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Reflective Practice

Liaisons work to build a community of practice around information literacy and its related technologies. This involves participating in an ongoing reflective practice which invites the wider university, profession, and community to join that reflection. It is our hope that, by sharing our scholarship and our assessment projects, we offer engaging entry points to the conversation.

We also showcase the outstanding research of our students and faculty in order to bring together Loyola's diverse activity in this arena. In doing so, we suggest the synergies possible in discovering shared questions, concerns, methods, literature, data, theories, applications, etc., while still honoring what makes each of us unique as researchers. 


Librarian Scholarship

Rosenbloom, Lucy. “The International Food Policy Research Institute (IFPRI).” Internet Reviews. College & Research Libraries News 81, no. 7 (2020): 360.

Rosenbloom, Lucy. “American Archive of Public Broadcasting.” Internet Reviews. College & Research Libraries News 80, no. 9 (2019): 532.

Ezell, Jason, and Lucy Rosenbloom. “Improv(is)ing Research: Instructional Design for Serendipity in Archival Exploration.” Journal of Academic Librarianship. (in press).

Much academic library instruction focuses on teaching students to search strategically. However, the same approaches may not apply when teaching how to explore a digital archive. In order to develop appropriate instructional design, the authors conducted an exploratory study of their students reflections on initial classroom experiences with a digital archive. This study pilots a novel application of Lennart Björneborn's 2017 framework for serendipity to identify combinations of personal factors which enabled students to improvise affective experiences into follow-up research actions. This article offers both (1) notes for coding applications of Björneborn’s framework and (2) suggestions for instructional design centering serendipity in archival exploration.

Elizabeth Joan Kelly with Ayla Stein Kenfield. “Draft Use Cases and Recommended Practices for Reuse Assessment: The Archival Perspective.” Society of American Archivists Annual Meeting, online. Asynchronous, August 2020.

Archive and digital library practitioners measure "use" of our digital collections using access metrics but we rarely measure their "reuse" in research, social media, instruction, and other formats. In this session, the IMLS-funded D-CRAFT team will share ongoing work on developing a reuse assessment toolkit, and begin collecting valuable perspectives, feedback, and input from archivists in order to ensure that the toolkit components meet the needs of caretakers, arrangers, and describers of digital cultural heritage.

Elizabeth Joan Kelly with S.L. Zeigler (LSU) and Leah Powell (LSU). "…And 25 of our closest friends: The Louisiana Digital Library as Community-Focused Data." Louisiana Archives and Manuscripts Association Annual Meeting, online. September 18 2020. Video recording.

This presentation reported on the grant-funded project, “…And 25 of our closest friends: The Louisiana Digital Library as Community-Focused Data,” which distributes travel funds to LDL participating institutions in order to foster community-wide conversations about our digital collections. The presentation focused on work done to date and next steps.

The first step of the project involved a survey sent to member institutions apprising their current practices for digitization selection and assessment, especially the role of diversity and inclusion in the selection process. Kelly also presented on the survey results in greater detail at the following:

Elizabeth Joan Kelly. “Digitization Selection at the Louisiana Digital Library: A Survey.” Society of American Archivists Annual Meeting, Research Forum, online. August 5 2020.



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Student Research

Monroe Library Student Research Competition Winners

The Monroe Library faculty is pleased to announce the winners of 2020’s Student Research Competition, which recognizes outstanding research projects completed by Loyola students during the previous calendar year. We are always impressed and intrigued by the inquisitiveness and sophistication of the submissions, and this year was no different. All entries presented nuanced, engaging research topics that led to illuminating projects. However, our winners all excelled in their ability to identify high-quality, relevant sources and use those sources effectively to advance inquiry into their projects’ most crucial questions. This year, three students’ projects were selected for recognition based on their successful integration of library resources and on the students’ reflections on the role that research played in their projects.

Freshman Victoria Blondell’s paper, written for Prof. Jason Ezell’s first-year seminar (Beyond Stonewall: U.S. Gay Liberation), examined William Friedkin’s 1970 film, The Boys in the Band. Arguing that it was an early yet nuanced depiction of a diverse gay community characterized by a spectrum of different identities, Blondell used her research to historically contextualize the film both as a cultural artifact and to locate it within a larger filmic discourse on marginalized sexualities in the U.S. Commenting on one of Monroe Library’s primary source databases, Blondell emphasized the importance of the Gale Archives of Sexuality and Gender, which allowed her “to explore different primary sources … to gain better, direct insight into the historical context of the time period.”

Sophomore Madeline Taliancich’s paper for Prof. Laura Hope’s Irish Nationalism and Theater class read Gerald MacNamara’s play Tir-na-n-Og as an ambivalent critique of essentialist Irish nationalism as a mutable ideological construct. Her research provided a framework for understanding the historical roots of the troubles in Ireland as well as the material and political contexts of theatrical production in different Irish counties. For Taliancich, both interlibrary loan (ILLiad) and the library’s many databases proved pivotal for advancing the project. She credits time spent looking through databases with developing her “ability to discern helpful articles from ones that simply mentioned the topic.”

Senior Brian Yell’s final thesis, supervised by Profs. Kathleen Murphy and Elin Grissom, “used applied sociological and psychological theories of self-concept and identity exploration, as well as the music therapy method of therapeutic songwriting.” His project’s experimental design was supported by a fully researched and well-written literature review, suggesting Brian’s outstanding preparation for continued work in his field. Yell says of the library’s digital resources: “[they] allowed me to narrow my search results to exclude irrelevant articles, books, and journals, which helped me become less overwhelmed while conducting the research for my proposal.”

Congratulations to this year’s winners!