Connections Volume 16, Number 2, Spring 2006

              e Few academic in titu­tions
have changed and continue to change a dramatically in the last three de ade a Librar­ies.
The Libraries of The Claremont Colleges are n exception. Recognizi ng tlli ong­in
o tran formation, a " Libraries Vision
o
Ta k Free. ' appointed by the Council of Presidents. will work during the next sever­al
month to determine the future direction of library servic s nd re ources for The Colleg s. Libraries taff and 1 welcome tlU opportunity to think anew about how the mis ion of the Li brari interfaces with that of each of tb colleges and m re pe­ci
fically, how our wor' enhance tudent learning, your teaching and research. and the development of academic ommuDity at The Colleges.
The work of the Task Force i only one of several a tivities aimed at reatin o a new trategic plan for the Libraries. Last Fall, many of y u participated in session with consultant dis ussing utilization of li­brary
paces as weJJ as how collaboration between librarians and faculty can be n­ouraged.
Based on these sessions and on Libraries staff analysi of how our work contributes to the academic mis ions of the coli ges, we have ch en to fo us urner­oie
in the imm diate future on six impor­o
in tant initiatives.
Redesigning todent lear ing paces
Expectation of tudents for the space and
am nitie offered by librari have chang d
signific ntly from that of a generation ago.
While there i a continued need for private.
qui t tudy arrel, many tudents also de­sire
pace thatencourag collabor tive and
group tudy. Adequate pace for laptops
along with library mat rial is e'sential as
are convenient networ and electrical con­nee
· on. 0 doubt, you hav noticed the
popularity of the couche and ea ual eat­::>
o scattered around Honnold/ Mudd. We
will continue to convert fumi hing and .
pace to be more congruent with current
need.
Building the Claremont ollege Digital
Library ( CCDL)
ProQTes on the CCDL ha accelerated, and
o
we ar excited at the pro peets for provid­ing
digital access to the wealth of
cllntinucJ ) 0 puge I'")
1
I
...:
I ./ I
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Each d · y brings us do er to launching the CCDL on the Web. The CCDL will all w us to dis eminate collections of materials de igned to support teaching, learning and research at The Claremont Colleg ..
After r viewing several digital asset man­agement
systems, the CCDL Hardware and Software Task Force re omm nded CONTE dm Digital : Media Manage­ment
. oftware uit by DiL\ iIeMa, Inc. Among CO E dm's many feature , ofparticular interest is the ability to cus­tom
configure each digital collection to reflect its uniqueness. Additionally, ince OCLC i the distributor for CONTENT­dm,
we felt that DiMeMa would prornpt­1-
ıb
Iy incorporate digital li rary standard
into their oftware aı tho e standards are
developed. he CCDL staff is now busy
training facuIty, staff and student workers
on how to use theı oftware and how to
mı apply metadata to their collections. To date eight collection have been created and have new material added each day.
The CCDL offices are located on the second floor ofHonnold. There you will find Pat Vince, Digital Initiat. ives Librari­an;
Candace Lebel, Innopac Coordinator; Mike Emery, Digital Production 1- 1anag­er;
and Warren oberts, GIS Specialist. Both Mike's and Warren's positions are intended to provide training and support for faculty, students, and staff, and they
..
are eager to as i t you with your digital library or GIS needs. Contact Mike at ( 909) 607- 0730 or mike. ernery@ librar­ies.
claremont. edu; contact Warren at ( 909) 607- 0405 or warren. roberts@ librar­ies.
claremont. edu.
The Digital Collection PolicyTask orce and its sub- task forces, Scanning Best Practices and Metadata Best Practices, have created the following documents to guide the development ofthe CCDL:
•
CCDL Mission, VlSion, Goals and Ob­jective
•
CCDL Librarians' Guidelines for Se­lecting
Collections
•
CCDL Collection Development Policy
•
CCDL Metadata Best Practices
•
CCDL Scanning Be t Practices
,
The CCDLAdvisory Committee, having repre entation from each of The Clare­mont
College , has reviewed and vetted these documents, and they will be made available on the CeDL Web site for your review and u e.
If you wouId like more information on these documents, on s rvices describd above, or on the CeDL in general, plea e contact Pat Vince at ( 909) 607 - 0496 or by email. We welcome your inquiry and participation. G Geographical 0 rio Over the past few year, he use of GIS ( Geographic Information Systems) has in­crea
d dramatically. In an effort to pro­vide
upport for thi exciting technology, the Libraries are pleas d to w kome GIS Specialist Warren Robert . Warren will be working with faculty and students to tr in in and support th use of GIS materials and resources in the classroom and in re­search.
A fa ulty member at Rio Hondo College, Warren is involved in the GI in­dustry
and with various government agen­cies
throughout the Lo Angeles area. His landscape architecture background pro­vides
him the unique skills to support the
spatial thinking required to put GIS to use in teach. ing and research. What is GIS? GI is a tool that allows us­ers
to plot large amounts of spatial data in a visual way and i u d to identify pat­terns
that might not otherwi e be percep­tible.
For ex rople, voting pattern can be discerned by overlaying census data and voting precincts. Trends in an area' crime rate or relationships between types of crimes can be detected by m pping thou­ands
f crime locations within a certain timeframe. These " i telligent map can be llsed in any di cipline in which differ­ent
type of analysi can be performed.
GIS applications are be 0 " ng more common and are used in government, pri­vate
industry, social ' ervices, healthcare, homeland ecurity, and fire and crime pre­vention.
A sampling of the projects re­ated
by Warren s students include map­ping
the Padua ire, redistricting police distri t boundaries within the 19 divi i n of Los Angel s PD, mapping AID cases, locating free lunch programs, and deter­~-----------------
NUKWALIl Display of Los Angeles area population ( census 2000 blocks groups, black) graphically pro­viding
the ability to se relationships, patterns, LONG BEACH r rends inruitively
DOMINGUEZ AREA that are not po sibleLA HARBOR with spreadsheets.
tent ) at tbe Librarie mining if lead paint affects API score in schools in depres ed communities in Los Angeles. A companion technology to GI , data collected using Global Po ition­ing
atellites ( P) can be imported into GI and overlaid on demographic data to determine reasons for illnes es in popu- ­lation
or u ed to locate polluters withinı water heds. ı The Claremont Colleges recognize GIS ası
a tool of unlimit d potential, along with tı over 6,500 college' and universities world­ıwide
using GI for research, teaching andı even administrative purposes, uch as per­ıforming
site location for new campu esı and identifying n w donor . GIS provideı unlimited analytical and presentation op­ıportunities
and other pedagogical ben­ıefits
such as teamwork, project manag ­ıment
as ignment ofmetadata and criticalı thinking. ı
The Libraries are also pleased to upportı a ite license for cGI , a GI productı by ESRI, Inc. ArcGI and many of its ac­ıcompanying
extensions are available forı installation to any Claremont Collegesı faculty member. ı
" Introduction to GI " w rkshops willı be reguJarly heduled. Curriculum- fo­ıcused
GIS orkshops can be coordinatedı through the Libraries. To reque t com­prı
plementary online cour or for moreı
muniti n
information, contact GI support at gis. upport@ libraries. claremont. edu or visit http:// libraries. laremont. edu/ gis.
. rr · n I tierı : 1" 1 p iali [ ı rarrcn. rolx: rt librari" . clar mont. uuı erefo e I C at
Discourse is at the enter of scholarship,
and the mission of the Libraries of The
Claremont College i to facilitate that
di course. As we all recognize, in today'
world scholarly dis ussion is often vir­tual,
mediated by technology. ow; along
with email, list ervs, and blogs, Instant
Messaging ( IM) ha found it way into
the life of the academy. Librarians have
been quick to adopt each of these forms
of electronic communication, as they
have emerged- for their own profe sion­al
communications and as a means of ex­panding
library services beyond the real
space of the library buildings.
k h
f
The Libraries first offered reference chat in 2002, participating in the nation­wide
24/ 7 cooperativ reference service.
Though that ervice offered round- the­clock
access to reference librarians, only
I04 Claremont user took advantage of
the service during 2004 ­2005­Convinced
of the importance of provid­ing
more ffective reference and re earch
assistance " wherever, whenever, hoW""
ever," the Librarie ' re- examined various
hat options and decided to m ve to a
strictly in- house chat model, in which
Claremont Colleges librarian focu on
Claremont Colleges library users. Sup­ported
by GAIM, a multi- protocol in­tant
me saging cUent software, librari­anehat
became available to users ofAOL Instant Messenger MS Messenger, and Yahoo! Me senger in September of2005.
First erne ter figures are e citing: 48 chat se ion in September, growing to 122 in October, holding steady with 116 in ovember, and declining to 84 in De­cember
with the holidays and break. The best part? Librarianehat is available to students, faculty, and st~ wherever they are connected to the Internet. For example, a recent chat session provided a Wa hington Program tudent with assi ­tance
in locating a much needed volume ... in the Geor e Washington University library collection.
Librarianehat is currently available Monday- Thur day from YO- 1O, Friday from IQ- 5, aturday from 1- 5, and un­days
from 1- 10. For more information on the Libraries' ASK U service, an I in particular, look for the r d ASK U on the Libraries website.
1r ha chlllrno... Peter nee Librarian •....._ .. · C'on L,, · I...._........,. ı
Z 0 i 00 ­The
current exhibit at Denison Library, an exhibit at Denison Library? Zone of Activity, was curated by nine
KM: I wanted the students to curate an
student in a cripp. Core III class under exhibit f artist boo s so that they would r t the ir - don of Profes or Kitty . Maryatt.
be able to develop their own arti t books
f
or the project, each student elected a by the end of the semester. I knew we different genre of artist books as outlined could do that at Denison be ause the ar
in The Century ofArtists'Books byJohanna
ist book all crion is exten iv and, ber­Dru
ker. Through ut the fall emester ter yet, accessible to my students. Not student consulted with Deni. on Librar­only
doe Denison have a trong collec­ian,
Judy Harvey ahak, who helped them tion, but the books they hose were made identify items in their cho en . ea. The availabl to us for the entire semester.
students then tudied the books to cre­This
might not have been possible any­ate
pre entations, the exhibit, and essay where else. And with the librarian' help, for the exhibit catalog. The culmination student could find what they needed.
of this project was on display through The real magic occurred when the stu­March
19, where the viewer observed each dents worked with Judy. Students would srudent s interpretation ofgenre such as de cribe what they were looking for. Judy" Democratic Multiple " or " Self- reflexiv­would
work with them and help them find ity in Book Form."
a book that fit their description. Denison's Refe~
Over the course of the semester, watch­ence
Librarian, ing the students discover the collection K lley B Wi, in­wa
one of the rna t excitina parts of terviewed Kitty the whole project. Denison's collections Maryatt Geft) and are trong in both traditional fine press Denison Librar­and
contemporary artist books. For the ian Judy Harvey proje t, each student was a signed one of Sahak. ( right) the genres outlined in Johanna Drucker's about their expe­book
The Century ofArtists' Books and had
rience working on the exhibit.
to find five books in our collection from KB: Kitty, what gave you the idea to thatg nre, atleastone ofwhichwasmen­have
your cripps Core III class curate tioned by Drucker. I was surpri ed as to
Detail and diagram of accordian book Endangered Species by Lois Morrison, T999 Detail and diagram 0 tunnel book Octoptr byJulie Chen, J992
n
r . r
. 111
. tr nt 1
n ~ AA ....... 1­n
how deep and varied the collection really i , and I have been looking at this collec­tion
for twenty years. But the tudents also had to identify books that Drucker did not mention, such as the cripps College Pre s books, or books possibly mentioned by Bright or Hubert from our other textbooks.
KB: What was it like curating the ex­hibit
with 9 students? KM: One of the goals of the Core III curriculum is for tudents to develop an independent project and in the process find their voice. The exhibit does that: it gives each of them a voice, even more dramatically when they made their own books. Students were a ked to become experts at the genre that they had select­ed
to work with. Itwas great to watch the students work with the materials and r ­ally
. figure out what they were looking at. It was enjoyable to see how the rodents, with their fresh eyes, would engage the books.
As part ofthe project, each student wrote a paper on their assigned genre and de­scribed
the books they had chosen. I wanted them to be able to articulate what an arti book is and, in a way, become a book critic. Their paper were then used as a b is fo the label in the exhibition ca es, the catalog, and for their video pre entation of the books. One diffi­culty
with viewing books inside a case is that you nonnally can only ee one open­ing
and ju t cannot experienc the book fully. In the presentations on the video, students show the entire book while ex­plaining
what they have discovered about each book.
The final excitement came at the end of the semester when we videotaped the stu­dents
pre enting their own artist book . The books were a exceptional that Judy and I decided that they had to be includ­ed
in the exhibit. I hope visitors will lis­ten
to those presentations at the end of the video and discover how accompli hed the students became by the end of the se­me
ter.
KB: Judy; what wa your role in the ex­hibit?
ı jHS: y major role was to help the stu­ı
dent identify and work through whether a particular book fit into the genre that they had elected, using my knowledge of the coll ction and understanding of the various genres. or example, if a tudent wa looking for a book by John Balde ­sari
that we don't have, I would how them another book by him that they
might decide to include in tead. One of
the ge res in the exhibit is the " Book as
ocial Chang ." I
new that Loi Morrison' book En­dangered
Species dealt with totalitarian regimes and how children under them have suffered environmental, political, and conomic di asters. The book wasn't mentioned in Johanna Drucker's book, but I was able to introduce the student to the boo and it became part of the group
he tudied and e · bited.
KB: What types of books did you find
the student were most drawn too? JHS: Students were drawn to books with
interesting trueture , such asJulie Chen's tunnel book Octopus or usan King' flag structure book WOmen andCars. Theywere also amused by book t'tie , such a u an Baker s book How toHumiliateyour Peeping TOm. uch to my dismay ( and this is my prejudice) they also loved an alter d book, Bu z pe tor's book A Passage. I must ad­mit
that it was especially de igned to be an altered book and is beautifully made. An altered book can be defined as a book, typically a code. , that an arti t decides to mark up, cm pour ink on page , per­haps
insert a doll or grass, or alter in orne way to make it completely different. They were very attracted to that concept. Es­sentially
the tudents were drawn to the books that people don't normally think of as being a book, books that str tch your
idea ofwhat a book is. ı KB: low did you feel about having theı
Scripps Core III exhibit at Denison Li­brary?
ı JHS: Iwasthrilledto hearfromKittylateı
in the summer that he had been asked toı teach thi course. When she asked if theı ca es would be available early in the springı semester for the exhibit, I knew that weı had already planned a different exhibit onı arti ts' books. However, tl iswas adası project that was directly involved in theı learning process of srudents, giving themı the experience of curating an exhibit ası the culminating event in their seme ter'sı work. I believe that this is a very valuableı experience for the students, so of courseı we made the cases available for the proj­ıect.
AI 0 appealing was the fact that weı could collaborate with a faculty memberı on the project and the subject matter soı do ly matched Denison s collection . Itı was a great opportunity. ı
Zones ofActivity is on display at Deni­ıson
until March 19, 2006ı
LC lu
rudent Sarah Young, 2005
.
t
f
cur
tht
If " We are conscious that the prosp riry f ea h state is inseparably connected with the welfare of all ...
it shall be our invariable aim to divest ourselves of local prejudices and attachm nts, and to view the great assemblage of communities and intere ts c mmitted to our charge with an equal yeo We f, el, sir, the force, and acknowl dge the justness of the observation, that the foundation f our na­tional
policy should be laid in private morality. If individuals be not influenced by moral principle , it is in vain to look for public virtue; it is, theref, re, the duty f legislator to enforce, both by prec pt and example, the utility; as well as the necessity; of a strict adherence to the rules of distributive jus­tice.
We beg you to be asc ured that the Senate will, at all times, che rfully co- operate in every mea ur which may strengthen th Union, co du e to the happines', or seem and perpetuate the liberties of thi great confederated republic. '
Set1af~ reply to George Washington's illiJl~ gllrol address May rB. 1789, American Stafe Papers, ISt Congress, l · t ession
o ething for E eryone:
u. . Congre io eri et
The above quote was found u ing a new online resource available for The Clare­mont
Colleges: web- based, full text ac­.
cess to the American State Papers and the 5/ 011 US. Congre sional Serial Set inLexis eris C() 1lgressional. For the . fir t time ever you will be able to do full text searches across the entire collection ofthe U. S. Congres­sional
Serial Set, covering years from I789 to 1969, including th American State Pa­per',
all map, illustration, photos, , nd lithographs found within the US. Serial Set during that time period. It ha been
d
suggest d that a digital and searchable version of th U. . Serial t will greatly impact American history research.
The . S. Serial Set was ompiled under
the directive of ongress. It c ptures
many pe ts of American life from the
uI1 ext owO . e!
late 18th century onward: farming, west­ward
expansion, scientific exploration, polities, international relation, busines , and manufacturing. Ir includes Congres­sional
reports and documents as well as executive agency and departmental re­port
. F r tho e who tudy law, the Serial Set contain legislative reports of Con­gress,
providing insight into the legisla­tive
intent of laws enacted by Congress prior to 1969.
U'ing Lexis Nexis Congressional, you can conduct in- depth research of more than 214 years worth of detailed information about Congress, including member biog­raphies,
committee assignments, voting records, financial data, and the full text ofkey regulatory and statutory resources. The US. Serial et is only one ofmany collections of information about C
n­exact
page( ) where search terms occur
gres
and American history found in Lexis
within a document.
In addition you c n
Ne is Congressional.
asily print
elected pages or the entire
The breadth of the U.
.
erial Set makes
document at one time.
it a wonderful research tool of primary
To search this collection online
go to
materials for virtually any discipline. Be­Database
on
the
Librarie
homepage
low is a small
ampling of how Lexis
exis
and
browse by title for Lexis Nexis Con­Congressional
can be used.
( Please under­gressional.
For questions or in truction
stand these are very simple and broad
using this valuable information
Ollice,
search examples that do not reflect more
please contact Sheri Irvin, Government
ophi ticated
earching.)
Information Librarian.
)( u will be able to search the collectiOI
~ en Irvm
by title ofdocument, document type ( e. g.
( lovernm ' nt Infonnarinn I ihrarian
annual reports, hearings etc.), keyword
heri. lrvin@ Iihr< lrie . · laremClnt. · du
t
r
subject,
illustrations,
map,
witnes e ,
" thin
u-
etc.
You will need Adobe Acrobat to use
Lexis Nexis Congressional.
" mart pdfs"
enable you to perform keyword searches
within each pdf document to locate the
Broad examples of how Lexis Nexis Congressional can be used:
Discipline
•
•
I
Serial Set
American History
Research some aspect of lavery in
Over 3 3 sources related to
lavery
the U.
.
using primary
hi rorical
in the U.
.
oure s dating before 180').
Environmental Studies
Detail the hi torical context of a
If you
hoose
water
pollution
selected environmental topic.
over
170 results wiU
di play, in­cluding
documents from the late
nineteenth century.
Poli icaL
cience
Examine a histori aJ aspect ofvot­A
search for informarion on presi­ing
and elections.
dential elec ' ons u ing the term
" president" and " elections" results
in
over
100 sour es
dating from
1800- 1969. Adam Rosenkranz, a native ofthe Broro,
, was hired by the Libraries of The
Claremont lieges a few weeks after
graduating from Columbia University's
School of Library ervice in the pring of1991. He has a A from New York niver ity ( major: Ger­man;
and minor: History) and an lA from the University of Chicago in International Relations. He has been a very ac­tive
member of the Reference Team, assisting tudents b th at the graduate and undergraduate Ie els in his ar as of spe­cialization.
v r the years at Claremont, in addition to his current ubjects of istory; Philosophy and Religion, he has had subject sp cialties in Government and International Re­lation.
He developed the faculty lecture series " Claremon Discourse' for ell Libraries -- a series he stiU coordinates.
Hi per onal addictions include Literature - e pecially po­etry,
movies, nd above all, music, e pecially jazz. He loves to read printed text away from ~ e computer scre n and has omnivorou reading ta tes, which he rarely g s to indulge the e clays thanks to the atomic energy ofhis toddler son, Eli Ro enkim.
My path to a real career started with the
best student job on campus. I shelved
books in the university library. It was
the perfect ja f, r me because I had a
p ssion for book . I haunted the library anyway as an En lish major, and bing paid for w rking there was beyond great. I staked out my territory in thePRand P range' Tcould find things for people quickly because I knew the collection 0 well, and weirdly enough, I liked shelf read­ing.
After Ig t a bachelor's then a master' degree in literature, graduati n forced me to lea e my library job. I taught far some years, s a copy editor/ writer for a nonprofit organization, and co- administered a college program for urban high school students. AIl great jobs but I wasn't inspired. I wanted to be ar und books. So when a friend said, " You liked your library jo. u should go to library school,' I didn't hesitate. Talk about the proverbial light bulb going on.
Special collections librarianship suits me. It's a privilege to work with rare books ane! manuscripts and photographs and document, the stufF that testifies to history and culture and creativity. An Alaska gold rush diary is more than words on pa­per
when you di cover 100 year ole! mo quitoes mu hed on its pages by th diarist; you don't get that rt ofexperience with its 21st century paperback edition ( nor it digitized facsimile, I reck n).
\':(/ orking wirh our students is one ofthe best thin s about being a special collections librarian here at The CoIIeges. It's thrill­ing
t witness the students' enthusiasm when 1 show them a William Blake first edition or a 17th century map of the coast f Cali~ mia or the first Pomona CoUeg newspaper. They get it. And they teach me just as much as I try to teach them.
1 admit that what I do is more than a job to me. Not to be hyperbolic, I fe I called to the work. I'm passionate about our collections- the srulf- and our mission to make them available for research. And I admit here that, besides teaching srudenrs about our collections, my fav rite thin is to wander our rare book stacks and pore over the boo . It's just as fun and amaz­ing
as that clueless coli ge student dreamed it'd be.
The Libraries have welcomed several new members tour stalf in the past few month .
New :; t{~ ffin Tnformation Technology:
•
J01m Huang, Computer Systems Manager, joined the talf in] une 2005. John is a graduate ofPitzer College.
•
LianaJudo, Web Applications Developer, joined the staff inJuLy 2005.
•
Joshua Kline, Web Applications De eloper, joined the staff in August 2005. Josh is a graduate of Pitzer College.
•
Pat Vmce, Digital Initiatives Librarian, joined the staff in August 2005 to lead the development of the newly estab­lished
Claremollt College Digital Library ( CCDI..). Before coming co CLaremont, Pat wa the Digital Project 1anager for LO I: The Louisiana Library Network, a tatewide ini­tiative
of the thirty- nine academic libraries in Louisiana.
•
Michael Emery accepted the CCDL po irion of Digital Production Manager in March 2006. He transferred into this position from Special Collections Honnold/ Mudd Library, where he was the Digital Project Coordinator.
•
Warren Roberts, GL pecialist, joined the staff in a part- time po, irion throughJune 2006, to support GI in the clas room and in research. You can read more about Warren and about GIS on page 3 of this newsletter.
New rraffin Acce:;:; Services:
•
Lucas Sc ulte became eekend Coordinator for Hon­nold/
Mud CiT uI tion inJune 2005. He ia tudent at CGU in the Hebrew Bible program.
•
Woo Taek Hong joined the staff as Interlibrary Loan As­sistant
in ugust 2005.
•
Emily Taylor accepted a position Materials Handling Assist · nt in Octob r 2005. Emily also war in the C py Center, Honnold/! udd Library. She i a tuclent at CGu.
New staffin Tr~ rormation, Reference. rb Instruction Service:;:
•
Rory Reiffjoined the talf as ublications Coordinator in December 200".
•
Sanjeet- Singh Mann joined the tatf as Electronic Re­sources
Intern in December 200". Sanjeet- Singh is a graduate ofPomona College.
•
Jennifer idwell began s a Library ssistant in e ruary 2006. Jennifer is a student at CGU in history. d nt L · Ull~. uic
An exhibit of 45 arti t' books from Denison IJbrary's pe­cial
Collectl n was curated by th Core I II class at cripp
CoUeg taught by Prof. Maryatt. The exhibit was inspired by
readings fromJohanna Drucker, Betty Bright and Renee and Judd Hubert's books.
lib · rom f-
The members of the Rounce & Coffin Club have cho eo the
best- designed books printed and publi hed in he western
nited tates in 2005- The exhibit howcases several out­tanding
examples of works produced by fine pr ss printers and book arti t using a wide varie of. tyles.
In 2006 the musical world celebrate the 2, Oth birthday of Wolfgang Amadeus Mozart. In recognition of hj legacy, H nnoldlMudd Library features an exhibit of facsimiles of hi autograph cores dating from his first keyboard composi­tions
to the Requiem. The ewbit al 0 include information abom the Mozart conference to be held at Scripps College March 24- 26.
King Kong, Planet ofthe Apes Wighty Joe wung - what do the e movies have in common? Ape, ye , but each has a remake ( or remakes) that has " ap d" an earlier version. Trus exhibit showcase not only specimens ofsimian cinem but remake of alI pecies, includin musical comedies, science fiction, and horror.
Thi exhibit also feature an exhibit of" taff Pick ," films ill library staff members find particularly enjoyable.
Remember and celebrate the founding of Harvey Mudd Col­lege.
HMC was chartered in 1955 and matricul ted it firSt class in 197 Ph rographs, yearbook, and other material from the archives will be on view:
For more information about how HMC i marking its Joth anniversary, see the College's web ite: http:// www: bmc. edu/ fifty/ Established at Scripps in 1936, the S10 urn Award is given to the cripps Senior who, during her four years at college, has fonned the mo t meaningful collection of books in the field or fi 1d of her interest. Each cripps Senior i eliglble to enter her personal b k collection. TIle ub; ect of past col­lections
include politics and culture, gender issues, women poets, children's books, Japanese comics and pirates.
For more information n exhibits Contact, I eui n Library ( 909) 607 - 3941, or I ( onn Id/ Mudd Special Collections ( 909) 607 - 3977
Tnthe FieldsofOil · Trihes. Empire, andtheDevelopmentofthe Anglo- Persian Oil Company, I 01 - 19H
Arasb F hazeni Assistant Professor ofHis tory Oar m nt cKenna CoUeg
Material Melody. Immaterial writing: Music and Stenograpby in Mid- f9th- CeTltUry Gmnany
Alfred Cramer s oci te Profess r of Mu ic Pomona College
Looking at the IImry Side ofLife: Emotion and Ho'w It Affects Our ThinkingAcro)" S the Lifespdll
Stacey Wood Associate Professor of Psy hology Scripps College
The Trllma71 Commission and the History ofAccess to American Higher Education
Linda M. Perkins Ass iat Professor of Education and ffistory Clarem or Graduate University
For more information contact Adam Rosenkranz adam. rosenkranz@ libraries. c1aremont. edu
( 909) 07 - 3986 ClIllinu\.' u from p< l!! C I collection b longing to faculty and to the college a well a those of th Librarie.
ore detail about the CCDL i on pag 2
of thi newsletter. Collections destined for the CCDL will c mpl ment tbe array f lie n ed and pur-
based material in digital form that the Li­brarie
urrently provide. PI ning a Repository for libra mate­rials
Overcr wding in our book tac i evident to anyon walking through our buildings. PlanninO' has begun for the eventual move of some of our important, but infrequently­con
ulted boo , journals, and documents to a building from which we an provide on- demand delivery. Thi initiative will free pace for u ers of ur olle tion and for tho e e ices that promote int raction b tw en library staff. students, and faculty.
Co- locating academic er . ce in the li­bra
building
any academic librarie n v hou e com­plementary
academic and tudent service including tbose offered by information technology and instructional support staff. As part of the Librarie Vi ion Task Free, the college are onsidering what rvices might ucce sfully be re- l cat d to one of the libraries. Many ideas are being di ­cussed
and among the promising po ibili­tie
i a teaching and learning c nter.
a ora . g for delivery of services For any of OUI initiative to b ucce ful, it i essential for there to be a true collabora­tion
b tween library taff and faculty. We cannot develop re ponsi ve I' urc and services in isolation from wor ina clo ely with you to develop an und I' tanding f faculty n ed and th e of your tudent. You can expect u to experiment with new services a well a new ways of deli vering
ervice. We are xpanding our apacity for pI' viding ervi e related to data ets; and thi pring, we are xperimenting with offerinO' training and support for Gl Geo­graphic
Information Sy tem ).
e- tbin. king the libr r p rtal Entering one of our four library buildings has long provided our community with ac­ce'
to a vast array of information re ource and ervices. ow, increasingly, that entry i not one leading to a phy ical building but to a virtual spa e filled with digital re­source.
Whether phy ical or virtual, the gateway and the welcoming environment that urr unds that gateway are important to the delivery of service. Durine the coming month , we plan to invite a mall group from a ro The CoUege communi­ty
to join u in developing a portal that will provide a new experience upon entering the exciting place that i your library.
s work proceed on each of the e ix ini­tiatives,
I hope you will follow our progre and be willing to provide advice and guid­ance
along the way.
(: 1] t · ~ t · ~ I-(: T ­is
pu lished by the I. ibraries ofThe C eroon Col1 es ur ing the rall : lnd Spring Semesters : lnd is available in print and on the e at http:// libraries. claremont. edu/ about/ libp bs. Fditor: Gale Burrow ( g- e. urrow Ii rari s. dare­mont.
edu). Layout, vi ' uals: Rory Reiff ( rory. rei _ librarie. claremonLl:' du). Ph rography: Rory Reiff. cUe Bachli ( kel­ey.
bachli@ libraries. ] aremonr. edu). Printed by Th Copy Center t Honnold/ Mudd Librar . ,- Jaremont University C nsortiw 2005 - 2006. All nght reserved.
The Librarie 0 The Claremont CoIl ges 800 Dartmouth Ave. Claremont, CA 9J7IJ - 3991
C MPU 1 IL