Perpetual Complaints

This quote complaining about library administrations and services might sound familiar:

The chief librarian who cares about college students and appropriate library and information services for them will endeavor to establish an organization that can identify and be responsive to user and nonuser needs and requirements and then proceed to staff the library with knowledgeable, service-conscious librarians. While imaginative and inventive leadership may be lacking at the top of the organizational structure in academic libraries, there is immensely rewarding growth among younger and beginning level librarians, especially in adopting new work roles in servicing student and faculty information needs. On a recent visit to a community college library I was impressed by the library and information services offered. The entire staff seemed to enjoy working with students and faculty. The library functioned not only as an educational media center, but also as a social and artistic focal point for the campus.

–Haro, Robert P. “The Floating Academic Librarian.” American Libraries 2, no. 11 (December 1, 1971): 1170.

The “younger and beginning level librarians” Haro was so enthusiastic about are starting to retire, and they seem to be the object of the same complaints.

On a different note, his “analogy between the war in Indochina and our program or policies of attending to student and faculty library and information needs” was not as informative as he had hoped. However, the notion of a floating academic librarian with a portable media base operating outside of library buildings just needed the advent of laptop computers and the Internet to be an easily viable reality. Complaining about the old guard is perpetual, but the floating librarian concept was rather creative.

Predictions of the Library’s Future

I’m working on another library history project and having fun reading through some old library literature. Here’s a good example of librarians trying to predict the future, from a 1933 Jesse Shera article in the Library Quarterly, “Recent Social Trends and Future Library Policy.”

With the older people constituting an increasingly larger percentage of our population, the demand for leisure-time activities and the services of the librarian should increase, while the children’s librarians, relieved of the burden of ever increasing numbers to serve, can shift their attentions from quantity to quality. Further, the curtailing of immigration will not only be reflected in our rapidly falling birth-rate, but our population will more and more become racially homogeneous,* so that library work with the foreign born will become decreasingly important.

*T. J. Woofter, “The Status of racial and ethnic groups,” Social trends, I, 553-60I.

He sure got that one wrong.

Tempted, Very Tempted

I haven’t gotten one of these for a while. I’m tempted, but a little busy now. However, if you’re interested, I’m sure they’d give you a reasonable rate. Based on the writing in the email, the editing is probably top notch, too.


From: Editor []

Subject: Research Manuscript Submission

Dear Author,

SJP is a broad-base open access journal publisher. We cover all areas of scientific researches, humanities, social sciences and behavioral sciences. And we welcome the submission of manuscript(s) with a significance and scientific excellence, and we will publish:

1. Original articles in basic and applied research
2. Case studies
3. Critical reviews, surveys, opinions, commentaries and essays

SJP is indexed by well recognize international database such as Google Scholars, Gale Cengage Learning, Serial Solutions, Ulrich Periodical and Others. Our objective is to inform author(s) of the decision on their manuscript(s). Submit your article directly to our office email at

I. How to Submit Manuscript
II. Information on Our Website
III. Instructions for Authors
IV. Publication Fee/Charges

Editorial Office

You are receiving this email because of your relationship with SJP. If you do not wish to receive any more emails, you can send “STOP”.** journal ** publication ** paper

Being a Man in a Man’s World

[This one’s been sitting in my drafts folder for a while. I wasn’t sure whether to post it or not, and I’m still not sure it’s coherent. But what the hell, it’s only a blog post.]

It’s hard to escape news of rapes by and of high school and college students these days. It almost seems like if you’re a girl or young woman within five feet of a group of male athletes you’re in serious danger of assault. I shouldn’t pick on athletes, though, because the male rape mentality, and the inhuman assumptions behind it, are pervasive throughout most cultures in the world and always have been. Indeed, one of the nastiest rape-related incidents I’ve read about that didn’t involve actual rape was a college student who is supposedly “a junior studying classics and religious studies” holding up a sign on the University of Arizona campus that reads, “You Deserve Rape.” It sounds like he spends a lot of time preaching outdoors babbling his incoherent hatred, so he’s probably too busy for athletics. Usually the preaching role is reserved for insane old guys who wander around college campuses ranting and being the butt of student jokes, but I guess even those insane old guys were young once.

That story also links to various other rape stories that have happened lately, the saddest one involving a high school girl who killed herself over the shame of the event. Police trying to investigate the crime had trouble finding witnesses who would talk about it. “One girl told investigators, ‘I just don’t want to throw anyone under the bus.'” It’s always sad to see someone complicit in her own oppression. I wonder how worried she would be about buses had she been the victim. Then there was the media sympathy for the Stuebenville rapists. Those poor little boys, raping someone and then having to deal with the annoyance of going to jail for it. Oh, their poor ruined lives. Raping women is a moral evil. Sympathizing with the rapists instead of the victim shares in that evil.

I think about this kind of thing more now that I have a teenage daughter who will be going to high school next year. I’ve always taught her to stand up for herself, resist bullies, and never let people push her around. I’ve taught her how to physically and verbally defend herself. Lately I’ve tried to gently tell her about some of these awful stories, not to frighten her, which I doubt would happen, but just to warn her that the world is occasionally a dangerous place for women and that knowledge and caution help keep people safe. After reading this rather depressing article on Shulamith Firestone, I also decided a little positive feminism was in order and got her this book, which she devoured in two days, her only remark to me about it being, “This is cool. Thanks.” I figured a book written by a teenager on “why feminism isn’t a dirty word” would be easier going than The Dialectic of Sex. I want her to be as independent as possible, protect herself, and never think there’s a role she should take on just because she’s female.

I never had to think about this kind of thing as a boy. In another post I mentioned that the claim of male superiority never had a great hold on me because I’ve met a lot of men in my life and haven’t been particularly impressed by many of them. I’ve also never been much of a joiner, so the natural breeding grounds of group rapist male bonding were out of my demographic. I’ve never understood the urge to be violent towards women or shared in the “bros before hos” communal misogyny so many men enjoy.

I also never had to worry much about bullying like the kind that drove that poor girl to suicide. The only thing about bullying in school that’s changed is people are now trying to do something about it, although based on the very public teen suicides prompted by bullying I’m not sure that much can be done. Through seventh grade I attended what I now sometimes call my violent Christian private school. Fights and bullying among the boys were as common as the daily baseball games at recess. As a bookish introvert, I was occasionally the target of verbal or physical bullies. However, I was also smarter, funnier, bigger, and stronger than most of the other boys, and never one to back down from a fight, so usually one encounter convinced them to leave me alone. I got into a lot of fights with bullies, but even with all that, I still never had to worry about some of the problems girls have to worry about.

A lot of you are probably aware of this, and some righteously angry about it, but I’ll point it out anyway. It’s pretty easy being a man in a man’s world, and it is a man’s world. Look at the people in power in just about any non-woman-centered political party or corporation or what have you, and the people in power will mostly be men. That this doesn’t seem strange to men is because they’ve been raised to expect it, like they’ve been raised to believe they deserve to get the girl because they’re the heroic action star in the movie of their life.

It’s easier to be a man in so many ways. People take you more seriously, even when that’s a foolish thing to do. I remember a contractor who wanted to point out to me some work he was planning to do, but didn’t want to talk to my wife. Whatever it was (this was fifteen years or so ago) I knew nothing about but my wife actually did. I’ve watched auto mechanics explain simple maintenance issues to women like they’re infants, and then turn to me and start talking like I know something about cars. If I knew that much about cars, I’d fix the things myself. But, you know, men. If I’m assertive in a discussion, I don’t have to be worried about being labelled an aggressive bitch. If I’m speaking during a meeting, other men don’t routinely interrupt what I’m saying. No one would ever say I how cute I am when I’m angry. Nobody would ever expect me to make the coffee or clean up the dinner mess after a family meal. Being a man and not being aware of the social bias towards men isn’t as morally heinous as rape, but it’s still inexcusable. In an ironic example of how much easier it is being a man, I probably get moral points from some people just for writing about this stuff, as if thinking everyone should be treated like human beings is some sort of radically enlightened assertion.

The sexual politics are much different on the other side as well. Just for fun I Googled two similar phrases: how to get a man and how to get a woman. The first two results for getting a man are “How to Get a Good Man: 12 Steps” and “How to Get a Man to Fall in Love with You: 8 Steps.” The 12 steps seemed reasonable to me, and were along the lines of “just be a decent, worthwhile human being and stop worrying about it.” The 8 steps had stupid suggestions like “be a little mysterious” and “always leave him wanting more.” Maybe it’s just me, but I prefer the decent, worthwhile human being who doesn’t bother with crap like that. Nevertheless, the majority of the links are about finding relationships. Most of the men’s links are about trying to get laid. Sometimes it’s more, like this advice: “Do you want a “Total 10”? A “Total 10” is a woman who’s beautiful inside and out — she’s hot , intelligent, emotionally mature, and knows who she is. If this is the kind of women you want, you’re probably not going to meet her at a bar, a club or a strip club.” It fails to mention that if you’re the sort of guy who browses websites for tips on how to pick up women, you’re probably the sort of man that intelligent and emotionally mature women would want to avoid. Women seek a connection with another human being, men seek a pliant object with moist orifices, and everyone goes along like this isn’t a perverse state of affairs. The prevailing assumption, as with the rape mentality, is that women are objects to be used. They’re not to be considered as human beings by men, just game pieces to be played. Everything I’m pointing out here is common knowledge, but what kind of sick culture do we live in where this is the norm?

And then there’s the alleged danger of female sexuality, which is the bizarre pseudoproblem promulgated by traditional religions and cultures from time immemorial. If you’ve taught college writing, you’ve probably run across essays that start, “Since the beginning of time people have done [insert action that people have certainly not done since the beginning of time].” However, I believe it might be true that since the beginning of time men have been raping women and then claiming they just couldn’t help themselves. Like that egregious buffoon at Arizona or the morally retarded in any country justifying legal penalties for women for not walking around covered in a blanket everywhere they go, the bizarre and absolutely untrue assumption is that men just can’t help themselves. When they see a bare leg or a bare breast, they’ve just got to get them some sex. It’s not their fault! They just can’t stop themselves! Well, I’m a straight man who likes women and likes sex and I can tell you for sure, men can stop themselves from assaulting women. It’s just that in certain morally twisted cultures and subcultures, they don’t have to because they’ve got unaccountable power. Blaming women for the violence men do to them seems to be common everywhere.

The only good I can see coming out of the publicity around all the traumas and trials is that some people, even some men, seem to be waking up to the situation. It’s healthy to see the aggressive and vocal reaction to the moral obtuseness of, say, high school principals who want to silence raped girls so the football team won’t get in trouble. That’s the sort of sick behavior that people don’t want known about themselves, which means the threat of publicity might stop some other morally questionable behavior. More brave girls fighting against a system of exploitation and silence might change things for the better.

Even non-traumas are sparking conversations. I remember last summer the controversy after a comedian who’d been heckled by a woman who claimed jokes about rape are never funny replied with the “joke” that it would be funny if that woman was gang raped right at that moment. Another comedian tried to defend it by saying feminists don’t have a sense of humor, as if saying a woman should be gang-raped was at all humorous. The woman was wrong that rape jokes can’t be funny, and the comedian was wrong that feminists don’t have a sense of humor. For example, I thought up a rape joke in response that I bet would get a few chuckles even in the most radical of feminist circles. I’ll try it out on you, with the warning that it’s a bit crude: “men who fight against women’s reproductive rights should be raped with old baseball bats and then denied medical treatment in order to preserve the life of the splinter.” I bet some of you laughed at that. You might even feel bad about it because it’s violent and disgusting. There are plenty of people who wouldn’t laugh, but no one would try to respond, “Republicans just don’t have a sense of humor.” Except for Bob Dole, that might be true, but not laughing at that joke wouldn’t necessarily be an indication of it.

I have no conclusion or special wisdom to offer. It’s just that I’ve been saddened and angered by the spate of stories about the abuse of high school girls and college women, and these were among the thoughts conjured up by all the tragic news. I’d like my daughter to grow up in a world without rape or reactionary gender expectations, but that’s not going to happen. All I can do is help her learn how to be careful in a world that can sometimes be dangerous for women in a way it isn’t for men and to understand that except maybe for breastfeeding, the idea of “women’s work” is a moral prejudice and not the natural state of affairs. Oh, and maybe watch out for football players.

On Librarians Writing

It seems to be the month for librarians to write about writing. Within the past week I’ve read three different articles or blog posts about librarians writing: Emily Ford’s Becoming a Writer-Librarian in In the Library with the Lead Pipe, Trudi Bellardo Hahn’s and Paul T. Jaeger’s From Practice to Publication: a Path for Academic Library Professionals in College & Research Libraries News, and Joanna June’s Learn to Write (Well) at the Hack Library School blog. They’re all worth reading for potential writing librarians, and they made me reflect a bit on my own life as a writer. As an experienced writing teacher who has managed to publish some professional writing in a variety of formats, I thought I’d toss out my thoughts on writing as well.

Hahn and Jaeger write for academic librarians wanting to publish research, and their advice is more specific than the other articles. They have a helpful chart of different ways to proceed toward publication, with four categories: A) Highly Competitive Publications, B) Less Competitive Publications, C) Unpublished Presentations, and D) Support/ Service/ Recognition. I’ve done a bit of A, C, and D, and a whole lot of B. Since I don’t care whether my publications are “highly competitive” or not, I can work comfortably in the “less competitive” domain. This is also what they suggest for new librarian writers. “Academic librarians who are just starting out should consider all the options available in column B.” Column B includes articles in non-refereed journals, magazines, or newsletters; columns in a journal or magazine (permanent); guest columns; and blogs among others. That seems like good advice. Looking back at my CV, two of my first three publications were in C&RL News itself, and the next few were guest columns or editorials or entries for a column I edited. I was a librarian for years before I published anything peer-reviewed and I avoided tenure-track jobs so I wouldn’t have to write before I had something to say. They also give the good rhetorical advice that “a highly competitive outlet is not necessarily always the best fit for a project, and the desire to have materials published in a certain type of outlet should not be prioritized at the expense of the determining the most appropriate outlet and audience.” That’s hard advice for someone needing to publish peer-reviewed articles for tenure, but still sound. Some topics need a book and some a blog post.

Ford also gives some good advice. The “Writing is Social” section reports about her participation in Academic Writing Month and Digital Writing Month, which provide social incentives and support for writers. I’ve never been a social writer myself, but if there’s one thing I’ve learned about writing it’s that writers use all kinds of different tactics to be productive. I usually don’t show my writing to anyone before sending it off for publication, but I’m a good self-editor with a lot of experience. Most people would benefit from a “community of practice,” I suspect. “Reflecting on Writing” suggests reading about writing, which might be something librarians don’t think about doing. I haven’t read her suggestions before, but with 17 years off and on teaching writing, I’ve read a lot of books on writing. Ford’s choices seem concerned with making writers more productive or overcoming blocks. I’ve never had writer’s block or difficulty organizing a writing project, so those aren’t issues for me, but I know they are for a lot of people.

However, I also think it’s a good idea for potential librarian writers to read nuts and bolts type books they might otherwise skip. Examples I’ve profited from in the past include: Jacques Barzun’s Simple and Direct: a Rhetoric for Writers, Joseph Williams’ Style: Lessons in Clarity and Grace, Richard Lanham’s Revising Prose, and Diane Hacker’s A Writer’s Reference. Hacker is the most basic, and I probably wouldn’t have read anything like it had I never taught writing. However, it’s still worth the time. I’ve encountered lots of writing from students and other unpublished writers that still have basic problems with subject-verb agreement or pronoun-antecedent agreement or who don’t know whether use which and that with restrictive clauses, or for that matter don’t know what a restrictive clause is. Williams’ book is an advanced guide to prose style and Barzun’s is full of solid rhetorical advice. Lanham’s short book is a good guide to revision, which is something lots of writers dread.

June’s short blog post contains useful tidbits for writers: read critically, write a lot, step away from your writing for a while before revising, and proofread by reading your writing aloud. All are sound suggestions.

Ford admits that she always wanted to be a writer. I’m sort of like that. I remember in the 5th grade wanting to be a fiction writer, but as I grew up that goal changed as I studied new subjects. At various times from age 13 on I’ve wanted to be a journalist, a photojournalist, an architect, a musician, a fiction writer (again), and an English professor. But mostly it’s been writer. I still write fiction sometimes, and have a couple of finished novels and lots of drafts, but I don’t bother trying to publish any of it because it takes too much effort and I don’t really care if it’s published because I write for my own satisfaction. Librarianship was what I ended up with after I’d abandoned other ideas., and it’s turned out that librarianship has offered me plenty of opportunity to write anyway.

When you’ve done something for so long, it’s sometimes difficult to articulate how you do it, but I decided to try. Below are the activities that I think have had the most positive influence on my writing.

Teaching writing

Teaching writing has probably done more to improve my writing than anything else. My writing was already strong in college, and I got through many a class with an A merely by my ability to crank out thousand-word essays at a rapid pace. However, that ability was mostly because of reading (see below). Teaching writing improved that ability significantly because I did two things I’d never done before: I read a lot of writing by inexperience writers, and I studied the nuts and bolts of writing. People who read a lot learn about what good prose reads like, but they don’t necessarily think analytically about how writing works. As a teacher, my job wasn’t just to grade essays, but to give specific advice for improvement, and to do that I needed to figure out what was wrong. Why didn’t that sentence work? What’s wrong with the organization of this essay? And what specifically can that writer do to improve? Doing that is a lot harder than you might think. Teaching writing gave me a vocabulary for discussing writing that helps with my own writing, but that I might not have gotten otherwise.

Teaching also exposed me to a lot of bad writing. People who read a lot of published prose might not realize how very bad most writing is. Especially in the pre-blog days, truly awful writing was unlikely to be published anywhere with much of a readership. But wade through a stack of 40 student essays and you realize that writing is a far from natural experience. Reading bad writing makes it easier to figure out what good writing is, though. Reading great novels or polished essays critically can teach you a lot (see below), but reading bad writing gives you a new perspective. If you can figure out why it’s bad, you’re on your way to looking at your own writing more critically.

Reading Everything

Writers read. This shouldn’t even have to be mentioned, but I can almost guarantee you that if you never read, you’ll never be much of a writer. By reading, I don’t just mean novels or great literature. In fact, unless you want to write fiction, there’s not any need to read a lot of fiction. But it helps to read everything: novels, short stories, poems, essays, new articles, encyclopedia entries, cereal boxes, blogs, tweets, comic books, textbooks, book blurbs, and even scholarly articles in library science. I’ve been an avid and indiscriminate reader ever since I can remember, and every little bit has contributed to my development as a writer.

Reading Critically

On the other hand, being an indiscriminate reader all the time isn’t a good idea. You need to learn to read critically. Good writing as well as bad writing can be read critically. Understanding how bad writing works can help you avoid it in your own work, but understanding how good writing works is more important and more difficult. My writing efforts are mostly novels and essays. I’m curious about how both work. My time as an English major and grad student has given me a large vocabulary to understand and describe writing in a critical way, which is sometimes different than how I might think about writing as a writing teacher. Thinking about writing as a critic and thinking critically as a practioner are both helpful.

Writing Every Day

Writers write. This was the advice I once gave someone who was pestering me over drinks about writing. She thought the drunken escapades of her life would make great blog fodder. Maybe. But although writers often like to drink, the most important thing is writing. Writers write, usually every day. It’s a bad sign when people keep talking about what they would write if only they could get around to it. It doesn’t even matter that much what you write. Sure, if you’re working on an article under a deadline, you might focus on that, but writing about anything helps. You can even write about how you want to write and have nothing to write about. It’s still good practice. And if you can just write a page a day on a writing project, that still adds up pretty quickly. Writing has been a daily part of my life for 25 years, and that constant practice is part of what makes it so easy for me.

Writing in my Head

Writers write and read about writing, but a lot of writing looks suspiciously like staring into space, or walking, or (in my case) lying in bed early in the morning with your eyes closed. William Wordsworth used to go for long walks composing poetry in his head. I’m frequently thinking about things I might write, conjuring up thesis and motive in my head, pondering possible organization. The actual typing part is often the last and fastest part of the writing process, at least for me. So while you should write every day, you could also spend time every day thinking about whatever you might want to write.

Accepting Constructive Criticism and Editing

Inexperienced writers are often insecure writers as well. They don’t like criticism. It offends them that someone would think their writing needs improvement. The writers most resistant to criticism are also usually the worst writers. Experienced writers learn that writing is just words on a page,and they learn to appreciate constructive criticism. This is different from merely negative feedback, which can be dismissed. Someone recently in public called a piece I wrote “pure bilge,” but that’s the sort of emotional and derisive comment that makes me question the reader’s judgment, not my writing.

Writers should also learn to accept editing. I write pretty well, but I’ve had numerous editorial suggestions over the years. With very few exceptions, I’ve taken the suggestions and revised accordingly, because good editors aren’t trying to change your message but improve its communication. Sometimes writers resist editing out of pride or insecurity, and sometimes it’s out of exhaustion. Years ago a librarian asked me to read an article he’d written before submission to a journal editor. I agreed. It was an incoherent 50-page article. That was the bad news. The good news was that with a bit of work it could be turned into two very good 25-page articles, and I suggested how to do that. He was exhausted and said he’d just trust the editor. I replied that if the editor was any good he’d say the same thing I did. Despite considering my comment arrogant at the time, he later sheepishly admitted that the editor was pretty good, plus he got two good articles published instead of one.


Some writers can produce polished prose on the first sitting without any revision at all. I can occasionally do that with short blog posts, but for most writing I revise, sometimes a little and sometimes significantly. Even with writing as informal as blog posts, I often reread the piece several times, making major or minor corrections as I go through. This is where knowing the nuts and bolts of writing helps the most. Writing a draft is sometimes mindless, because the goal should be to get some words down, but revising should be thoughtfully done. For blog posts my goal is clarity and coherence, but when writing for publication I spend more time thinking about everything from sentence structure to organization.

So that’s my story. Every writer’s story is a little different, but those are the activities that I think have helped my writing the most.

Organizing My Research Life [Updated]

[The following is an updated version of this blog post. Since that one gets a couple hundred hits a month, I figure someone somewhere must find it useful, and since I’ve changed a few things within the last year–especially by using a nifty new syncing feature in Zotero–I thought I’d update.]

This is the latest configuration in my quest to find, store, organize, and access scholarly information in the safest and most efficient way possible. I’ll focus on four productivity tools: the LibX toolbar, DropboxCalibre, and Zotero (the reason for this order will be more obvious below). Plus there’s an addendum on Evernote and Evernote Clearly.

LibX allows libraries to build a customized library application that runs as an extension in Google Chrome or an add-on in Mozilla Firefox. It allows users to do various searches directly from the application. Some of the obvious searches are for a library catalog, WorldCat, Web of Science, or large aggregator databases, but other searches can be set up. For example, as you can see in the image below of the Princeton University Library version, users can search for databases by title or search for ejournals by title. The links can be to whatever you want, and our version has links to the library home page, ILL, reserves, and our reference chat service among other things.


Once I started using this, I have almost no need to ever go to the library website anymore. (Which is a pity, because we’re releasing a new website this summer. I was on the redesign committee, and we stole every good idea any library had and put them together pretty smoothly as far as I’m concerned.)

Once you find stuff, you have to store it somewhere, and after experimenting with multiple syncing applications I’ve finally settled on Dropbox exclusively. The free storage is 2GB (although with accepted referrals you can get that up to 18GB). I went with the Pro option of 100GB option for $99/year. Right now I use about 30GB on average, but the Pro option allows uploading of unlimited file sizes, so I can transfer video files or large numbers of music files among computers easily. For impecunious grad students (or even impecunious librarians), I might suggest a cheaper option, but it’s worth the $99/year for my peace of mind. Also, I’ve used Dropbox on multiple devices and operating systems and it’s never failed me. Now everything I have is backed up in the cloud and on every computer that I use, so there’s little chance of losing anything.  [For cheaper options, Google Drive offers 25GB for $30/year and SugarSync offers 60GB for $75/year. Or you could set up 32 separate email accounts and send yourself Dropbox referrals to get the 18GB. I realize Google Drive offers 100GB for only $60/year, but I’m doing my best to spread my electronic eggs into as many baskets as possible rather than rely on Google for everything.]

Once you have Dropbox or some other syncing application set up, it’s time to think about managing edocuments. I use Calibre Ebook Management. I call it an edocument manager because it  allows you to import ebub, mobi, PDF, Doc, DocX, Txt, and just about any other text based document. Once documents are imported, you can edit the metadata, tag them by subject, add notes, and even convert them among formats.( Got an epub you want to read on a Kindle? This is the program for you.) Calibre makes it very easy to organize and find documents.

The other nice thing is the way it imports them. Instead of just importing the metadata while still pointing to the original folder where you had the file, Calibre imports the entire file into a folder called by default “Calibre Library.” By going to the Preferences and choosing “Run Welcome Wizard,” you can specify where the folder should be. Here’s what it looks like for me:

Calibre Settings

Notice that I keep my Calibre Library in Dropbox. What that means is that every document I import to Calibre is now synced in the cloud and on every other computer I have Dropbox on. If I’m at work using Calibre on my office desktop, files imported and synced through Dropbox will show up exactly the same on my laptop at home provided I have the Calibre settings the same.

The same thing works for the newest version of Zotero (4.0), released last month. Zotero is a relatively simple and easy to use bibliographic citation manager that imports citations from library catalogs and databases. The citations can then be organized by folder or tagged and searched. It’s very easy to generate bibliographies in multiple formats and to add citations to things you’re writing with the MS Word plugin. It started as a Firefox add-on, but these days I use Zotero Standalone, which has connectors for Chrome, Safari, and Firefox.

It also allows you to attach a link to a file, so that if you have a citation to an article and the article stored on your computer, you can right-click the citation, choose Add Attachment, then Attach Link to File, and the linked article will appear with the citation. Then you can just click within Zotero to open the document. With version 4.0, Zotero has made a big improvement. You can now choose the “base directory” where Zotero links to the attached files. Before, you had to do it in the default directory, or attach the file itself and pay for more storage at Zotero. Not anymore. Since you can choose anywhere as the base directory, I chose my Calibre Library on Dropbox. The preferences look like this:

Zotero settings

Once Zotero is set up like this on computers you use, the attached links to files sync when Zotero syncs, because the underlying Dropbox folder structure synchronizes across devices as well. Obviously, this could be done without using Calibre. Everything could be managed through Zotero alone, and some other Dropbox folder synced instead. But Zotero is most useful for managing citations, whereas I have lots of edocuments that I want to read and manage, but would never want to cite. By separating out the functions and using separate programs, I can get precisely what I need at any given time. Besides, files can be imported to Calibre and edited in bulk, while attaching links to files in Zotero is a slower process.

So that’s what I’m recommending as a great way to keep scholarly citations and documents stored, organized, and accessible for research.

Addendum on Evernote and Evernote Clearly

I’ve also been using the note-syncing application Evernote a lot, although I haven’t come up with any uses that are especially focused on research. You could use it for notes and quotes about sources you’re reading, but that wouldn’t be my first choice. (I use MS Word for that, and put every quote and note I have about a given source organized by title. Then I turn the title into a Heading and use the Document Map feature to easily navigate between sources.)  I’ve been experimenting using it in student research consultations, where I will put the source we searched, a suggested search strategy, and maybe a citation or two, and then use the sharing feature to email the note to the student. While not scholarly, the feature that allows you to add check boxes to lists sure improved by grocery shopping. Mostly I use it to clip articles from the Internet that I want to save to read later.

Once I go read the article, I use another Evernote application called Evernote Clearly which really has to be seen to be believed. If you do a lot of online reading as I do, you should give this application a try. It’s a browser extension that reformats an online article into a pleasant, clutter-free reading experience. Plus, for a lot of articles that span multiple pages, it will reformat them all into the same page. Really, try it. Install the browser button, then navigate to this article on being an Evernote power user. Click the Clearly button and watch all the annoying clutter disappear. Your online reading experience will never be the same again.

Walt Crawford’s Big Deal and the Damage Done

I bought an ebook copy of Walt Crawford’s new book The Big Deal and the Damage Done and have read or skimmed it all. It analyzes serials and monograph spending from all types of academic libraries every which way. Chart after chart demonstrates the dramatic restructuring of library budgets most likely because of one relatively recent publishing model, the Big Deal. It lends some quantitative support to my contention that Big Deals screw the humanities, and really anything else that isn’t a STEM ejournal. The final paragraph:

What I do believe: If things continue along the same line as they have from 2000 to 2010, the damage done may become irreparable, as a growing number of academic libraries become little more than subsidized article transfer mechanisms. That would be a shame.

If you’re at all interested in the issue, definitely get a copy. I’ll be writing more about it in my Academic Newswire column for next week, so I won’t say more about it now.

Unlikely Conversations and Improbable Sources

Recently I’ve been getting some requests for what I have called The Improbable Source.  An improbable source is some source students hope to find that is exactly on the topic of their research essay, especially when that topic is somewhat obscure. The example I used then that still stands out as the top of this category is “scholarly books and articles on email as a form of civic friendship.” You can double check the philosophical literature if you like, or you can take my word for it that nobody has ever published a scholarly book or article on this topic. When I first identified the existence of the improbable source, I suggested that the problem “is that they want sources that already do their work for them.” To some extent, that’s true. Almost always, the improbable source students desire is one that already supports the exact thesis they hope to argue. If they found the source, then they’d have to change their thesis. However, I now think the problem is larger than that. It’s not just about a hunt for improbable sources, but also about a hunt for unlikely conversations.

“Scholarly conversation” is a phrase that librarians and writing instructors often use. It’s an apt metaphor for what scholars do, and most scholarly work is in a conversation of some sort with previous scholarship, whether arguing with it, building upon it, or whatever. There’s nothing controversial about either that claim or the use of the phrase itself as far as I can tell. However, it’s very difficult to teach a first-year student who has never participated in such a conversation or engaged in any actual research to understand what’s going on.

I’ve worked with students who are looking for scholarly conversations on topics that are highly unlikely to be conversed upon by scholars. We can stick with the “email as civic friendship” topic. It’s not just the source that’s improbable. It’s the entire conversation that’s unlikely to exist. And if there weren’t a conversation, there wouldn’t be the improbable source, because the scholarly sources often respond to previous research. Students have been taught that scholarly conversations exist. They are perhaps engaged in class readings that demonstrate a scholarly conversation in action. Then they pick a topic and go out to find the conversation that likely doesn’t exist.

So that’s what is happening. But why is it happening? There could be many reasons, but I suspect the main reason is the backwards approach to research the students are taking. Instead of reading around broadly in an area of scholarship and looking for the conversations that emerge, students are choosing and even narrowing topics at random and then trying to find the scholarly conversation. Librarians have strategies for helping students find the conversations, but they only work if the original topic is pretty broad. Students might make the leap into a conversation about email as civic friendship because they’ve read an article on civic friendship and need to write about a form of communication as civic friendship, but that’s obviously a scholarly conversation that didn’t emerge from anything scholarship they’d actually been reading. Another approach is students having to relate some event or thing to two different scholarly disciplines. That can be a very fruitful assignment, but students sometimes have problems figuring out exactly what they should be researching in the disciplines, because it’s usually not the thing or event itself. Thus, their initial searches aren’t emerging from the scholarly conversations within a discipline. They’re hoping to find that conversation based on what they think is interesting about the thing or event, and sometimes it just doesn’t exist.

Anyway, I think those are reasons why, but even if not there’s still the question of what to do about it. The first response I usually offer is one of assurance, because often enough the student has tried to find the improbable source or the unlikely conversation and failed. That’s when I practice reference as therapy, and assure students they’re not finding it because it likely doesn’t exist.

Then, we analyze, which etymologically means to break something down into its elements. Email and civic friendship has two elements, both of which could be researched separately. However, that topic is really what writing instructors call a “lens essay,” which means the student should be examining email through the lens of a theory of civic friendship. Thus, really the topic is email and whether or not it fits the criteria for civic friendship. But other topics that combine two or three areas together are ripe for analysis and research on the separate areas, but even then it might be hard to figure out specifically what to look for sources on without having read a lot. and that’s the students’ job, not mine. Comparing disciplinary approaches to something can work as well, but again it’s usually something that requires more reading by the student than searching with the librarian.

That’s where my final advice comes. Sometimes even as I’m meeting with students I realize they don’t really need me at all. They don’t need to find more sources; they just need to start reading and figuring things out from there, and the only thing I’m good for is to tell them that. So maybe I was right before and the hunt for improbable sources and unlikely conversations is motivated by the hope that someone out there has done all their reading, analysis, and synthesis for them, because that, not library research, is the hardest part of writing a research essay.