Bad news that comes at you out of the blue and grabs you in the throat and leaves you speechless and deeply sad, such was the feeling I had earlier this week when I received the sad news that Mary George, a reference librarian at Princeton University Firestone Library for the past thirty-five years, passed away suddenly at her home.
I can’t quite remember how long I’ve known Mary George, but it probably goes back to the late 1990s when we were both adjuncts at Rutgers, teaching courses in similar areas of reference such as humanities and social science reference. I visited her at Princeton regularly and had students who graduated and went to work at Firestone Library. All always revered Mary George (for to many of us she was always Mary George and not Mary), most recent among them Thomas Keenan.
The depth and breath of her knowledge was immense. At Princeton, she held responsibilities as subject specialist for many areas: Biographical Sources, Comparative Literature, European Union Documents, Library and Information Science. The scope of her scholarship was impressive. Her book on guiding students through the research process features regularly on my syllabi.
In recent years we talked about our shared interest in European Union information. Every spring semester for the past five or six years, I have gone to Princeton with a group of students to visit the library’s special collection in European Union and United Nations information sources. Mary George and Susan White always prepare a whirlwind of a day, with a detailed prepared agenda that includes presentations and tours and conversations and introductions. Seeing and hearing the passion with which Mary talked about her work – all aspects from collecting to helping seniors with their theses – made me appreciate fully her knowledge and dedication.
It was on the most recent visit to Princeton this spring that Mary and I sat together at lunch and had a nice long talk about library and information science education, about the skills needed today, about balancing aptitude and attitude, and more.
I feel privileged to have known Mary George and deeply saddened by her passing.
Earlier this summer, Pat Reeling, professor emeritus at Rutgers, passed away. I have known Dr. Reeling for the entirety of my academic career from the mid 1990s. It was in fact she who chose me. Dr. Reeling (I could never bring myself to call her Pat) walked into the SCILS PhD office and asked to see the essays of the incoming cohort, scanning for a match of interests, and found me. Dr. Reeling then proceeded to pass on to me her vast knowledge in both government information and pedagogy. Dr. Reeling was a great teacher. She brought to the classroom a depth of knowledge and a flair for instilling it in students. Her seemingly random story about how she once used Andriot to help her neighbor fix his lawn-mower is the story you will return to in your head every time you need to construct a search for older serial publications.
I still have in my files the manually compiled legislative histories and her copy of Schmeckebier. Dr. Reeling was always loved and appreciated by her students, many of whom went on to hold leadership positions, most notably among them Mary Alice Baish, the current Superintendent of Documents at the Government Publishing Office. If you look up to the banner of this blog you will see Dr. Reeling’s photo on the corkboard in my office; she’s my academic muse.
I will end with a somewhat related closing. A former student of mine posted this article titled “Why We Need Older Women in the Workplace.” It speaks in general to the contribution that an experienced and age-diverse workplace makes and to the positive impact of mid- and late-career mentors to new professionals. Such was Pat Reeling, and for that I am forever in her debt.
For the past eighteen months I have been working with New York Public Library correctional services program to answer reference questions from incarcerated people. NYPL forwards me the questions and students taking Information Services and Sources answer inmates’ letters as part of their course work.
My colleague Emily Drabinski (who joined the project with her section of the course a year ago) and I, have written two extensive research articles on the topic, which will be published in RUSQ later this year.
In the meantime, Newsweek did a short piece on the project which really captures very little of the project and overlooks some important facets, such as the importance of information for facilitating reentry upon release.
Another aspect of the project that I am concerned with is how well the project meets the learning objectives of students. And for this, I would like to quote one of my students from the Fall semester:
… each of the letters I received had such a real, genuine human voice to them – fears of re-entry and what would happen if they did not acclimate to society well, a desire to pursue a higher education, and so on. The program gave me a chance to interact with the inmates in a unique context that otherwise would have been very unlikely. I do hope the answers I provided were of help to each of the inmates, as that was my aim throughout the program.
It was a shock to wake up this morning to the news that Jerry Breeze passed away on Saturday from a sudden heart attack.
Jerry retired recently (summer 2013) from his long time position as Government Information librarian at Columbia University. It was government information that brought us together and we met regularly at Metro GoDig meetings, at DLC, and at Columbia. He was and early adopter of any information technology and a supporter and promoter of online access. He created some wonderful subject guides to government information, and I use them regularly.
Jerry was my go-to GovDocs librarian for the Jewish holidays – he would teach my classes on those occasions when the two were on the same night.
We had that kind of professional friendship that develops over years. In addition to government information, we shared a neighborhood, a love for the Middle East and many shared values.
It was just under a year ago that Jerry and I, along with two other govdocs librarians, met for a celebratory dinner in honor of Jerry’s retirement. Jerry was telling us about his plans to travel to Turkey and Egypt, two trips that he has since then completed, he just returned from Egypt in October.
Since then we have kept in touch on Facebook, and Facebook, what can I say, is a wonderful thing. Jerry shared posts about Open Access policies, Humans of NY, and photos from his trip to Egypt. His soft spot for dogs, underdogs and justice told the story of the person Jerry was. In the photos, there is always a happy sparkle in Jerry’s eye, and you can see how much he’s enjoying life. That’s how we will remember him.
I am pleased to announce the launch of the Visual First Amendment, a project I have been working on for the past year with my colleague Dr. Chris Sula, and our wonderful group of graduate assistants.
But while the project took life this past year, it was born a few years back, in the semester of Spring 2006. I was teaching Information Policy and we were discussing in class the erratic nature of Supreme Court decisions.
How is it possible, students asked, that requiring students to salute the flag was considered constitutional in 1940 (Minersville School District v. Gobitis), but three years later, the Court ruled that this requirement violates students’ free speech (West Virginia State Board of Education v. Barnette). Is it because the understanding of freedom of speech has changed so dramatically over the years, or is it because the composition of the court has changed? How do such changes in the court affect rulings? Can we predict how someone will be vote if we know their nominating president, their gender, their religion, their law school?
These are all questions that can be answered, but until recently, with the rise of empirical legal research, finding these answers was a labor-intensive process in which the researcher would have to sort case-by-case, justice-by-justice, to identify any patterns in the connections between cases, justices and topics.
My colleague Chris Sula, whose research areas are in information visualization and digital humanities, also takes a great interest in First Amendment rights, and we joined forces to turn this idea into reality.
What followed was a year in which Chris and I, alongside with our graduate assistants, collected data from various sources (First Amendment Center, Wash. U, LII, Oyez, Wikipedia and more links), in various sizes, and in various formats. We met weekly as the VisualFA took shape. As we moved through the stages of development we discussed our vision for the VisualFA, we looked and many examples, thought of our target audience, what questions we would like to answer, what underlying data would we need to answer that, where do we get it, what format does it come from, how do we define the fields, what networks are we linking, how do we balance narrative with visualization, how do we present the tool. We read extensively about empirical legal research and contextualized our work with larger theoretical frameworks, particularly Critical Information Studies. We looked for software solutions that are open-source and easily manipulated. Our graduate assistants used their coursework to contribute to the projects, using courses in information visualization, government information, legal sources, programming, GIS and more. We rolled the project out slowly, not advertising it, but showing it to small groups, including during presentations at the GL15 and iConference. We introduced it to a group of student in the Fall 2013 semester, and two of our graduate assistants, conducted user/usability studies during Spring 2014.
And now: Drumroll: We are ready to officially launch the VisualFA. We consider it in perpetual beta and have many plans to development. But since those are never done, there is no end to how long you can delay the release. We encourage you to use the VisualFA and write to us and let us know about your experience. We are seeking suggestions to improve the tool, as well as intuitional partners (ACLU, Georgetown, any takers?). You can contact us at or @VisualFA
We are pleased to present to you a new edition of the Map Warper tutorial, created Dec. 2013 and uploaded March 2014.
In this tutorial, you will learn how to use the New York Public Library’s Map Warper tool to bring the past into the digital present.
This tutorial will show you how to overlay historical maps onto present day locations by georectfying, or warping maps from the NYPL collection.
The Map Warper allows you to align an historical map with its contemporary counterpart.
Rectified maps can be useful for a variety of reasons. “They can be used to study the rate of population growth, or the effects of a natural disaster on the landscape, or maybe you just want to compare your present day neighborhood to what it looked like in the past” (Rossy Mendez & Eric Mortensen, 2014, unpublished map tutorial)
Rectifying maps contributes to the public domain. Once a map is rectified it becomes part of the NYPL rectified map collection and can be used and accessed by subsequent users.
The Map Waprer allows users to become urban archeologists using digital tools to dig into the past and connect it to the present.
This tutorial was created by Corina Bardoff, Leah Honor and Bill Levay, MLIS candidates at Pratt Institute, School of Information and Library Science. This project was as assignment for the course Information Services and Sources. The class partnered with the Map Division at NYPL to update their tutorial, which was very long (over 10min.) and outdated.
Working in groups of 2-4 students and using Camtasia, the class created eight tutorials. All were excellent in their own way and the competition was hard, but ultimately the good people at NYPL, led by Matt Knutzen selected this tutorial (See on NYPL website).
The assignment helped students demonstrate several of Pratt SILS program-wide student learning objectives, specifically in the area of
Communication – Students demonstrate excellent communication skills and create and convey content
Technology – Students use information technology and digital tools effectively
User-Centered Focus – Students apply concepts related to use and users of information and user needs and perspectives
LIS Practice – Students perform within the framework of professional practice
We are glad to have had this opportunity to work with NYPL and look forward to future collaborations.