A Splendid Torch - CLIR

1 A Splendid Torch :Learning and Teaching in Today s Academic LibrariesJodi Reeves Eyre, John C. Maclachlan, and Christa Williford, editorsCounCil on library and information resourCesSeptember 2017 ISBN 978-1-932326-58-1 CLIR Publication No. 174 Published by: Council on Library and Information Resources 1707 L Street NW, Suite 650 Washington, DC 20036 Web site at 2017 by Council on Library and Information Resources. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike International illustration: derived from Rosenbach Museum MS 197/30, fol. 21vDigitized through Digitizing Hidden Special Collections and Archives, a CLIR program generously supported by The Andrew W. Mellon : Bibliotheca Philadelphiensis: Toward a Comprehensive Online Library of Medieval and Early Modern Manuscripts in PACSCL Libraries in Eastern Pennsylvania and Delaware Participants: Lehigh University, Linderman Library; Free Library of Philadelphia; University of Pennsylvania Libraries; Bryn Mawr College; College of Physicians of Philadelphia; Haverford College; Library Company of Philadelphia; Rosenbach Museum and Library; Swarthmore College; Temple University; University of Delaware; Chemical Heritage Foundation; Franklin & Marshall College; Villanova University; Philadelphia Museum of ArtFor more images from the project, see #bibliophilly on Foreword, by Charles Henry.

2 VAbout This Publication ..1 Handing on the Splendid Torch : The Continuing Evolution of the Learning Commons, by Martin Tsang, Tamsyn Mahoney-Steel, Jodi Reeves Eyre, and Christa Williford ..5 Creating Contact Zones in a Post-Truth Era: Perspectives on Librarian Faculty Collaboration in Information Literacy Instruction, by Bridget Whearty, Marta Brunner, Carrie Johnston, and Ece Turnator ..32 Exploring How and Why Digital Humanities Is Taught in Libraries,by Hannah Rasmussen, Brian Croxall, and Jessica Otis ..69 Current Use and Prospective Future of the University Map Library: A Case Study of Multiple Perspectives From One Institution, by John Maclachlan, Jason Brodeur, Brian Baetz, Patrick DeLuca, Julia Evanovitch, Rebecca Lee, and Supriya Singh ..89 New Opportunities for Collaboration in the Age of Digital Special Collections, by Erin Connelly, Anne Donlon, Dimitrios Latsis, and Dawn Schmitz.

3 107 Shiny Things: 3D Printing and Pedagogy in the Library, by Jennifer Grayburn, Veronica Ikeshoji-Orlati, Anjum Najmi, and Jennifer Parrott ..125 Afterword, by Lauren Coats and Elliott Shore ..143 About the Authors ..145 ivvForeword Field Guide to a RevolutionThe essays in this remarkable collection describe and exemplify some of the most important and vital contemporary reformations of our traditional concept of higher education: they cogently articulate the benefits, with specific case studies, of unwinding and redefining inherited social hierarchies, disciplinary boundaries, methods of knowledge organization, and the procedures of discovery in academia. The library becomes the instrument fomenting, abetting, and facilitating these changes, and in this role is profoundly enlivened. No longer a settled place for the curation and circulation of information, this library is now an extension of our cognitive processes, encompassing the creation, augmentation, and practical application of knowledge in teaching, learning, and research.

4 These essays thus posit collectively a compelling introduction to twenty-first century interrelationships between matter and mind, and the complex conversations that reciprocity entails. A major theme is the coordination and intermixing of the physical and the digital. This occurs in redesigning concrete spaces to better foster advanced learning and ways of knowing, and is obviously salient for the new methodologies of digital humanities. Information literacy and geo-spatial literacy are similarly enhanced through digital resources and tools. Intriguingly, this volume begins with architectural re-visioning of previous century library rooms to accommodate a more sophisticated cognition of acquiring knowledge and understanding through thought, experience, and the senses; the final essay describes a kind of apotheosis by reversing the typical sequence from analog to digital, examining pedagogical enrichment using 3D printing of objects from digital files.

5 We come thematically full circle, with the materials described in these essays assuming a metaphorical significance that further underscores the power of transposition. Core to these advances is the profound re-imagining of the traditional fences, professional roles, and general organizational principles that have informed our institutes of higher learning for centuries persistent demarcations that slowly have become ghostlier. In these essays terms such as collaboration, conversation, huddle, contact, customize, and choose sit comfortably with un-centered, informal, clarity, adaptability, and visibility. Old disciplinary borders would make the discovery of a new antibiotic impossible; for that microbiologists, parasitologists, data scientists, historians, medievalists, and medicinal chemists are necessary to translate and reconstruct a 1,000-year-old virecipe for a salve.

6 Teaching information and spatial literacy requires a collegial, level working field for librarians, faculty, and students. Machines become the extension of respected traditions of reading and interpreting books and maps, but only with the concerted contributions of librarians, data specialists, faculty, and those they are mentoring. These projects and programs represent the fluorescence of communities of practice that unbox, refocus, and newly weave extraordinary talent that is mission driven and collectively strategic. Is this not a more welcoming academy and its poignant library, gracefully reflecting the potential and marvel of an open mind, a more sublime orchestration of instrument and voice in pursuit of understanding? Charles Henry 1In the winter of 2015, a handful of current and former CLIR post-doctoral fellows gathered at a small restaurant in Washington, , to celebrate publication of The Process of Discovery: The CLIR Postdoctoral Fellowship Program and the Future of the Academy.

7 In typi-cal CLIR fellowship alumni fashion, it took about an hour of relax-ation before we began to look at one another and ask, Now what? Over fried pickles, barbecue brisket, and vegan spare ribs, we de-cided to recreate the Collaborative Writing Group (CWG) experience that fostered the collection of essays about what we had learned from our work in academic The CWG process brings together individuals with unique backgrounds and ideas to explore a single Similarly, the CLIR Postdoctoral Fellowship Program brings together individuals with varied disciplinary backgrounds and points of view relating to research, teaching, and higher education to imagine an increasingly coherent and effective future for the libraries that nurture this work. With current and former fellows sharing the perspectives they have gained from working across the United States and Canada in a multitude of positions, the potential for crafting, improving, and challenging new ways of thinking about libraries and the academy is With the methodology in place, the next logical question was, What topic should we explore?

8 A common thread of inquiry was necessary to tie our unique identities together. The answer came rather quickly: teaching and learning. 1 For details, see Maclachlan, Waraksa, and Williford 2015, 1 For other examples of collaborative writing projects, see Healey, Marquis, and Vajoczki 2013; Maclachlan and Lee For statistics related to the positions fellows occupied from the program s inception through 2014, see Brodeur, Maclachlan, and Parrott This PublicationJohn C. Maclachlan, Jodi Reeves Eyre, and Christa Williford2 A Splendid Torch : Learning and Teaching in Today s Academic Libraries The definition of the scholarship of teaching and learning (SoTL) has been continually evolving since Boyer (1990) formalized the term scholarship of teaching; over time, it has incorporated learning with increasing frequency to describe more fully the interactivity inherent in formalized education (Simmons and Marquis 2017).

9 Potter and Kustra have described SoTL as the systematic study of teaching and learning, using established or validated criteria of scholarship, to understand how teaching (beliefs, behaviours, attitudes, and values) can maximize learning, and/or develop a more accurate understanding of learning, resulting in products that are publicly shared for critique and use by an appropriate community. (2011, 2)For this project, we sought to explore the contributions that today s academic libraries as providers of resources, professional support, and space are making to learning and teaching. While our scope might stretch the limits of what has traditionally been consid-ered SoTL, the perspective our authors have gained from their work in academic libraries suggests that the real-time interaction between teachers and students, while vital to formal education, is just one part of a broader picture and that preparation, support, and suitable environments are equally essential to the success of both learners and teachers.

10 CLIR fellows often find their careers situated at the nexus of teaching and learning, as the nature of the CLIR fellowship is often a hybrid role in which the fellow is expected to use disciplin-ary and pedagogical expertise to help improve the experiences of all users of academic libraries, students, and teachers alike (Waraksa 2015). An interdisciplinary fellowship cohort sharpens fellows un-derstanding of similarities and differences across diverse fields of study, making them increasingly aware of the many opportunities for librarians to work in partnership with other academic profession-als to meet their evolving needs, especially the needs of adapting to and contributing effectively to an ever-changing networked informa-tion the library a centralized collection of the expertise, information, and tools necessary to support learners and teachers, it becomes apparent that a consideration of the roles of academic libraries has the potential to advance SoTL conversations.