Category Archives: Library News

Dan Klemonski '19

I Know What You Did Last Summer! – Dan

Dan Klemonski '19

Dan Klemonski ’19

I Know What You Did Last Summer! This is part of a series of posts highlighting the work of the Summer 2017 Digital Media Tutors (DMTs) from the Wilson Media Lab found in the Davis Family Library Room 220. Meet Dan!

Hometown: East Hampton, Connecticut

Year at Middlebury: 2

Majors: History, Economics

What’s a DMT/What drew me:

DMTs are the first line of defense for multimedia-related technical issues, and one of several layers of support for technological literacy on campus. The opportunities to aid in content creation and work on topically diverse projects drew me to this job.

Training:

As a DMT, I’ve been trained in the Adobe Suite, WordPress, Scalar, iMovie, Audacity, Panopto, and Canvas. I’ve also been acquainted with digitizing tools and the plotter.

Talents:

I’ve become quite familiar with Illustrator and iMovie, and have worked a fair amount with digitization (video capture and scanning).

Software to learn:

I’d like to learn Premier better, because I find myself a little too willing to give up its added functionality for the enticing simplicity of iMovie.

Projects:

One particularly fun (and, at times, frustrating) project this summer involved the seemingly basic task of digitizing analog tapes. What I expected to be a straightforward click-and-drag affair turned into a week of hunting for the right cords, ports, and video capture software. The experience let me see the library basement I never knew existed, and left me rather thankful that easy-breezy digital storage is the norm among modern video cameras.

Advice:

No amount of prior training will guarantee that you always know the solution to a problem. A DMT-to-be should be prepared to fill in the inevitable gaps of their technical knowledge on the fly.

Click here to view some of Dan’s work. For more posts like these, like our Facebook page.

The banner used on the 2017 Hispanic American/Latinx Heritage Month display in the Davis family Library.

Celebrating Hispanic American/Latinx Heritage Month

From September 15th thru October 15th, the United States celebrates Hispanic American / Latinx Heritage Month. Read below to find out how some of the people at Middlebury College engage with these identities. Also come by the Davis Family Library September 18th-29th to see the display. Many sincere thanks to Marlena Evans :) for her committed work in developing banner designs.

Names of Respondents; Hometowns; Roles on Campus:

Zarai Zaragoza, a Mexican American Middlebury College senior and studio art major sits in front of colorful art pieces.

Zarai Zaragoza, a Mexican American Middlebury College senior and studio art major sits in front of colorful art pieces.

ZZ: Zarai Zaragoza; Chicago, Illinois; Studio Art Major with Education Studies Minor – Part of Alianza, WOC [Women of Color], DMC [Distinguished Men of Color], Anderson Freeman Center Fellow, and so much more.

MRM: Marcos Rohena-Madrazo; San Juan, Puerto Rico; Assistant Professor of Spanish / Linguistics.

KS: Katrina Spencer; Los Angeles, California; Literatures & Cultures Librarian.

XM: Ximena Mejía; Salisbury, Vermont; Middlebury College Counseling Director. Continue reading

Fayza Rahman '20.5

I Know What You Did Last Summer! – Fayza

Fayza Rahman '20.5

Fayza Rahman ‘20.5

I Know What You Did Last Summer! This is the first of a series of posts highlighting the work of the Summer 2017 Digital Media Tutors (DMTs) from the Wilson Media Lab found in the Davis Family Library Room 220. We’ll begin with Fayza!

Birthplace: Dhaka, Bangladesh
Current Residence: Oberlin, Ohio
Year at Middlebury: 1
Major:  Film
What’s a DMT and what you drew you to this job on campus?
A DMT is a digital media tutor in the Wilson Media Lab who is knowledgeable about an array of softwares in order to help others with their digital projects.  As an intended film major, I love editing softwares and was inspired by the tutors that helped me through many of my film projects to take this job.

 

What type of training have you received?
I have received training in InDesign, Photoshop, Illustrator, Premiere, iMovie, Audacity, WordPress, Panopto, Scalar, and so much more, it’s awesome!

Do you have a strong talent with any particular software?
I love video editing and working in Adobe Premiere! I love combining Premiere with AfterEffects or Character Animator to give my movies more variety.  I could edit films all day.

What software tool would you like to learn better and why?
I really want to further master Adobe Aftereffects because that software is an endless pit of editing opportunities.

Tell me about some of the projects you worked on this summer. Were there any that were especially interesting or challenging?
I am currently working on developing a website for a first year seminar based on Dan Brown’s upcoming novel Origin. Working on that project has been really fun because Professor Beyer is passionate about the books Brown has written and I can 100% relate as someone who has read most of his work myself.

I will be starting another project where I am creating instructional lab videos for the physics department.  I am excited to do camera work for that project and it’s also cool because the lab works with lasers!

What advice would you give to any other Midd student interested in becoming a DMT?
I think the main thing is self motivation, if you want to make the most of this job, you need to be willing to dive into new softwares and familiarize yourself with them when you get the chance.  Self teaching during the slower days in the lab and becoming well versed in as many programs as possible will make you a better tutor.

 

Click here to read more about Fayza’s projects. For more posts like these, like our Facebook page.

Phoenix Pod to replace NExpress

Former NExpress members have agreed to keep working together to provide expedited Interlibrary Loan services with the start of the Phoenix Rapid Returnables Pod.  All requests will be processed through ILLiad, but requests for materials owned and available at any of the Phoenix Pod members will be ordered automatically, delivered by UPS, and loaned for an extended period of two months (with a renewal of another month).

What do you need to do to take advantage of Rapid’s automated ordering? Nothing special! If you need a book or an article that we don’t own, submit a request via ILLiad at go.middlebury.edu/ill/ as usual, and be sure to include an ISSN or OCLC Accession number. (Need help with that? Ask a librarian!)

100 Years And Counting!

The Spanish School, one of Middlebury’s 11 Language Schools, celebrates its 100th year. Here are a few words from current affiliated staff who have witnessed some of its evolutions.

Professor Joseph Casillas of the Spanish School (MA, Class of 2010) poses for a photo.

Names:      

JC: Joseph Casillas

LC: Laura Cabrera

KS: Katrina Spencer

Bilingual Assistant Laura Cabrera of the Spanish School is pictured here, in Middlebury gear.

Hometowns:

JC: Phoenix, Arizona

LC: Salamanca, Spain

KS: Los Angeles, California

Roles:

Middlebury’s Literatures & Cultures Librarian Katrina Spencer poses at the Research Desk in the Davis Family Library. Having obtained a master degree from the Spanish School in 2010, she now serves the school as the Language Schools’ library liaison.

JC: Professor.

LC: I’m a bilingual assistant in the Spanish School.

KS: Library liaison.

When did you first encounter the Spanish School?

JC: My first experience in Middlebury was in 2007 as an MA student in the Spanish school.

LC: I arrived to Middlebury in 1998 when I was a little girl because my dad [Carlos Cabrera] was a teacher in the Spanish School.

KS: I arrived to Middlebury in 2009 and graduated from the master program in 2010. I’d been looking for a school that would allow me to complete my degree overseas and this was one of the two I found.

Has your role always been the same?

JC: No. I spent two summers in the Spanish school finishing my MA. Afterwards I spent two consecutive summers in the French school, as a pure beginner in level 1 and the following summer in level 4. The following two years I returned to the Spanish school to work as a bilingual assistant, and the past 3 years I have worked as a professor in the undergraduate 7-week program.

LC: First I came as a dependent with my parents but since 2007 I’ve been working as a bilingual assistant at the Spanish School.

KS: No. At first I was a master student, then a non-degree seeking student in the Portuguese program and now I’m a librarian.

Over the summer, the Spanish School placed several banners in the atrium of the Davis Family Library to commemorate its centennial. This one documents its beginnings in 1917.

Tell us about the diversity of the program.

JC: The Spanish school program is rather diverse. In any given summer there are professors and students from most of the Spanish speaking countries in the world. The students are particularly diverse in many different ways. In terms of age, in my classes I have had students that just finished high school, all the way up to retirees that decided to learn Spanish for fun. But the student body at Middlebury is diverse in other ways as well. For example, I have had students that work as government agents, and other military special forces, as well as high school teachers of other languages.

LC: Faculty and staff come from different places around the world: Spain, Mexico, Cuba, United States, Argentina, Colombia, Venezuela, Puerto Rico, etc. And we have some students that are from different parts of the United States and other countries like India and China, so the Spanish School is culturally diverse.

KS: In terms of the faculty, without having to do much mental exercise at all, I know that Cuba, Mexico, Peru, Spain, and the United States are all represented. In terms of the student body, you find students aged 19-50+. That’s always something that has quite impressed me. During my first summer, we had a nun in our program and at least one student completing the doctorate of modern languages. People come to Middlebury for a wide array of reasons and from a variety of backgrounds. This year they have a lawyer who’s engaged in immigration law.

This banner reflects some of the most recent developments and cultural celebrations led by the Spanish School.

Over the years, what changes within the school and what remains the same?

JC: There are many things that stay the same. Middlebury, itself doesn’t change much. In the ten years that I have been around, the faculty hasn’t changed too much. Certain aspects of the program that we do every year typically stay the same, but every summer is unique in its own way because of the students. Sometimes there are students who repeat, and the graduate students typically spend multiple summers in the program, but the majority of the undergraduate students are new. It is always fun to see how diverse and talented they are. I’ve also seen many of the professors children grow up over the course of several summers. It truly is a unique experience.

LC: In my opinion, almost everything is the same as my first time here. Some people come back and some people don’t, but the main spirit of the “Spanish school family” is the same, summer after summer. Middlebury is like a bubble, no matter how you spent the whole year, if you go back for another summer, you’ll feel the last summer was yesterday instead of a year ago.

KS: Much of the professoriate remains the same! The Spanish School attracts and retains excellent instructors. Some have been teaching in the program more than 15 years. Mariluz Gutiérrez Araus and Mercedes Fernández-Isla are two of them. One change that I’ve noted is that program now has a website where students can follow its activities. It’s very colorful and up-to-date, reflecting the technology use of our time. Also, I believe we have a school site in Argentina now. Formerly students were able to complete a summer of study in Mexico, which I did, and now you can do it in South America. Oh, and the Literary Analysis students join together and receive a library orientation session in Spanish!

Literatures & Cultures Librarian Katrina Spencer poses with an “abanico,” a fan, designed for the centennial. Other accouterments for the 100th year celebration included buttons and “pañuelos,” scarves or handkerchiefs, all marked with the letter “ñ“.

How do you and your community within the Language Schools use the libraries and our resources?

JC: I used the library much more for research as an MA student. Since then, I mainly use the library for preparing classes and meeting with students.

LC: As an office manager at the Spanish School, I don’t use the library so often. We usually borrow some films to show and some tech devices we need for the events. I think the students use the library more often, like a studying place and using the resources: books, movies, etc.

KS: When I was a student, we graduate students used JSTOR quite heavily to find academic articles of literary criticism. This database is still popular among Language School students in general. The Spanish-language browsing collection that includes readings like Manolito Gafotas and music by flamenco-style singer Buika is also popular. In the instruction sessions I give, I really try to plug Lexis Nexis for finding news articles,  Kanopy for online film streaming and our Alexander Street vendor for listening to music online. There are also special carrels/study spaces in the library assigned to each language school.

What do you envision for the Spanish School’s future?

The Spanish School hosted a special dance party with live music to which all the Language Schools on the Vermont campus were invited to fete the centennial occasion.

JC: I think one of the big changes facing the program in the upcoming years is related to heritage speakers. Every summer we get more and more students with this profile, which makes sense because of the changing demographics in the US, and I hope to see explicit attention given to these students in the program’s curriculum moving forward.

LC: I don’t know what will will be the future of the Spanish School, but I’m sure it depends on the students because they are a different group every summer. So, like Joseph said, I think the heritage speakers will be a very important part of the program in the next years.

KS: Changes in the school will likely mirror changes in society, ¿no es cierto? Perhaps there will be more demand for courses representing Central America and indigenous populations as we have more people within the United States that represent that region. I imagine the school will become even more diverse as more people realize the importance of speaking Spanish merely as residents in the Western hemisphere. And I hope that more classes will request library instruction sessions so students can navigate our spaces with even greater confidence. 

 

Katrina, Atlanta, and NCAAL

 

Katrina poses in front of the National Conference of African American Librarians’ banner.

Middlebury’s Literatures & Cultures Librarian Katrina Spencer attended the National Conference of African American Librarians (NCAAL) in Atlanta, Georgia. See a brief video from the opening session shared on Twitter and read more coverage of the event in American Libraries’ Magazine.

How was your conference?

OMG, great! I feel like this conference was Middlebury’s personal gift to me. It fed my soul, which was hungrier than I expected.

What made it great?

For the first time ever, I actually got to stay on site where the conference I was attending was being held. That makes a huge difference– to not have to catch a taxi, bus or train to the conference site and navigate inclement weather/downpours of rain, and also to be able to retire to one’s room to take breaks between sessions was a blessing!

There were beautiful people in the city. Beautiful black people. With braids, twist-outs, locks… And it was the first time that I’d seen black and white people voluntarily spending time together on such a scale. When I’ve seen this in the past, it has been rather exceptional and episodic. There I saw people from both groups treating each other fraternally. I can’t say I was expecting that and I can’t say, after 30 years, that I’d seen it before as such a normalized part of a landscape. But, to see that and to juxtapose it with the news from Charlottesville, Virginia is mind-boggling. Progress in terms of racial politics in this country, to say the very least, is spotty.

With much help from Davis Family Library’s Marlena Evans, the banners to be used during the February 2018 Black History Month display have been designed. Katrina’s presentation posed the question, “What do I put on display?” and encouraged librarians to think critically about their choices.

What was your presentation on?

The title of my proposal was “What I Wish I Would Have Known” and referred to my education on black history and blackness as a child growing up in Los Angeles in the 1990s. Succinctly, the Transatlantic Slave Trade impacted almost the entire Western hemisphere, not just the United States; the struggle for civil rights and social justice did not end in the 1960s; and black peoples are not defined by the violent scenarios and oppressive societies we encounter, yesterday, today, or tomorrow.

Katrina (far left) poses with librarians and archivists who all graduated from the University of Illinois, Urbana-Champaign, with library and information science degrees.

A screenshot from the Atlanta University Center’s Robert W. Woodruff Library website.

What did you do?

I visited historic and cultural sites, for example, the Auburn Avenue Research Library on African American Culture and History and the Atlanta University Center’s (AUC) Robert W. Woodruff Library that serves Clark Atlanta University, Morehouse College, and Spelman College. I also spent time with several alums from my library and information science alma mater, the University of Illinois, Urbana-Champaign.

What did you learn?

  • Clark Atlanta University, Spelman College, and Morehouse College are all served by the same library.
  • The AUC’s archives currently hold Dr. Martin Luther King’s briefcase.
  • Malcolm X wrote postcards home from Lebanon and signed them “El Hajj Malik El Shabazz,” also held in the AUC archives.
  • Despite the fact that many HBCUs are suffering in terms of securing funds to properly maintain their grounds and facilities, the AUC is tremendous, popular, and well maintained.
  • There’s a published book of photos on Muhammad Ali’s life and fights that weighs over 70 pounds! A copy is held in the Auburn Avenue Research Library’s archives.
  • The library and information science field is more intimate than you might think!
  • Black librarians are interested in revamping the ways in which we teach about black history.
  • Tom Joyner is famous and funny. And he says he met his wife in a library.
  • BCALA is interested in recruiting new members to its body.

Were you inspired to pursue new projects? Come up with any news ideas?

Screenshot of an image published on the 3rd National Joint Conference of Librarians of Color (JCLC) website

Absolutely!

  • First, diversity recruiters Leo Agnew from the University of Iowa and Kathryn Kjaer from the University of California, Irvine, were essentially looking for ways to recruit and retain people of color within their libraries at their respective institutions. As someone from that target demographic, I have thoughts, strategies and insight I want to share with them.
  • Second, I learned that BCALA publishes its own seasonal newsletter, BCALA News, in which, among other pieces, literary works are reviewed. I’ll pitch an idea to the editor.
  • Third, in every conference bag, there was a save-the-date type of invitation to 2018’s Joint Conference of Librarians of Color. I wasn’t aware of the meeting but now I want to attend.

Anything you might do differently next time?

It would be great to have my presentation entirely prepped before departing for the conference site so that when I’m there, all I have to be concerned about is showing up.

Gad Kibet Comments on the School of the Environment

Name: Gad Kibet

Hometown: Kapenguria, Kenya

Major: Computer Science

Year at Middlebury: Junior

How did you decide to enroll in the School of the Environment and what are you hoping to gain?

I decided to enroll in the School Environment because I wanted to gain a better understanding of the environmental issues we face today. It goes without saying that climate change is one of the most debated issues today yet many have a limited understanding on the topic. Through the program, I hope to learn more about these issues so that I can play a role in shaping the future of our shared environment.

How is your day structured?

I would say that each day in the program is intense and demanding given that we have to fulfill an equivalent of three college courses in six weeks. Classes usually begin at nine and end between three and  five with a break in between the morning and afternoon sessions. There is also a host of extracurricular activities and leadership workshops students are required to attend. Despite its rather taxing and busy schedule, I would argue that the program offers a wide array of fun and engaging activities. The schedule ranges from busy in-class sessions to field trips which provide an opportunity to experience the delightful Vermont summer while learning about the environment.

What have you learned so far?

Unlike in normal classroom settings, I have been able to learn more by interacting with peers and professionals. Through the course of the program, I have come to learn more about my weaknesses and strengths and how I can flex my personality to better myself. Working in groups, in particular, has helped me realize the importance of listening to others and acknowledging  their perspectives.

To whom would you recommend the School of the Environment?

I would recommend this program to anyone who wishes to expand their thinking horizons and learn how they can effectively bring change in their societies.

How do the libraries help you achieve your goals?

The library has been resourceful in providing a peaceful and quiet space to facilitate group discussions and personal studies. Resources such as the [Wilson Media Lab] and Help Desk have also been instrumental in facilitating learning and in providing technical assistance whenever needed.

Librarian’s Note: To schedule use of the group study spaces in the Davis Family Library, visit go.middlebury.edu/groupstudy. For more posts like these, like our Facebook page.

African American Music Appreciation Month 2017

Literatures & Cultures Librarian Katrina Spencer kneels next to a newly installed display featuring African American musics..

I grew up in a very musical household and that identity follows me wherever I go.

Name: Katrina Spencer

Title: Literatures & Cultures Librarian

Hometown: Los Angeles, California

Collaborators: Kat Cyr, Arabella Holzapfel, Amy Frazier, Terry Simpkins, Marlena Evans, Heather Stafford, Innocent Mpoki, Joe Antonioli, Sue Driscoll, Dan Frostman, Kim Gurney, Janine McDonald, Todd Sturtevant, Bryan Carson, Joy Pile, Ryan Clement, multiple student workers, Barack Obama, Jimmy Carter, and others. Many sincere thanks to all of the energy you all have put into this.

Whatcha got goin’ here in the atrium and on the main level of the Davis Family Library?

Of the 23,000+ CDs we have in our collection, we are highlighting over 300 works by and about African American musical artists from June 1st- June 7th and June 18th- June 22nd. Former President Barack Obama declared June as African American Music Appreciation Month, an initiative first shaped in 1979. President Obama was able to draw further attention to the commemorative month with his 2016 proclamation and the many artists his administration invited to perform at the White House.

Generally speaking, the content spans the 1940s to the early 2000s, including artists from every decade in between. African American music started much earlier than this, but when it comes to largely accessible sound recordings, the early 20th century was perhaps a good place to start in terms of our holdings.  However, we do plan to include some very early recordings and have a few books that address African American music in the late 1800s- early 1900s.

What motivated you to put this together?

There were so many motivations. First, I have lived now in five states– California, Missouri, Illinois, Wisconsin, Vermont– and while the demographics, landscapes, weather, and food fare change, the consumption of African American music as an avid pastime does not. Scratch that: it’s global. People love the soulful sounds born deep in the South of our country, among pain, oppression, and affliction, within the church, in the Great Migrations to urban spaces, on stage at Harelm’s Apollo Theater, within both Motown’s and Los Angeles’ major recording studios, and shown on MTV and BET. When you tell the story of African American music, you tell the story of our nation.

Second, I attended the Posse Plus Retreat back in February when I was hired and some of the facilitators did a great job of playing music during our set-ups for activities. There I told American Studies professor (and musician) Dr. Will Nash, “I’ll give you all the money in my wallet if you can tell me who’s singing this song.” He thought for a minute and replied, “Is it Brandy and Monica’s “The Boy Is Mine?”” I wasn’t expecting a white man, some 20 years my senior, to know an R&B hit from the 1990s– and I was wrong. Thankfully I was only carrying $1.63 in cash! But that conversation made me realize even more profoundly that music transcends race, class, geography, and other markers we tend to think divide us.

Lastly (and transparently), I love to see people of color taking ownership of our library spaces, myself included. Frequently at predominantly white institutions, people of color and oppressed minorities do not see themselves systematically reflected in the curriculum, the history of their colleges, and/or in the body of faculty and staff. My efforts in the library aim to speak to that scarcity of representation. I’m on a mission to reassert esteem, to remind my audiences that we’re in the 21st century, and that “America” is increasingly and beautifully brown.

How’d you decide what to include?

We crowd-sourced. We started up an Excel file and invited various people on the library staff to add to it. The seven of us rather easily came up with hundreds of works that would fit into our theme. Ha! New recommendations were coming in while we were loading the shelves!

Can I just say that I learned so much in the process of preparing this display? I found out about “soundies,” some of the very first “music videos” of the 20th century that preserve early performances by black artists, that the ubiquitous tune,“The Entertainer,” was composed by a black man, Scott Joplin, and, perhaps most importantly for me, if you ask for help on a project, you’ll get it. This display was nothing if not a collaborative effort.

The layout of the display is a bit unconventional. Can you say a few words about that?

Sure! The idea of adorning our tables (and carrels) with display materials had been brewing for awhile, however, the opportunity to test it out only presented itself this month. The whole point of a display is to draw attention to a theme. While it’s easy to walk past shelving containing “themed” items en route to a study space, it’s harder to miss items in a display that occupy one’s study space. I call it a “guerrilla” method. It’s a more aggressive attempt to engage an audience. (And people are noticing.)

What were some of the challenges in shaping this display?

I wish the students who are normally here during the academic year could see and enjoy the display. Many of them who frequent the Anderson Freeman Center <3 would appreciate the work. However, as we prepare for Reunion, many alumni will likely have an opportunity to encounter it.

We also realize that streaming is perhaps the most popular way for young people to consume music. While we have resources for this (see “Music Online: Listening (North America” within our databases under “M” at go.middlebury.edu/lib), the CD cases and inserts make for great visuals. For those of us wanting to listen to the CDs, know that we have multiple external disc drives behind the Circulation Desk to loan out for both Macs and PCs.

This display will last until June 22nd as the whole campus is gearing up for Language Schools and the content includes music in the English language. However, I have made efforts to include artists from the black diaspora like Beny Moré (Cuba) for the Spanish School, Les Nubians (France) for the French School, and Seu Jorge (Brazil) for the Portuguese School.

What do you want people to take away from the display?

I want people taking in the display to think critically about the contributions African Americans have made to this country. Music is merely one of them. Our economic contributions are often hard for people to stomach because they are mired in blood, sweat, and tears. Our scientific contributions experience historical erasures as The Immortal Life of Henrietta Lacks and Hidden Figures suggest. And our political ones are often met with violence, aggression and unpopularity, as the Civil Rights Movements demonstrate, while ultimately forwarding this nation.

How else can we enjoy this effort?

Like our Facebook page. For three weeks we will be sharing videos and trivia that speak to the African American musical experience and history. The content will be loosely chronological and you can follow the evolution of African American music with us.

Last words?

This display is an act of love. We welcome students, faculty, and staff to approach library workers with display development ideas and to continue making the library spaces your own. Also, while the music CDs typically “live” behind the circulation desk, they are still accessible to you. Come check it all out.