University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Copyright, Fair Use, Scholarly Communication, etc. Libraries at University of Nebraska-Lincoln 9-2017 A Splendid Torch: Learning and Teaching in Today’s Academic Libraries Jodi Reeves Eyre Eyre & Israel, LLC John C. Maclachlan McMaster University Christa Williford Council on Library and Information Resources Follow this and additional works at: http://digitalcommons.unl.edu/scholcom Part of the Intellectual Property Law Commons, Scholarly Communication Commons, and the Scholarly Publishing Commons Eyre, Jodi Reeves; Maclachlan, John C.; and Williford, Christa, "A Splendid Torch: Learning and Teaching in Today’s Academic Libraries" (2017). Copyright, Fair Use, Scholarly Communication, etc.. 58. http://digitalcommons.unl.edu/scholcom/58 This Article is brought to you for free and open access by the Libraries at University of Nebraska-Lincoln at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Copyright, Fair Use, Scholarly Communication, etc. by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. A Splendid Torch: Learning and Teaching in Today’s Academic Libraries Jodi Reeves Eyre, John C. Maclachlan, and Christa Williford, editors September 2017 COUNCIL ON LIBRARY AND INFORMATION RESOURCES 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 http://www.clir.org Copyright © 2017 by Council on Library and Information Resources. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Cover illustration: derived from Rosenbach Museum MS 197/30, fol. 21v Digitized through Digitizing Hidden Special Collections and Archives, a CLIR program generously supported by The Andrew W. Mellon Foundation. Project: ”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 Art For more images from the project, see #bibliophilly on Twitter. iii Contents Foreword, by Charles Henry ............................................................................................v About 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 ............................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 iv v Foreword Field Guide to a Revolution he essays in this remarkable collection describe and exemplify some of the most important and vital contemporary reformations of our Ttraditional 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. 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. 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 vi recipe for a salve. 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 1 About This Publication John C. Maclachlan, Jodi Reeves Eyre, and Christa Williford n the winter of 2015, a handful of current and former CLIR post- doctoral fellows gathered at a small restaurant in Washington, ID.C., to celebrate publication of The Process of Discovery: The CLIR Postdoctoral Fellowship Program and the Future of the Academy. 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 libraries.1 The CWG process brings together individuals with unique backgrounds and ideas to explore a single theme.2 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 rich.3 With the methodology in place, the next logical question was, “What topic should we explore?” A common thread of inquiry was necessary to tie our unique identities together. The answer came rather quickly: teaching and learning. 1