What We Did On Our Pre-Summer Vacation: News, Updates and Miscellanea from the DPG

Posted on June 6, 2013 by Eric Ames

If you follow our Facebook page (and if you don’t, we’d love it if you would!), you saw that the DPG took time the past two weeks to participate in our bi-annual “shutdown” period. We instituted this time a couple of years back to allow for recalibration, updating, new machinery installations and more as a way to ensure we’re running as smoothly as possible the rest of the year. It’s a good time to do it – the end of a semester means no students around and a natural lull in production due to a loss of student labor – and we’ve found it to be a great opportunity to catch a quick breather before we dive headfirst into summer.

We wanted to use this post to update you on some changes that have come or will be coming in the near term, including the announcement of some new equipment for the RDC, updates to collections at http://digitalcollections.baylor.edu and a personnel note related to our staff.

We’re Gonna Need a Bigger Toolbox: New Scanners on the Way

Although they’re currently sitting in a central shipping warehouse somewhere on campus, we will soon be in possession of two new scanners that will update and enhance our ability to get things done.

The Kabis III

The first is a Kabis III, an upgrade for our current Kirtas APT 2400 high-speed book imager. The Kirtas has been a workhorse for us since its acquisition more than four years ago, digitizing hundreds of thousands of pages from documents including oral history transcripts to 19thcentury women poets’ books and binders full of JFK assassination-related documents. The Kabis III will reach speeds up to 2,900 pages per hour!

The CopiBook HD

The second new scanner is a CopiBook HD. This will replace the oldest of our specialized scanners, the Zeutschel Omniscan 10000tt. We anticipate using the CopiBook to digitize the same kinds of materials previously handled by the Zeutschel, including rare and fragile books, photographs, small manuscripts and the like.

Both of these scanners were acquired to replace machines that have been extremely effective and efficient but have been supplanted by improvements in technology over the past few years. We’ll have some videos and photos of the scanners in action in a future blog post.

Changes Major and Minor: Updates to Our Digital Collections Site

I spent a good deal of the shutdown doing some revisions, updates and additions to the metadata for our collections. A couple of collections were rebranded as hybrid collections – meaning their source material is derived from multiple holding institutions – and the order the collections appears in on the homepage was tweaked to reflect those changes.

A major metadata enhancement project was wrapped up when I completed the enhancement to the page structure navigation on the Round Up collection. Our campus yearbooks now feature more helpful page titles for quicker navigation via the right-hand panel (illustrated below). Instead of reading “Page 1, Page 2,” and so on, their headings now reflect the title or page number of the physical item, ensuring that the digital surrogate and the physical original mirror each other exactly.

The newly enhanced navigation for the Round Up. This functionality will be added to other collections.

Next, we added some new navigational functionality to our global headers. Now, you can click “View Previous Collection” or “View Next Collection” to quickly move from collection to collection without returning to the homepage. This will be especially helpful when users want to peruse a set of collections from one institution. For example, if they want to move quickly between all of the collections from Poage Legislative Library, this will speed up that process considerably.

Lastly, we’ve made some follow-up passes through our collections in order to make some corrections, updates and other enhancements to the metadata throughout. These updates should make them more searchable, more accurate and more in line with what people are coming to expect from how metadata is displayed in online digital collections.

“Orienting” New Students To Our Collections

This month, we’re taking part in a rite of passage for all Baylor students: New Student Orientation! For the second year in a row, Moody Memorial Library is hosting Dr Pepper Hour in the afternoons, and we’ve been asked to show off our digital collections to the 300-600 students (and their parents) who come through each day. That’s tons of great exposure for our digital assets, and a chance to expose students to the rich history and traditions of our university.

Our setup for Orientation

A Colleague Departs: Saying Farewell to Austin

On a sad note, we said goodbye to Austin Schneider last week. Our former Digital Collections Consultant for the Texas Collection left to take a new job opportunity off-campus. Austin was with us for just one year, but her contributions to the productivity and workplace atmosphere are much appreciated and she will be missed.

Best of luck in your new position, Austin, and don’t be a stranger!

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Item Spotlight – “Female Education: Address Delivered at the Annual Examination of the Baylor University by Col. William P. Rogers” (The Texas Collection – Selections)

Posted on May 17, 2013 by Eric Ames

Female Education: Address Delivered at the Annual Examination of the Baylor University by Col. William P. Rogers. Image via the Baylor University Libraries Digital Collections, digitized from the original held by The Texas Collection, Baylor University, Waco, Texas.

Our item spotlight this time around focuses on an antebellum publication that addresses two controversial issues – one directly, one obliquely – from the point of view of a former U.S. Consul to Mexico, an early law professor at Baylor University and, eventually, a Civil War casualty.

William P. Rogers

William Peleg Rogers (1819-1863) was born in Georgia and grew up in Mississippi. Following an education that included both medical school and law school, Rogers was practicing law in Mississippi when he joined Company K of the First Missisippi Volunteer Infantry Regiment for a stint of service in the Mexican War. There, he earned the rank of Captain and distinguished himself in combat. After the war he was appointed U.S. Consult to Veracruz, Mexico; his wife refused to leave Texas, however, and after a brief stint in Mexico he returned to Texas in 1851 and settled at Washington-on-the-Brazos. He served as one of three professors in the law department at Baylor University before moving to Houston in 1859.

Rogers was a delegate to the Texas secession convention and signed the ordinance of secession on February 1, 1861. He accepted a commission as lieutenant colonel in the Second Texas Infantry and eventually was promoted to colonel in charge of the regiment. Rogers led his men into the thick of the battle of Corinth, Mississippi, where he was killed in action in front of Battery Robinett. His last words were reportedly, “Men, save yourselves or sell your lives as dearly as possible.” [1]

One other piece of information worth noting: Rogers was the first cousin of Margaret Lea Houston – husband of Sam.

The Address

In 1852, during Rogers’ residency in Washington-on-the-Brazos, his association with Baylor University led to an invitation from the Board of Trustees to “deliver an address on the important and interesting subject of Female Education, on the occasion of the Annual Examination of the Students of said University.” [2] Rogers accepted the invitation and on June 10, 1852 delivered the address in the “College Room” of the university.

The address can be broken down into three distinct sections: an opening wherein Rogers discusses the historic role of women’s education, especially as it pertains to “home living”; a defense of the idea of educating women in the institutions of the South, as opposed to sending them “abroad” to study in the North; and an examination of the specific subjects Rogers believes to be of great importance in the education of women. The language employed throughout the text reads like a transcription of his spoken address, with many parenthetical asides (in fact, at times the modern reader is overwhelmed with the number of partial thoughts, backtracks, and run-on sentences present) and a distinct feeling that Rogers is addressing a controversial topic to a group of people who are at least open to his ideas, if not outwardly friendly to them.

Rogers wastes no time laying out his basic premise, namely, that women should be afforded an educational experience on par with their male counterparts – if not always in subject, certainly in quality. While couching his argument in terms of women’s ability to influence world events through their historic roles as wives and mothers, Rogers shows a sensitivity to the idea that women, properly “instructed in the grand arcana of the human mind,” can do contribute even more fully to world events if given access to better education.

The following passage is particularly illustrative of Rogers’ thoughts on the matter:

“How important then is it that these queenly sovereigns of the
home circle, should be themselves properly instructed in the
grand arcana of the human mind. How important, that they
too should be subjected in early lite to a system of mental training,
having for its object the proper discipline of the mind to
habits of thought and reflection ; for it is only by such
training that the mind can be induced to emit those sparks
of delicate purity and beauty so peculiarly the characteristics of
the female mind—sparks of chaste moral refinement, that analyse [sic]
and expound with such care and distinguishing excellence
the great principles of our being and existence.”

Rogers’ advocating on behalf of women’s education is tied up in a secondary theme of his address, namely the improving condition of education in the Southern United States. While acknowledging that the old practice of sending “our sons and daughters abroad to be educated” made sense because of the “meagerness of our educational facilities,” he points to the fact that “[o]ur schools may now claim equality with the schools of the north,” so it makes sense to educate women, “at your own schools, among the people with whom she is to live, and over whom she is to exercise an enduring control. Around whose hearts and affections her influences are to cluster, as the sweet spell of music or poetry.”

Rogers is outwardly dismissive of the educational institutions of the North, as in this passage:

“It is true our institutions
of learning may not have such high sounding names,
nor are our buildings as spacious and lofty as theirs ; but for all
the purposes of education, of solid, substantial, practical education,
our schools are as good as theirs. They may put on
more of tinsel, mere filagree [sic] work, ornamental appendages and
the like, all of which may make woman appear better in that
society, the basis of which is humbuggery, and its principal
actors buffoons, and comic performers. But for all the great
purposes of existence, for all the grand and trying scenes in
which woman is’ to appear in her true and proper character, the
education which she can get here is as good, I believe better,
than that which she can obtain abroad.”

But Rogers evokes a more contentious issue among his leaders, albeit without naming it outright.

“Ours is a broad
and extensive country, stretching from the cold and stormy regions
of the north, almost to the tropics ; amid although governed
by the same laws of State, yet the great law of ‘public opinion
is essentially different in different portions of the country. Our
manners, habits, and modes of thought differ. And although
I regret to say it, yet all will concede that there is among the
people of the north a deep and settled hostility to an institution,
which with us is almost patriarchal, and one from which we can
never part until we cease to be an independent people. They,
on the contrary, will never surrender their opinions, and never
I fear cease to taunt us with their wild and maddened bigotry. It
is already an essential element in the opinions of their private
society. In its hideous deformity it has already entered their
pulpits, and they carry it with them to the halls of federal legislation.
Where it will stop, in what it will end, human sagacity
cannot foretell, but its threatenings [sic] are already sufficient to
teach us the duty of staying at home, the duty of self-dependence.”

Rogers never uses the word “slavery” during this passage, but his audience would have known exactly what he was referring to when he referenced “an institution … from which we can never part until we cease to be an independent people.” As one might expect from a man who signed the Texas articles of secession, Rogers places the institution of slavery as a firm dividing line between North and South, a justification for an end to the practice of sending Southern children to Northern educational institutions.

Rogers goes on to suggest the kinds of subjects a woman’s education should include: History, Geography, the Classics, Mathematics and Latin are singled out as foundational building blocks for a full education. Rogers also questions the notion that a woman should only be educated superficially or to the highest level, that there is no room “in between,” for an education that provides an opportunity to expose women to a broad range of subjects.

“It is true, it is an old and favorite
adage, that a little learning is a dangerous thing ; but it is one
to which I can never subscribe. For the very persons who prate
so much about superficial knowledge, will, in the very next breath
tell you that knowledge is power. Now it is as absurd to contend
that all knowledge which is not complete, is therefore injurious,
as that any one who cannot attain to the highest degree of
knowledge in any particular science, would therefore do better
to learn nothing of it whatever—or that if we cannot keep pace
with all of the most recent discoveries and abstruse theories of
Chemistry, it would be better to forgot the simple principle that
heat expands.”

In other words, Rogers contends that exposing female students to a broad range of topics may not make them experts, but the very act of exposing them to it will make them better able to lead at home, at church, and in society at large.

The Physical Form

For being 163 years old, the piece is in very good condition. There are tears on the cover and evidence of damage from folded pages and minor tears, but the substance of the piece is remarkably intact. We can infer that the piece was in private hands after 1863 due to a discrepancy between the cover and the title page, specifically the title given for Rogers. On the cover, the typewritten text reads, “Captain William P. Rogers.” On the title page, however, someone has stricken the word “Captain” out and written “Col.” above it. This tells us that someone was reading (and updating) the piece after 1862, when Rogers was promoted to full colonel in the Second Texas.

This piece is a prime example of the importance of preserving the information found in physical items through digitization. While it has been kept in good physical condition and is currently housed in appropriate storage conditions at The Texas Collection, its fragile condition gives it a high potential for being damaged by repeated handling. Digitizing the piece and placing it online has given it a new usefulness through worldwide access, with the added benefit of reducing the number of requests to handle the physical item on-site.

You can read the entire Address on Female Education in the Texas Collection – Selections via the Digital Collections of Baylor University. For more information on this or other items held by The Texas Collection, contact them via email at txcoll@baylor.edu or visit http://www.baylor.edu/lib/texas.

SOURCES CONSULTED
[1] Rogers’ biographical information retrieved from T. Michael Parrish, “ROGERS, WILLIAM PELEG,” Handbook of Texas Online (http://www.tshaonline.org/handbook/online/articles/fro64), accessed May 16, 2013. Published by the Texas State Historical Association.

[2] Quotes from Female Education: Address Delivered at the Annual Examination of the Baylor University by Col. William P. Rogers via the Baylor University Libraries Digital Collections (http://digitalcollections.baylor.edu/cdm/compoundobject/collection/tx-coll/id/13795), accessed May 16, 2013. Digitized from the original item held in the collections of The Texas Collection, Baylor University, Waco, TX.

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Baylor Faculty Members Secure Grant Funding for Digital Collections-Based Research Project

Posted on May 3, 2013 by Eric Ames

Professors William Weaver, PhD (left) and Greg Hamerly, PhD (right) secured grant funding to study the love letters of Robert and Elizabeth Barrett Browning using computer algorithms. Their project will get underway this summer.

In a year filled with firsts for the Digital Projects Group, we’re excited to announce another. Two Baylor University faculty members – Dr. Greg Hamerly (Associate Professor, Computer Science) and Dr. William Weaver (Assistant Professor, Great Texts Program – Honors College) – shared the news with this week that they had received a URC grant for a joint project entitled “Critical Soliloquies: A Project of Electronic Discovery in the Browning Love Letters.” This project is the first-known research project based on items from one of our Digital Collections to receive grant funding, and it all centers on one of our most well-received collections.

The project is an ambitious blend of rhetorical evaluation and computer science, a combination that is a perfect fit for the digitized Victorian-era letters available via the Browning Letters Project. Dr. Weaver shared the abstract from the proposal, which describes the research project thusly:

For over a century, from their first publication in 1899, the love letters of Victorian poets Elizabeth Barrett and Robert Browning have won the hearts of readers. A near complete record of the poets’ courtship from 1845 to 1846, these letters include a substantial body of literary criticism. This criticism includes their assessments of each other’s works in progress and the works of major contemporary figures like Carlyle, Tennyson, and George Sand, not to mention numerous minor artists of the Victorian era. It would be possible and interesting, using transcribed editions of the letters, to excerpt and collect these critical writings.

This interdisciplinary project, between literary studies and computer science, attempts something more ambitious. Building on Baylor Library’s recent digitization of the 574 letters (published on Valentine’s Day 2012), we will create a database of critical and non-critical writing from the letters. Using tools for text classification, we will then test whether a computer can make reliable discriminations between the two classes of text. Such a tool could be extended to discover “critical soliloquies” (Elizabeth Barrett’s term) in this and other Victorian archives.

If using computer-based tools to analyze 19th century missives sounds like the ultimate steampunk/sci-fi fan fiction, you wouldn’t be too far from the truth. And no pair of researchers is better suited to tackle the task than professors Weaver and Hamerly, two men with great skill and expertise in two very different – but strangely complementary – areas of interest.

The Origins of Our Involvement

Weaver and Hamerly approached us about a year ago with the idea of using one of our digitized collections to perform computer-based evaluation of materials that were written by hand or set in type before the advent of computers. After a meeting with myself and Darryl Stuhr, Assistant Director for Digital Projects, we enthusiastically agreed to provide access to any digital assets that the professors might need to carry out their work.

For us, it was a natural fit between the wealth of information to be found in archival materials and the power and accuracy of evaluation performed by computers. And once the Browning Letters Project went online in February 2012, the opportunity to analyze the love story of Robert and Elizabeth Barrett Browning proved too good to pass up.

What’s Next?

Dr. Weaver informs us that the first step is to assign students the task of creating a database and begin assigning annotations to the letters. He hopes to see this phase one of the project get underway in June. Successive steps would include the creation of the computer algorithms and processes for analyzing the data input by the students in phase one.

This cross-departmental, multi-discipline approach is the kind of research being conducted at universities across the country, where experts in several fields find new ways to play off each others’ strengths in pursuit of a new, shared goal. In this case, it is the quest to see if a computer can match a human’s critical analysis and evaluation of the written word. Will the machine find these distinctions between the “critical and non-critical writing,” or will it prove to elude even our most up-to-date technology? Will computer science open new doors in the rhetorical examination of our analogue past? And can the application of computing power make it easier for our scholars to delve deeper into the minds (and hearts) of two of Western culture’s greatest creators?

Stay tuned to this blog for updates!

For more information on Dr. Weaver’s work in the Baylor Great Texts program, visit his website. For more information on Dr. Hamerly and his work in Computer Science research, visit this website.  

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In A Time Of Uncertainty, The Pursuit of Permanence Reinforced

Posted on April 18, 2013 by Eric Ames

The aftermath of an explosion at a fertilizer plant in West, Texas, April 17, 2013. (Photo via BusinessInsider.com)

At the time of this writing, the campus of Baylor University is quiet, subdued under a twin burden thanks to the dismal weather (due to a cold front/rainstorm combo) and an event that occurred just twenty short miles up the road in West. As reports roll in documenting the destruction – physical, emotional, communal – wrought by an explosion at a fertilizer plant on the north side of town, the Baylor community is responding with a prayer vigil, offers of donations of materials and financial gifts, and the use of our collective expertise in helping the citizens of West find new hope in the rubble of last night’s wreckage.

As we try to come to grips with the scope of devastation, it comes at a time when the national mood is already unsettled due to the bombings at the Boston Marathon on Monday. Add into the mix the fact that this, the third week in April, has seen traumatic national events in the past two decades (the Columbine High School massacre, the Oklahoma City bombing and the Branch Davidian standoff, chiefly) and you have a general sense of discomfort, a time of unwanted reflection on the darker side of human nature.

All of this may seen like a strange topic for a blog post focused on digital collections, but it reinforces an absolutely inarguable point: life is uncertain. We can build legal structures, steel-studded concrete walls, social norms and inner rationalizations to protect us from the things beyond our control, but they can only take us so far. For all of us will face an event in our lives that we cannot control, that is beyond our power to influence. And in the midst of that uncertainty, it helps to have reminders that our daily work to preserve the documented history of our campus, our community, our world is one way we can provide the tumultuous present with a concrete anchor to the past.

“The Preservers of History”

Chiseled into the stonework of the façade of Pat Neff Hall, Baylor’s main administration building, is a quote from former Baylor president (and two-term Texas governor) Pat Morris Neff. It reads, “The preservers of history are as heroic as its makers,” and I believe this sums up our role in the Digital Projects Group in a simple, profound way that paragraphs of explanatory text cannot. We are the preservers of history, yes, by the nature of our work to digitize physical history and preserve its digital surrogate for access by the future. But more important than simply scanning and archiving data, we are preserving the stories contained within those documents and we are ensuring that those stories will be accessible and available to people many years from now. On days like today, it seems particularly important to preserve the stories happening all around us, even if they aren’t as newsworthy as an explosion, a natural disaster, or a terrorist attack.

This is not a responsibility we take lightly, of course. For every artifact, archival resource, photograph, map or other item that comes through our doors, we know we are handling the “real stuff” of history and it is our job to take that one unique thing and give it a new life, a greater usefulness in the realm of academic scholarship and worldwide access. In a sense, we serve not so much as the preservers of history but as its spokesmen, the professional communicators tasked with taking something out of its phase box, Mylar sleeve or acid-free folder and putting it on an international stage via the Internet so its unique story can reach people on our campus, on our continent, on the other side of the world.

The Way of All Flesh (and Data)

We are given only a short time on this Earth to do the work we were created to do. There will come a time when the words of this blog will be seen as a record of what one group of people thought was important in the early decades of the 21st century. They will read of a fertilizer plant explosion in a small, Czech community in central Texas and want to know more about how it spurred a library staff member at Baylor University to write about its relation to digital preservation.

To those future researchers –and to my 2013 contemporaries reading this post today – I can only say that as this week’s unexpected events have unfolded on the East coast and a half-hour drive from my front door, it drives home to me the frailty of life, the knowledge that the things we create today are not promised to exist tomorrow, and that the challenge for our field is to try to find some permanence in the world, to promise our grandchildren’s grandchildren that they will have access to the world we are living in today. And, more importantly than all of this, that they will have access to our stories.

If you would like to assist the people of West in their recovery and rebuilding efforts, please visit Baylor’s “Response for the City of West” web age or contact the Central Texas Red Cross. Photo from REUTERS photographer Mike Stone via Business Insider (www.businessinsider.com)    

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A Dispatch From the Ivory Tower: An MST/DPG Graduate Course Update

Posted on April 12, 2013 by Eric Ames

Bright-eyed, busy-tailed, scanner-friendly: the students of MST 5327: Technology and Outreach in Museums

Long-time readers of our blog may remember this post, wherein we unveiled a new venture for the Digital Projects Group: implementing, hosting and teaching a graduate course on technology and outreach for museums, archives and libraries. We’re now heading into the final three weeks of the course, and we thought an update was in order.

The students of MST 5327: Technology and Outreach in Museums have come a long way from the group of fifteen technology neophytes that started class in January. On their initial surveys, I found a wide range of attitudes regarding technology, but most admitted they were somewhere on the “afraid of it, don’t trust it” end of the spectrum. Several brought significant experience with technology with them into the course, and all expressed an interest in enhancing technological skills that they felt would be critical to their success in the museum field.

The first few weeks of class focused on lectures and background information on the idea of technology in museums. Topics covered included the types of technology utilized by museums (from exhibit display to collections databases), the theory behind the use of technology in museums, and the promise and perils of using technology to engage visitors. Lively discussions on technology’s ability to both enhance and derail the visitor experience were held each week, and students were encouraged to seek out examples of how museums are using high- and low-tech solutions to visitor engagement.

From the beginning of the course, students were introduced to the use of several free, Web-based tools that will aid in their development as museum professionals. Services like Evernote, Google Drive, Prezi and WordPress were all introduced very early on in the course, giving the students a chance to explore how museums of any size can take advantage of free (or almost-free) software solutions to make their museums run smoother. The course blog (available for all to read here) became a place for students to respond to focused readings, begin conversations among their colleagues, and post reactions to current events in the museological field. All of these techniques are expected to give them a firm footing on some of the developments in Web-based tools available to them upon their graduation in the coming weeks and months.

After a full session of training and orientation to the scanners and software of the Riley Digitization Center, the students were assigned into teams and turned loose to explore the materials gathered for the course. Focused on the general theme of World War I, the teams were each given a specific focal point and told to curate items for a digital collection that explored one of three themes:

Team Churchill: the impact of the war on religion

Team Foch: the impact of the war on popular culture

Team Pershing: the impact of the war on Waco as embodied by the U.S. military

Each team was given access to a number of archival collections drawn from special collections on campus, and they spent several sessions poring over the assorted archival papers, piles of sheet music, and 1917-1918 Waco newspapers looking for materials to support their theses. Scanning commenced in the following weeks, as did the addition of materials into a special digital collection that will be made available to the public at the close of the semester.

A guest lecture on the always-engaging topic of copyright was delivered by Billie Peterson-Lugo, the Baylor Libraries’ resident expert. Billie’s presentation introduced the students to the challenges of presenting archival materials that go beyond the year 1923 – when materials are considered to be in the public domain – and how to make decisions that place materials into categories of risk (low, medium and high) with regard to copyright status. The students’ eyes were opened to the inherent difficulties of working with the overlapping, byzantine layers of federal and state copyright standards, but they did learn the simplest answer regarding copyright questions: “It depends.”

Spring break and a trip to the Texas Association of Museums’ annual conference in Beaumont took two weeks out of the mid-semester, and a two-week discussion of the basics of marketing in the year 2013 were added into the mix as well. Students discussed the nature of public relations in the Twitter era, why the basics of marketing still matter, and how to keep people’s attention in a world where advertising messages are plastered on almost every conceivable surface.

And now, as the teams complete their scanning and metadata entry, the semester is coming to a rapid close as they prepare for their final presentations. These professional presentations (which are open to the public) will be held on May 1 at 1:00 in the Armstrong Browning Library’s theater, followed by a reception in the Cox Reception Hall. The presentations will focus on each team’s marketing/outreach plan they created to promote their digital collections to a specific target audience. I will also provide an overview of the course, the items digitized by the students, and what this course has meant in terms of their development as burgeoning museum professionals.

When we started the discussions about this course more than a year ago, Dean of University Libraries Pattie Orr was excited, supportive and encouraging of a new opportunity to train Baylor University graduate students for service in a field that impacts the lives and spirits of millions of Americans each year. From an instructor’s viewpoint, I can say that the energy, skills, passion and drive exhibited by these students this semester have been a joy to behold, and if their performance in this course is any indication of the future state of American museums, we are all in terrific hands.

In closing, I encourage anyone in the Waco area to stop by the final presentations on May 1st. It will be an excellent opportunity to see new scholarship, excited young professionals, and a beautiful special collection library all at once.

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