says, “only analog is real.”
In addition to Video Vortex, Alamo Drafthouse Cinema offers a mix of first-run, independent and vintage films on 11 screens. The comfy theater seats recline, and customers can order an eclectic mix of foods, cocktails, craft-beers and wine, right from their seat. Most everyone who works at Alamo is a movie fan, and it shows in everything from the vintage movie posters that line the walls, to the enthusiasm of the employees. The only way to dampen that enthusiasm is if you talk or text in the theater, because, after one warning, you will be asked to leave, as explained in this colorful public service announcement.
I recently worked on an interactive kiosk for a new exhibit in the library — Views of the Great War: Highlights from the Duke University Libraries. Elizabeth Dunn, the exhibit curator, wanted to highlight a series of letters that shared the experiences of two individuals during the war. She was able to recruit the talents of Jaybird O’Berski and Ahnna Beruk who brought the writings of Frederick Trevenen Edwards and Ann Henshaw Gardiner to life.
Elizabeth and I booked time for Jay and Ahhna in the Multimedia Production Studio where we recorded their performances. I then edited down multiple takes into more polished versions and created files I could use with the kiosk. I also used youtube’s transcript tool to get timed captions working well and to export VTT files.
Here is an example:
The final interface allows users to both listen to the performances and read timed transcriptions of the letters while also being able to scroll through the original typed versions.
At the beginning of the school year in elementary school, we were usually given the assignment to write about our summer. I dreaded the assignment. Summers were spent running around from dawn to dusk, maybe a road trip packed into the family car to see relatives, nothing worth writing about. I now understand that it was a great way for teachers to get to know their students; a chance to visit the world through the students’ eyes. I am on my last day of ten days at Duke Kunshan University in Kunshan, China. I was tasked with helping their library as they grow, and this is DKU through my eyes.
Duke Kunshan University is located in Kunshan City, Jiangsu Province. The Province is home to many ancient water towns with buildings lining ancient canals, sidewalks for pedestrians, and shops on the first floor of most buildings. DKU pays homage to the area’s water towns with a pond in the center of campus, small fountains and reflecting pools in front of the academic building. The conference center, the academic building and faculty residences surround the pond. The academic building is home to the canteen, the library, team rooms, and classroom auditoriums. There is a building called the Innovation Center under construction that will house faculty offices and classrooms, with two more phases of buildings and a Duke Gardens area planned. In the center of the pond is a pavilion with arches in tribute to the architecture at Duke.
The library has seven full-time staff and two interns. All staff have Master’s degrees, and the interns are studying for their Masters in Library Science. The staff are from China and Australia and need to wear multiple hats to keep the library running smoothly.
We worked on setting up loan policies and discussed their need to load patrons into our integrated library system. DKU Library is expanding they types of items they’re loaning and expanding borrowing privileges to family of DKU faculty, staff and students as well as DKU alumni and visitors. Extending privileges to DKU family is very important, as DKU as a whole wants to feel like a strong community to everyone who has a link to the University. We started work so they could use the acquisitions module to track budgets and orders, and we solved some technical issues, allowing the staff to send loan notices to patrons and to print spine labels for books.
It wasn’t all work and no play. I visited two local water towns, the cities of Suzhou and Shanghai, and experienced the historic culture of the Kun Opera. I toured an ancient private garden, ate delicious food, shopped in Shanghai, and rode the bullet train which traveled between Kunshan and Shanghai at a speed of 268 km/h. I was honored with a special traditional dinner with the staff that included regional specialties like hairy crab soup, tender loofah and jellyfish. The DKU staff have been welcoming, friendly, and generous. I’m sad to leave and hope I get the opportunity to return. In the meantime, we’ve forged new friendships, new working relationships, and made lasting memories. It was the best summer vacation ever!
Duke University Libraries is recruiting a Digital Production Services Manager to direct the operations of our Digital Production Center, its staff (3 FTE plus student assistants), and associated digitization services. We are seeking someone experienced in leading digitization projects who is excited to partner with colleagues around the library to reformat and preserve unique library collections and provide access to them online. This is an excellent opportunity for someone who likes working with people, projects, and primary sources!
This newly created position combines people and project management responsibilities with hands-on digitization duties. Previous supervisory experience is not required; however, the ability to direct the work of others is essential to this position, as is a service oriented attitude. Strong organizational and project management skills are also a must. Some form of digitization experience in a library or other cultural heritage setting is required for this role as well. The successful candidate will join the highly collaborative Digital Collections and Curation Services department and work under the direct supervision of the department head.
Duke is a diverse community committed to the principles of excellence, fairness, and respect for all people. As part of this commitment, we actively value diversity in our workplace and learning environments as we seek to take advantage of the rich backgrounds and abilities of everyone. We believe that when we understand, celebrate, and tap into our uniqueness to creatively solve problems and address shared goals, our possibilities are limitless. Duke University Libraries value diversity of thought, perspective, experience, and background and are actively committed to a culture of inclusion and respect.
Duke offers a comprehensive benefit package, which includes both traditional benefits such as health insurance, leave time and retirement, as well as wide ranging work/life and cultural benefits. Details can be found at: http://www.hr.duke.edu/benefits/index.php.
Post contributed by: Emily Daly, Thomas Crichlow, and Cory Lown
If you’re a frequent or even casual user of the Duke Libraries catalog, you’ve probably noticed that it’s remained remarkably consistent over the last decade. Consistency can be a good thing, but there is certainly room for improvement in the Duke Libraries catalog, and staff from the libraries at Duke, UNC, and NCSU are excited to replace the current catalog’s aging infrastructure and outdated user interface with an entirely new collaboratively developed open-source discovery layer. While many things are changing, one key feature will remain the same: The catalog will continue to allow users to locate and access materials not only here at Duke but also across the other Triangle Research Libraries member libraries (NCSU, NCCU, UNC).
Commitment to collaboration
In addition to an entirely new central index that supports institutional and consortial searching, the new catalog benefits from a shared, centrally developed codebase as well as locally hosted, customizable catalog interfaces. Perhaps most notably, the new catalog has been built with the needs of library and complex bibliographic data in mind. While the software used for the current library catalog has evolved and grown in complexity to support e-commerce and business needs (not higher ed or library needs), the library software development community has been hard at work building specialized discovery layers using the open-source Blacklight framework. Peer institutions including Stanford, Cornell, and Princeton are already using Blacklight for their library catalogs, and there is an active Blacklight development community that Duke is excited to be a part of. Being part of this community enables us to build on the good work already in place in other library catalogs, including more intuitive facets, adaptive linking for subjects and other fields, a more responsive user interface for access via tablets and phones, and the ability to preserve the order of MARC fields when it’s useful to researchers (MARC is an international standard for representing bibliographic and related data).
We’re upping our collaboration game locally, too: This project has given us the opportunity to develop a new model for collaborative software development. Rather than reinvent the wheel at each Triangle Research Library, we’re combining effort and expertise to develop a feature-rich yet highly customizable discovery layer that will serve the needs of researchers across the triangle. To do this, we have adopted an agile project management process with talented developers and dedicated product owners from NCSU, UNC, and Duke. The agile approach has helped us be more productive and efficient during the development phase and increased collaboration across the four Triangle Research Libraries, positioning us well for maintaining and governing the catalog after we go live.
The development team has already conducted multiple rounds of user testing and made changes to the user interface based on findings. We’re now ready to hear feedback from library staff. To facilitate this, we’ll be launching the Duke instance of the catalog to all library staff next Wednesday, August 1. We encourage staff to explore catalog features and records and then report feedback, providing screenshots, URLs, and other details as needed. We’ll continue user testing this fall and solicit extensive feedback from faculty, students, staff, and general researchers.
Our plan (fingers crossed!) is to officially launch the new Duke Libraries catalog to all users in early 2019, perhaps as soon as the start of the spring semester. A local implementation team is already at work to be sure we’re ready to replace Duke’s old catalog with the new and improved version early next year. Meanwhile, development and interface enhancement of the catalog will continue this fall. While we are pleased with what we’ve accomplished over the last 18 months, there is still significant work to be done before we’ll be ready to go live. Here are a few items on the lengthy TO DO list:
finish loading the 16 million records from all four Triangle Research libraries
integrate Duke’s request workflows so users can request items they discover in the new catalog
develop a robust Advanced Search interface in response to user demand
tune relevance ranking
ensure that non-Roman scripts are searchable and display correctly
map non-MARC metadata so items such as digital collections records are discoverable
There is a lot of work ahead to be sure, but what we will launch to staff next week is a functional catalog with nearly 10 million records, and that number is increasing by the day. We invite you to take the new catalog for a spin and tell us what you think so we can make improvements and be ready for all researchers in just a few short months.
Notes from the Duke University Libraries Digital Projects Team