The New York Data Carpentries Library Consortium (NYDCLC)
With generous support from the Museum and Library Services Laura Bush 21st Century Librarian Program, the University of Rochester River Campus Libraries, in collaboration with Colgate University, Cornell University, and Syracuse University, will plan and pilot a skill-sharing program. NYDCLC will use the Library Carpentries train-the-trainer model to promote continuing education and cross-institutional collaboration throughout New York State. This planning grant will analyze two intertwined needs within the library community. The first is how to train and support librarians in the digital fluencies that are increasingly relevant to research and teaching efforts. The second is how to meet those demands by working regionally across libraries and institutions and drawing on a range of expertise. This work will serve as a template for structuring a community of practice that supports public and academic partnerships that meet the evolving needs of libraries across the country.
Reading Mistress Elizabeth Bourne: Marriage, Separation, and Legal Controversies. This collection, co-edited with Cristina Alfar, consists of a series of letters and legal documents regarding the marriage of Elizabeth and Anthony Bourne; and includes letters by Elizabeth Bourne, Anthony Bourne and Sir John Conway, a family friend and adviser. In Mistress Bourne’s complaint to the Privy Council (1582), she requests a divorce from her husband. Forthcoming from Routledge, March 2021.
Precarious Wife: Narratives of Marital Instability in Medieval and Early Modern Literature intervenes in the propagation of the binary of privilege and marginalization inherent in discussions of the institutional identity of wife. Drawing on Judith Butler’s work on vulnerability, this dissertation questions the normative trajectory of daughter, wife, widow for medieval and early modern women that excludes people with alternate narratives or identities. By attending to the vulnerability of wives and uncovering the permeability of conjugal relationships, this dissertation refutes the notion that “wife” was a stable and knowable category sufficient to define women by showing that it was partial, at best, and ideologically inscribed, at worst.
The West Encounters the Rest
Designed and developed the digital projects with Janice Mann, Art and Art History, as part of a summer course design grant. Students in this upper division Art History course collaborated on a range of digital projects over the course of the semester. Beyond regularly contributing to a course blog, students developed concepts for curating works of art from the Samek Art Museum. They created two SmartHistory-style videos: the first assignment was based on works housed in the Samek and the second assignment was based on works housed in the Metropolitan Museum of Art. They researched, wrote, and collaboratively edited a Wikipedia entry on Chinoiserie. The Wikipedia assignment resulted in heated and thoughtful conversations about description vs. opinion and the cultural readings and ramifications of word choice. In producing the culminating project for the semester, students worked with objects housed in the local Packwood House Museum. Students identified objects that aligned with the focus of the course and created a digital exhibition: Asian Objects at the Packwood House. The project was created in Adobe Spark. There are formatting limitations to Spark, but two of the deciding factors in using the platform was that it was free and HTML5 compatible, which means that it readily adapts to smart phones and devices. This was crucial for us in deciding on the platform because we wanted people visiting the museum to be able to use the project as a virtual tour guide.
FemTechNet Distributed Open Collaborative Course
Designed and developed the digital collaborative space for a Fall 2013 hybrid course Imagining Gender: Exploring Narratives of Technology at Macaulay Honors College, CUNY that ran as part of the Distributed Open Collaborative Course (DOCC) organized by FemTechNet. The course mixed online and in person discussions and events that centered around issues of gender and technology in literature. Worked with the professor to plan assignments that fostered students’ digital literacy skills. Experimented with a variety of online environments—blog posts, a forum, and an interactive white board space—to facilitate student discussion. Brainstormed creative solutions in direct response to ongoing assessments of the effectiveness of the various online environments in our course. Created tutorials and ran workshops on using various digital tools, including Prezi, Soundcloud, TimelineJS, Slideshare, Mural.ly, image maps, and multiple WordPress plugins and customization features, to prepare students for their final project: a virtual companion to Margaret Atwood’s The Year of the Flood.
An initiative at The Graduate Center, CUNY sponsored by The Ford Foundation, “JustPublics@365 brings together media practitioners, academics, community leaders, policy advocates and digital activists to inspire informed public debate on issues of inequality and social justice.” Worked as a Project Assistant to organize and run multi-day conferences and summits; managed a $550,000 budget; oversaw contracts and payments for freelance staff and vendors; processed all invoices, reimbursements, and speaker honoraria; designed and copy edited event materials, quarterly reports, the annual report, a weekly newsletter, and a digital media toolkit; and served as a liaison to various groups within The Graduate Center community, including academic, administrative, and service departments. For more information see JustPublics@365.