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MemberCarolyn Vieira-Martinez

Carolyn Vieira-Martinez completed her PhD at UCLA and was the specialist in Central African History and African Languages at Chapman University until 2015. Her dissertation entitled “Building Kimbundu” combined historical linguistics methodology with GIS technology to study gender, power, and the construction of community through language in 16th century Angola. She has taught computer mediated instruction methods and qualitative data analysis at many universities including the University of San Diego and UT Houston. Her ASILI© African Scholarly Integrated Language Inquiry database system is used by scholars to facilitate the use of Bantu languages as evidence for social history. She speaks unapologetically from a personal Chicana history grounded in Detroit and Los Angeles, pushes the boundaries in developing new technological research methods, and is passionately analytical, theoretical, and collaborative.

DepositAssessing the Scholarly Communication Attitudes and Practices of Faculty: Lessons from a “Failed” Survey

INTRODUCTION This paper reports on a survey administered to faculty at Chapman University to assess their knowledge, attitudes, and practices with regard to scholarly communications, in order to help the new scholarly communications librarian plan appropriate library programs and services to meet faculty needs. DESCRIPTION OF PROGRAM The survey was adapted from the Institute on Scholarly Communications’ “Faculty Involvement in Scholarly Communications Opportunity Assessment Instrument” for a faculty audience in early fall 2013. It “failed” in that it faced long administrative delays and was met with a low response rate when finally published in December 2013. However, the responses received were enough to deduce general trends and gaps in faculty knowledge about scholarly communications, including a misunderstanding of the meaning of open access, misconceptions about its quality, concern with how publicly accessible research and data could be used by others, and a desire for information on how to manage, preserve, and share data. NEXT STEPS Both the survey results and the obstacles encountered in the survey’s administration provided important lessons in how to structure, market, and assess the impact of future scholarly communications discussions, such as those surrounding the university’s upcoming institutional repository. While the survey itself might have “failed,” these lessons can be applied to future endeavors in order to contribute to the long-term success of the faculty and the university as a whole.

DepositOpen Access Archives in the Music Classroom; Examining Primary Sources and Information Privilege

The Performing Arts Librarian at Chapman University incorporated open access archives into his Music Information Literacy course in order to accomplish several learning objectives: a) introduce students to recognizing the importance of primary sources; b) interact with open access archival resources; and c) create an opportunity to discuss information privilege. This discussion takes inspiration from the “Information Has Value” frame from the ACRL Framework for Information Literacy for Higher Education, specifically related to the knowledge practice to “recognize issues of access or lack of access to information sources” and the disposition to “examine their own information privilege.” In class, students discover digital archives such as universities’ institutional repositories and open access digital collections, digital archives through other organizations (e.g., Library of Congress, Beethoven-Haus), and portals to find these collections, such as Digital Resources for Musicology. Students then complete an assignment outside of class in which they engage with and describe a digital manuscript and piece of correspondence from an open access archive. This poster will provide a method by which music librarians can discover new methods to incorporate primary sources into music information literacy instruction, as well as engage with the ACRL Framework’s concept of analyzing information privilege.