LILAC 2022: Being Better Teachers

In our third and final post about the LILAC conference (you can find part one here and part two here) I wanted to touch on the topic of becoming better teachers. Although there was so much to take in from the conference – as you’ll have read from Ruth and Christine’s posts – one of the most impactful things I learned from the sessions was that the work we do is so important and impactful on our students, and it’s in all of our best interests that we consider that we have a powerful role to play in teaching.

The session I attended on the topic of Students, academic reading and information literacy in a time of COVID really reminded me that there can be a marked difference in the information we think our students want, and what they actually want. The panellists explored the results of the Academic Reading Format Information Study (D Mizrachi, 2021) which shows that over 70% of students prefer to use print books for academic study, with only 8.7% preferring ebooks. A later examination of student trends during the pandemic showed that 73% of students who responded in the US would not complete all their prescribed readings for their course due to their availability online. These results surprised and somewhat concerned us, particularly as many institutions operate on an e-first policy for library acquisitions now. If students don’t want ebooks, are we doing them a disservice by putting such emphasis on online access? Do we need to communicate and provide better training in order to help make these resources more accessible? Ultimately these questions could be answered by working more directly with students and not making assumptions about what information needs they have.

There were also inspiring sessions to encourage us to continue to develop as professionals ourselves, because by allowing ourselves time to write and research and read more about developments in our profession, we not only share the student experience with those we teach but we also develop better praxis for ourselves. All three of our academic support librarian delegates attended the Getting Your Writing Groove Back workshop run by the Journal of Information Literacy representatives, and I think all of us found it both fun and instructive. As a result we’ve already restarted the L&UC Journal Club, and look forward to building research and writing further into our current workplace activities in the future.

Slide from Getting Your Writing Groove Back presentation. Slide is entitled 'Myths about writing' with a picture of a stuffed unicorn on the left. Full slide content is available via the LILAC Conference website.

Slide from Getting Your Writing Groove Back presentation, by the team from the Journal of Information Literacy.

My final thought on becoming better teachers as librarians is that we need to seek out recognition of the work we’re already doing. The fact is that many library workers don’t consider themselves teachers, but by attending this conference I was able to hear many people from around the country talk about the impact their work has, and it reminded me that we’re already doing lots of this. Whether it’s creating subject guides or video demonstrations of resources, writing web content or blogs to help highlight useful databases, or directly providing instruction in front of hundreds of students, we are teachers too.

Ruth already spoke about the inspiring words of Marilyn Clarke and Emily Drabinski, but I must return to their keynotes as they both drove home the point for me. Libraries are important and library workers have influence. We must be intentional in the work we do. We have the power to affect great change in the lives of our students and our institutions, whether it’s including a range of examples in our work to help our students feel like they belong in their classes, or challenging them to find a wider variety of voices beyond their prescribed reading. We are supporting their learning and we need to recognise the power we have in order to use it to be the best teachers we can be.

SarahLouise McDonald
Academic Support Librarian

sarahlouise.mcdonald@ed.ac.uk

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From Castles to Cradle: Photographing the Lyell Notebooks

I was delighted to take on the challenge of helping photograph the University’s collection of notebooks of geologist Sir Charles Lyell, and there’s a bit more to photographing 300 notebooks than one might imagine. The Cultural Heritage Digitisation Service is a fantastic team of people, and quickly welcomed me onboard. Prior to this posting, I’ve enjoyed a varied background, including photographing the contents of National Trust for Scotland castles as part of a major digitisation project Reveal, plus Polar and Northern Lights photography aboard expedition cruise ships.

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Database trial for Chinese and Japanese ancient books

Some of us may have already used Diaolong Complete Si Ku Series (in Databases A-Z) that we have subscribed to for the last few years. This resource is part of a larger database which also contains many more pre-1911 Chinese books as well as several thousand volumes of Japanese books. The database is called Diaolong Full-text Database of Chinese & Japanese Ancient Books — 雕龍中日古籍全文資料庫.

The University Library has now set up a trial of this whole database. The trial will be added to the E-resources Trials website: http://edin.ac/e-resources-trials very soon. Meanwhile, you can access the trial directly at the following website on the University network or via VPN while off campus:

The trial will end on 31 August 2022, with a possible subscription depending on feedback and library budget.

Diaolong Full-text Database of Chinese & Japanese Ancient Books contains about 30,000 ancient books which cover a wide range of subjects including history, religion, philosophy, literature, politics, economics, medicine and local gazetteers. The page display can be in scanned images, in transcribed texts, or in both side by side. The huge number of books are sourced from 21  large series titles which can be searched or browsed. These 21 series are:

  1. Daozang (道藏, 1513 book titles / 5878 vols)
  2. Daozang jiyao (道藏辑要, 299 / 2553)
  3. Sibu congkan (四部叢刊, 472 / 13685)
  4. Xu Sibu congkan (續四部叢刊, 364 / 15328)
  5. Yongle dadian (永樂大典, 813 / 813)
  6. Gujin Tushu Jicheng (古今圖書集成, 33 / 10012)
  7. Dunhuang shiliao(敦煌史料,2952 / 2955)
  8. Qingdai shiliao (清代史料, 113 / 10832)
  9. Zhongguo difangzhi (中國地方誌, 2137 / 52022)
  10. Zhongguo difangzhi xuji (中國地方誌續集,1939 / 37477)
  11. Zhongguo difangzhi sanji (中國地方誌三集,2090 / 18309)
  12. Riben gudian shujiku (日本古典書籍庫, 618 / 7400)
  13. Siku quanshu (四庫全書, 3541 / 92074)
  14. Xuxiu Siku quanshu (續修四庫全書, 5550 / 104703)
  15. Siku cunmu (四庫存目,4350 / 65551)
  16. Siku wei shou shu (四庫未收書,167 / 2479)
  17. Siku jin hui shu (四庫禁毀書,620 / 13342)
  18. Liufu wencang (六府文藏, 7717 / 149576)
  19. Zhongguo minjian wenxue (中國民間文學,203 / 538)
  20. Qingdai keju zhujuan (清代科舉硃卷, 1071 / 7792)
  21. Yi jia ku (醫家庫,1033 / 9362)

Feedback would be much appreciated.

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Lyell staff update the Murray family donors

It was a great pleasure for some of the Lyell project staff to welcome the Murray family to the Library, and to show them how their generous support is allowing the archive to be conserved, digitised and curated. The repairs and bespoke rehousing of the notebooks were found to be particularly interesting.

John, Claire, Pamela, Susan, David and colleagues look forward to updating the rest of our supporters as well as welcoming further donors to Edinburgh in the months ahead.

Some of the Lyell project staff  post with John and Ginny Murray when they met at the University's Main Library

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DataShare awarded CoreTrustSeal trustworthy repository status

CoreTrustSeal has recognised Edinburgh DataShare as a trustworthy repository.

What does this mean for our depositors? It means you can rest assured that we look after your data very carefully, in line with stringent internationally-recognised standards. We have significant resources in place to ensure your dataset remains available to the academic community and the general public at all times. We also have digital preservation expertise and well-planned processes in place, to protect your data from long-term threats. The integrity and reusability of your data are a priority for the Research Data Service.

Book to attend our practical “Archiving your Research Data” course

The certification involves an in-depth evaluation of the resilience of the repository, looking at procedures, infrastructure, staffing, discoverability, digital preservation, metadata standards and disaster recovery. This rigorous process took the team over a year to complete, and prompted a good deal of reflection on the robustness of our repository. We compiled responses to sixteen requirements, a task which I co-ordinated. The finished application contained over ten thousand words, and included important contributions from colleagues in the Digital Library team and from the university Digital Archivist Sara Thomson.

Our CoreTrustSeal application in full   

The CTS is a prestigious accreditation, held by many national organisations such as the National Library of Scotland, the UK’s Centre for Environmental Data Analysis and UniProt. Ours is the first institutional research data repository in the UK to receive the CoreTrustSeal (the Cambridge Crystallographic Data Centre has the CTS but, in contrast to DataShare, is a disciplinary repository which archives data from the international research community).

DataShare is a trustworthy repository, where you as a researcher (staff or student) at the University of Edinburgh can archive your research data free of charge. Bring us your dataset – up to 100 GB(!) – and we will look after it well, to maximise its discoverability and its potential for reuse, both in the immediate term and long beyond the lifetime of your research project.

Edinburgh DataShare

All CTS certified repositories

circular logo bearing a tick mark and the words 'Core Trust Seal'

The Research Data Support team has earned the right to display this CTS logo on the DataShare homepage

Pauline Ward
Research Data Support Assistant
Library & University Collections

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Lulu: the most dangerous dog in Birmingham

The purpose of a headline is to draw a reader into the story written below. The dog of death roams a city for five hours”, is a headline that surely makes a person want to read more. It conjures up images of a dog shaped manifestation of the Grim Reaper roaming the streets to claim passing souls, or an atomic age puppy causing havoc on buildings and city infrastructure.

An arrangement of five newspaper cuttings relating to Lulu the dog

An assortment of newspaper headlines relating to Lulu the dog, 1961

The above headline was published by the Daily Mail in January 1961. Other papers at the time had similar headlines referring to Killer Lulu and the germ-carrying terrier. But what is the story behind these headlines and why is there a collection of these newspaper cuttings in the archive of the Royal (Dick) School of Veterinary Studies?

During the Christmas break 1960-1961, Mr Barry Leek, an assistant in veterinary physiology at the Royal (Dick) School of Veterinary Studies, was visiting Birmingham with his family. Whilst he was driving through town he was involved in an unfortunate incident when a lorry backed into his car. In the ensuing panic his dog Lulu jumped out the car and ran away. Mr Leek quickly informed the police of the missing dog and stressed that she must be found as quickly as possible since she had been injected with the salmonella “duck egg” virus!

A dog, which could supposedly kill a man with a single pat*, was on the loose in Birmingham city centre, and this caused a massive emergency service response. All police officers were informed of the situation, “find this dog…it’s dangerous”. Police cars with speakers patrolled the streets warning people to stay away from Lulu. If anyone had come into contact with her, they were to visit their doctor immediately! The police also visited schools to warn children not to approach the dog and pictures of Lulu were quickly sourced to be shown on the news later that day.

After five hours, Lulu was found in an alley not far from where she was last seen. Relief all round. The city was saved. Though the question remained, how much of a danger was Lulu to society?

Newspaper photograph of Lulu the dog. The caption reads "Lulu...her poison injection brought panic to the city. From the Scottish Daily Express, January 3 1961

A photograph of Lulu the dog, from the Scottish Daily Express, Tuesday January 3 1961

The University of Edinburgh denied that Lulu could have been injected with salmonella. Mr Charles H. Steward, Edinburgh University’s secretary at the time stated, “We have investigated the matter, and we are convinced that the dog is not used for experimental purposes, and that there was NO danger to anyone.” The R(D)SVS principal, Professor Alexander Robertson, agreed by saying no experimentations were carried out on dogs at the veterinary college and even added, “it is not a very serious disease – in fact, I am surprised there had been so much fuss made.” Mr Leek later admitted that no such injection was given to Lulu and she was suffering a case of naturally occurring food poisoning at the time. He was more worried about Lulu’s reaction to children having not been socialised with them and feared Lulu might pass on salmonella to them.

The result of such a major reaction to a dog with a tummy bug lead to protests in Birmingham for different reasons. One being a reaction to why such a dangerous dog was allowed to go through the city without adequate preparation was allowed. The other protests were concerned with dogs being kept for experimental purposes by the University.

These newspaper cuttings can be found in one folder of many in the archive of the Royal (Dick) School of Veterinary Studies, which is currently being catalogued as part of the One Health project. There are plenty of stories emerging from the pages and they will be shared here.

 

*even I’m getting swept up in the sensationalism

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Hello from Pamela, new Strategic Projects Archivist

Strategic Projects Archivist, Pamela McIntyre started in mid January, and will be leading on the Charles Lyell Project. Pamela introduces herself, and shares her insight on the internationally significant Sir Charles Lyell archive.   

Hello! After training in a number of repositories across the UK I qualified as an Archivist from Liverpool University in 1995. My first professional post was a SHEFC-funded project to catalogue, preserve and promote the archives of Heriot-Watt University, and its then associated colleges – Edinburgh College of Art, Moray House and the Scottish College of Textiles. Since then, I’ve worked with local authority, private and business archives, and with fine art and museum collections. I have always really enjoyed the practical elements of archive work, and getting people involved, and consequently, I’ve diversified, working in the third sector with volunteers. My last post was Project Development Officer, Libraries. Museums & Galleries for South Ayrshire Council – some highlights of my time there include breaking the ‘Festival of Museums’ with a ‘Day o’ the Dames’ event (sorry, Museum Galleries Scotland!), hosting an amazing exhibition about the history of tattoos, and spending two days at Troon, Prestwick, Maidens and Girvan beaches in support of COP26. I’m thrilled to join Edinburgh University, getting back to my archival roots – and it’s safe to say, Charles Lyell and I are getting on great!

I’m so impressed with the work that’s been done so far. I want to thank the previous staff for all of their efforts.

I am new to Geology, and one of the ways I get to know collections is by searching for subjects I do know about – using family names or places I know. Lyell travelled extensively, and whilst this may well influence my forthcoming holiday plans – it was particularly reassuring to find and read about his trip to the Isle of Arran – a place I love.

From Hutton’s visit in 1787, many geologists have visited Arran. Robert Jameson published his account in 1798, followed by John Macculloch in 1819. Geologists from overseas also visited, and Lyell had studied von Dechen and Oeynhansen’s accounts of 1829. As Leonard Wilson notes in his book Charles Lyell: the Years to 1841:

With its granite mountains and numerous dikes of traprock intersecting and altering stratified sedimentary rocks, Arran was a veritable laboratory for Lyell’s study of hypogene rocks and for the confirmation of his metamorphic theory.

Charles and Mary Lyell stayed at Arran for the first two weeks of August 1836, a trip chronicled by Lyell in Notebooks 62 and 63. Notebook 62 is digitised, and available on the University of Edinburgh’s LUNA image website. From page 60, Lyell noted their plans – arriving in Glasgow, a meeting with Hooker, and stop offs at both the Hunterian and the Andersonian – then plans his trip around the island.

Notebook No.62 p.60 plans for travel round the island of Arran

He then began an analysis of the geology of the island, posing questions, and offering amazing drawings.The pages of the notebooks are packed with details, almost at a breath-taking pace.

Notebook No.62 p.62

 

Notebook No.62 p.63

Lyell immediately made connections with what he saw in Arran with Forfarshire, Fife and Antrim, whilst taking the details of experts and mineral sellers resident in Glasgow, and making another simple line drawing showing the skyline of Goatfell.

By page 66 he is making significant notes entitled ‘Elements’, culminating in what appears to be the proposed structure of chapters for his book.

Wilson adds to the context of that trip; Mary met Lyon Playfair on the boat across – Andrew Ramsey later joined the party. Playfair accompanied Mary on the beach collecting shells, whilst Ramsey and Lyell geologised. At the end of their trip to Arran, the Lyells returned to Kinnordy until the 28th September. Wilson notes:

It was a long rest and summer vacation – a complete break from London, foreign travel and scientific meetings. During the preceding four years Lyell had worked through three editions of the Principles, three tours on the continent, one long trip through Sweden, and all the duties and demands of the foreign secretaryship and presidency of the Geological Society. Mary had acted in part as his secretary and assistant. She wrote many of his letters, helped to catalogue shells, and protected him from visitors. She had accompanied him on his excursions on the continent often under extremely primitive conditions; she had been abandoned in hotel rooms while Charles was off geologizing; she was often lonely. The vacation was for her too a chance to revitalise. When they arrived back at 16 Hart Street Lyell wrote to his father “Everyone is quite struck with the improvement in Mary’s health & appearance’.

I know Mary Horner Lyell as the daughter of Leonard Horner, who by setting up the Edinburgh School of Art in 1821 laid the foundations for Heriot-Watt College. It’s a small world. I am looking forward to being reacquainted with Mary, whose intelligent support to her husband is evidenced in the Lyell Collection by copious correspondence from when they first met.

Mary Elizabeth (née Horner), Lady Lyell
by Horatio Nelson King
albumen carte-de-visite, 1860s
NPG x46569
© National Portrait Gallery, London

I have not come across any mention of Ailsa Craig! However, I have found a reference to Kilmarnock, a topic for a future blog! Familiarisation – to some extent – achieved, it’s now time to decide priorities, to create projects, to engage with people, and to continue the aims of opening up the Lyell collection to all.

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Ten ways students can save money and time by using the library

Photo: Paul Dodds

Everyone’s noticing the cost of living at the moment. And when you’re a student juggling your studies with a job, time is money. Here’s ten tips to help save money and time by using the library.

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Glazy in Love: Rehousing the Emma Gillies Collection

Today we have the first instalment of a two-part series from Collections Care Assistant, Sarah Partington. In this post, she talks about rehousing a collection of ceramics made by the artist Emma Gillies. Sarah is working at the CRC on a government-funded Kickstart placement and will be sharing two of the projects that she has completed during her time with us.

This year, I have had the absolute joy of working with an exciting collection of ceramics by Emma Gillies. Previously, Emma Gillies was thought of largely in relation to her brother, the renowned painter and past Edinburgh College of Art Director, William Gillies. However, due to a discovery of a large body of her work, we are now able to gain fresh insights into her practice as a prolific artist in her own right.

A significant amount of work has already been done to catalogue and house the collection since its rediscovery in 2013. My role in this project built upon this foundation of existing collections management and care work, and was focused on two main tasks: checking and updating the existing inventory, and rehousing the ceramics in such a way that they could be accessible visually, whilst also being secure and stable.

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Scoop a student award for using digital library resources in Chinese

The Library subscribes to two databases from CNKI (China National Knowledge Infrastruture): China Academic Journals and China Doctoral and Masters Dissertations Full-text Database. These databases are receiving very high usage across all three Colleges of the University, and our overall usage is the highest in the UK.

CNKI is offering database users opportunities to win packs of awards for using CNKI e-resources. Please see https://cnki.mike-x.com/Fe8LP, with links to:

The prizes are:

  1. Zhuang Yuan (状元) Prize: a plaque and $800 BOOK grants( $300 for books at Amazon, $500 for ebook from CNKI)
  2. Bang Yan (榜眼) Prize: a plaque and $500 BOOK grants ($200 for books at Amazon, $300 for ebook from CNKI)
  3. Tan Hua (探花) Prize: a plaque and $300 BOOK grants ($100 for books at Amazon, $200 for ebook from CNKI)
  4. Jin Shi (进士) Prize: a plaque and $100 BOOK grants ($100 for ebook from CNKI) and over 100 other prizes for learning chances of learning and researching on China.

The names Zhuang Yuan, Bang Yan, Tan Hua and Jin Shi are the titles of top winners in the imperial examinations of pre-1911 China.

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