Kira Hyde
Masters of Library and Information Science
Dominican University
2020-2024
Goal 3: Navigate, curate, and create information across the spectrum of human records.
Outcome 3a: Design resources or tools that facilitate access to information.
Outcome 3b: Utilize resources or tools to manage information.
Outcome 3c: Evaluate resources or tools that manage and facilitate access to information.
Outcome 3a. Design resources or tools that facilitate access to information.
Connection:
This assignment was for my archiving class and taught me the importance of accession forms. Accession forms are mostly used in archives and other historic collections but I learned valuable things from this assignment. For outcome 3a I thought about tools that help with information access. This form is an example of the importance of consistency, accuracy and thoroughness.
We studied accession forms and had to identify what information needs to be found in the form. Then we learned how it should be formatted. This deceivingly simple assignment taught me that in order for information to be accessible it often has to be organized. Having that organization and a standard template for forms is the best way for patrons to access the information that the library has available.
Accession Form
Accession control number: Smith- 19
Creator or originator of the collection: Robert A. Smith
Date of acquisition: March 10, 2021
Dates covered: 1967-1976
Extent (quantity) of material (estimated):
· One box with six folders (varies dates from 1967-1972)
· One box with seven folders (varies dates 1973-1976)
· One box with five folders (varies dates from 1972, 1973)
· One box with four folders (1973)
· One box with five folders varies dates from (1967-1976)
Name of collection or record group: Robert Smith Papers
Restrictions and terms of use: Physical and Intellectual rights belong to the University
Scope and content:
· 1960’s
· 1970’s
· Smith Newspaper
· Illinois
· Chicago Public Library
· Illinois State Library
· U.S. National Commission on Library and Information Science (NCLIS)
· CPL Committee on Facilities
Source of acquisition: Monice Wilson
Storage location: Shelf S
Type of acquisition: Gift
Type of media: Folders with a variety of papers (letters, meeting notes, surveys…)
Processing Plan: For this collection sort through the folders and papers and try to group like subjects together and put them in order of date.
Notes: Other papers from Mr. Smith’s collection are located at another site
Outcome 3b. Utilize resources or tools to manage information.
Connection:
This assignment was created to put into practice researching skills we had learned. In class we studied reference fundamentals. Outcome 2b is about learning to use tools to manage information. In this assignment I contacted two different libraries with questions and then had to evaluate their reference services. I found that librarians really are one of the most, if not the most, important tool a library has to connect information and patrons.
One of the reference librarians I talked to seemed rude and unhelpful and this left an impact on me. Most librarians help with research and reference questions to some degree. If a librarian or even library worker does not know how to handle these encounters it can be detrimental to the library. This assignment made me want to be better so I could function as an important tool for the library.
Virtual Reference Transaction Exercise
For my virtual reference transaction, I contacted the Salt Lake City main branch of their public library. I used their chat now feature to see if I could find any online resources on a Utah suffragette called Emmeline B. Wells. The chat started with a very general greeting which helped reassure me that I was going to be helped. Then I asked my question about online resources about Emmeline B. Wells. This is when I started to “speak” with a real person. She started by introducing herself and saying that she would help in what way she could. Her politeness and professionalism were again reassuring as emphasized by Stephanie Rollins in “Refreshing Your Reference Interview Skills''.
Quickly she followed back up with me that she could find nothing in the library’s databases about Wells. Instead she offered a few books and other resources that mentioned Wells in the library system. While somewhat helpful I noticed that she did not ask me any specific questions about my topic or what else might help me. This basically skipped the idea of the reference interview. In the readings the reference interview stuck out to me as being a very important part of the reference process. I was surprised to see it almost entirely skipped.
Not only did she not try to find out what I might be really looking for she also did the searching herself rather than showing me how. I know this might be a minor criticism but as outlined by Rollins we should be helping people help themselves and not always simply feeding them the answers.
I then asked if she had any other information about other Utah suffragettes. She responded that nothing was showing up in the databases but I was welcome to search for myself or to call the library and schedule an appointment to get more help. She was again very professional and polite. I responded that that was all that I needed even though she neglected to ask if I needed any further help.
Overall I had pretty high expectations after this class and was somewhat disappointed that there were not more questions asked and guidance given. That being said I do give her the benefit of the doubt and that she did help and was being polite and personable. I think I would rate this encounter as a 3 on the scale. She was helpful but not going out of her way helpful.
For the telephone interaction I called the Atlantic City Library with a question about online resources. I wanted to know if they had any primary resources online about the Jersey Devil. I called the desk and a man answered. I asked if he knew of any online resources about the Jersey Devil, he replied that he could transfer me to the reference desk. I thought that this was a good sign that someone would be able to help me and seriously answer my question.
A woman picked up the phone and told me I had reached the reference desk. When I asked my question without hesitating. She replied “No.” I then tried to broaden my question asking if the library had any resources on the Jersey Devil. This time she replied that the library had some books and they had some materials in the archive. Then I asked her to confirm that there were resources at the library on the topic I wanted. She confirmed this and paused waiting for me to hang up. I wished her a good day and hung up the phone.
I was very disappointed in this library and this librarian. This librarian was not polite at all. Which I believe is the most basic thing to ask when asking a reference question. She never offered her name or reassured me that I could be helped. Also, she never confirmed that my question was answered or asked how she could help me overall. I felt like I was wasting her time.
Additionally, there was no reference interview where I could have clarified that I wanted primary resources or anything. Stephanie Rollins in “Refresh Your Reference Interview Skills (In Person and Virtually)” emphasizes that politeness and the reference interview are what make a good reference interaction. I tried on my end to ask more questions but with each attempt I felt shut down.
With this reference transaction I felt very let down. The man was correct to send me to the reference desk but the woman was very unprofessional and unhelpful. My only doubt was maybe because it was a question about the Jersey Devil, she thought that it was a prank call or not worth her time. However, talking to other librarians it seems that every question should be treated with dignity and given a fair chance no matter how silly it may seem at first. This encounter I would give a 1. It was frustrating to feel like I was not being taken seriously.
Outcome 3c. Evaluate resources or tools that manage and facilitate access to information.
Connection:
This assignment was all about creating a collection under a very specific topic. An important part of this process was using tools to evaluate resources as stated in outcome 3c. Everyday more resources and information becomes available. As librarians we need to find a way to curate that information so that it is the best fit for the community we serve. In this assignment I had to justify many of the resources I chose by citing reviews from reputable sources. Reviews proved to be a good resource when you need to evaluate a resource.
Another reason this project was so informative was we had a set budget. This increased the necessity of using only the best resources. I believe that having the budget restriction was an important part of the process because all libraries have budgets and it is imperative to stick to them.
Creating a Core Collection:
Small Liberal Arts College with a New Opera Major
For this assignment I focused on what materials I would start with when developing a collection. In this scenario I based my fictitious school and library after my undergrad alma mater, Southern Virginia University (SVU). SVU has a student population of just over 800 students. It is a very small community but it still strives for academic excellence. In my scenario my library closely resembles the size of Southern Virginia University and its focus on liberal arts. As the collection manager of this library I am excited for this new opera major and am looking at what resources would be a good starting point for this collection.
My fictitious library's commitment to the best resources and the power of a well rounded education helped guide me with this assignment. A college with a Liberal Arts focus fosters a commitment to lifelong learning and looking at education from different angles and I really wanted my budding collection to reflect this. I chose resources that hit many different areas that students will need to study for this new major. These resources are to be a starting point and then based on interest and feedback I would expand from there.
In this situation my fictitious school has a general music program that has both instrumental and vocal focuses in addition to a theater program. Now they have seen growth and increased interest in the vocal performance side and have hired staff for an opera major. This means my library would already have some basic vocal, music, and performing resources. Most of the resources I have chosen tie into opera specifically. However, being a small school I also tried to keep in mind that that means a smaller budget and some of these resources should be useful for the other programs.
My proposed list is built from looking at books recommended for this major and resources that are from highly regarded places. I tried to pick resources that serve a general purpose while also being more geared toward opera to support the new major. Hopefully, these are also resources that professors could use and recommend. If this was a real scenario I would do general research, create this list and then talk to the faculty about their needs and recommendations. Having a resource that a professor does not endorse is one I would then put on the backburner until the program is better developed and then revisit its usefulness.
Creating this list I started with a very general search, “opera basics”. Then I searched for the top music schools. Juilliard and Berkly of course popped up. Juilliard’s library is closed to the public and I could not see any resources. However, Berkeley let me search its library’s collection. This was incredibly helpful. I also sought out reviews that are well respected in the academic music field. I want these materials to be the best quality and hit several interesting areas for this major. Please refer to general bibliography for a list of sites and tools used for this assignment. The total cost of all the resources would be around $1,307.00 which would fit the budget given.
This was an incredibly helpful exercise. It helped to have something I was interested in researching. It feels good having a prompt that feels very real. After doing this assignment I feel pretty confident I would have a good place to start if I needed to do something like this at a job. I learned that this takes time. Building a collection is not done overnight; it is an active and living project. It really made me consider what I value in a collection that is starting from scratch.
Annotated Bibliography
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Black Opera: History, power, engagement ($110.00)
André, N. A. (2018). Black opera : history, power, engagement. University of Illinois Press.
This is a book that looks at the history of opera and how it is performed. Unlike other histories this one looks critically through a diversity lens. Opera is a very old tradition with a rich and complex history. The reason this book should be added is it tells the history of opera in a different way. It challenges stereotypes of opera and how important diversity is in the arts.
In a review from The Cambridge Press it says “In Black Opera, André frames her discussion with sensible parameters. As the title suggests, she covers manifestations of blackness in opera, explores its history, how power (political in nature on various levels) has impacted performances and negotiated a history of blackness (or the lack thereof) in opera,” (Muller, 2020). Diversity is an important part of a collection. This resource would help challenge ideas of opera and who it is for while also affirming marginalized groups.
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Cambridge Opera Journal ($128.00)
Cambridge Opera Journal | Cambridge Core. (n.d.). Cambridge Core. https://www.cambridge.org/core/journals/cambridge-opera-journal
This journal is published three times a year by Cambridge. It has articles and information about opera and how it relates to relevant topics in academia and in the performing world. Part of the appeal is that it will always be a current source. It will help students stay aware of what is happening in their field. This valuable resource has to be purchased yearly but I think the quality and frequency of the information would be extremely valuable for this new major.
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Cinema's Illusions, Opera's Allure: The Operatic Impulse in Film ($11.00)
Schroeder, D. (2016). Cinema’s illusions, opera’s allure: The Operatic Impulse in Film. Bloomsbury Publishing.
In this book Shroeder connects opera and film. He explores how opera is adapted on to the screen and how its music and tropes have influenced cinema in general. It shows how opera connects to pop culture. One reason to add this book is it could be used not only by opera majors but also film classes, music classes, and other history and art classes. It has a versatility that makes it valuable. In an article by Oxford Academy author Citron references this book and how it is an excellent resource (157). Having this available will help students study how the arts are connected. This supports the university's goal of creating well rounded thinking academics.
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Complete Vocal Fitness: A Singer’s Guide to Physical Training ($80.00)
Friedlander, C. (2018). Complete Vocal Fitness: a singer’s guide to physical training, anatomy, and biomechanics.
One thing that may surprise people about singing is that it can be very physically taxing. Additionally when performing opera, arguably the most physically demanding vocal performances, there is a story unfolding. Opera is music but it is also theater. This book talks about how being physically in shape is a valuable part of training. I liked that the author emphasizes how physically demanding singing is and provides recommendations on what you need to do to become a physically fit singer. In her blog The Holistic Singing Method Reid writes “It nicely weaves physical training, anatomy and, most importantly, its connection to the voice and performing. It gives a good indication of what is expected to be physically fit when performing.” Reid is a vocal performer and vocal coach which is a valuable opinion to take into consideration. This book hits the physical performance instead of looking at history or theory. Its practicality makes it a good candidate for this collection.
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The Inner Game of Music ($14.00)
Green, B., & Gallwey, W. T. (1986). The inner game of music. Doubleday.
This book is a great example of music theory. It really dives into helping singers develop their confidence and style. It is part self help book following the authors other books about success by looking inside yourself for validation. It seems an easy enough book to pick up and help students gain confidence performing. In a review by Jonathan Harnum he writes “There is a lot of useful information in this little book, and it’s clear that Green–a professional symphonic bass player and university teacher–knows what he’s talking about and writes clearly about it.” This is a strong endorsement that this book understands music. It will be a valuable resource not only for the new opera major but the other music programs.
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Metopera on Demand ($150.00)
Metropolitan Opera. (2023). Metopera on Demand. metopera.org. https://www.metopera.org/Season/On-Demand/
Metopera on Demand is the Meteroplotan’s Opera streaming service. It has over 800 performances done by the opera both past and present. I believe this resource is incredibly important because of its live performances. When training to be a performer it helps to see how it is done. Seeing different operas preformed will help student’s study this art. There are also different performances of the same opera. This will help teach students that performances can vary based on many different factors. It would also be helpful for professors who want to discuss operas. This would give them that access that they need to show performances or assign them for homework.
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Naxosmusiclibrary ($500)
Naxos Music Library - invaluable resource for music enthusiasts and collectors. (n.d.). https://www.naxosmusiclibrary.com/login
Naxos Music is a music library database. This database is incredibly important because it will give students access to many different resources. Its tagline is “ The most comprehensive classical music streaming platform. An invaluable resource for universities, public libraries, schools, music professionals and collectors.” This is a big offer. However, looking at it I think it would be a great resource to add to the collection. Like some of the other resources this is not just an opera resource but also valuable to other music majors and classes.
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Opera : a history in documents ($125.00)
Weiss, P. (2002). Opera : a history in documents. Oxford University Press.
This book is a history of opera using primary resources. It places operas within the historical context that is sometimes needed to understand. With opera there is a lot of history and traditions that need to be studied. This book is great because it is not just a history textbook but a book that uses evidence of different time periods to show the influence of opera. Because it has the primary sources it includes this would be an excellent resource for research projects and papers. It may not half as many connections to other classes as other resources but it seems like an excellent resources to start an opera collection.
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The Opera Manual ($104.00)
Martin, N. I. (2014). The opera manual. The Scarecrow Press, Inc.
This book is a general guide to operas. It goes through over 550 operas with synopsis and details about performing them. I’d add this to the collection because it is a great guide for beginners and seasoned students alike. Having a good reference book available like this will help students get a general idea of opera. In Reference Reviews it says, “It is a thorough guide to a large number of operas, designed to support those planning a performance or production both in selecting a work appropriate to the forces available or to be able to check quickly what is required in terms of chorus, orchestra, soloists and stage management. . . .The book is a fine example of a resource not replicated on the Internet and a handy guide for major music libraries. . . .[I]t is a well-researched work of reference of the type still needed in book format.” This review really solidifies its value to this collection. This guide would serve as a good foundation for this collection. The large amount of information that it covers will help off set the cost.
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Singing and Teaching Singing: A Holistic Approach to Classical Voice ($84.00)
Chapman, J. (2016). Singing and teaching singing: A Holistic Approach to Classical Voice, Third Edition. Plural Publishing.
This is a valuable addition because it goes over the physical mechanics of singing. The author is a singer and explains each piece to become a great singer. There is a physical, emotional and scientific side. Chapman also includes a CD with the text to show examples of what she is describing. This book takes so many parts of being a singer and examines them carefully. Since opera is also many parts working closely together I think this would be an excellent resource for this collection. It will help the students see parts of their art they had not thought to focus on. Having the CD will also help students who need an auditory component to their learning.
Complete Bibliography
André, N. A. (2018). Black opera : history, power, engagement. University of Illinois Press.
7 BOOKS EVERY SINGER SHOULD READ. (2023, January 26). Rebecca Reid Vocal. https://www.rebeccareidvocalstudio.com/post/7-books-every-singer-should-read
Books, F. (n.d.). The best classical music & opera books. Five Books. https://fivebooks.com/category/music-and-drama/music-books/classical-music-opera-book/
Cambridge Opera Journal | Cambridge Core. (n.d.). Cambridge Core. https://www.cambridge.org/core/journals/cambridge-opera-journal
Chapman, J. (2016). Singing and teaching singing: A Holistic Approach to Classical Voice, Third Edition. Plural Publishing.
Citron, M. (2006, January). Music & letters. Oxford Academy.
Friedlander, C. (2018). Complete Vocal Fitness: a singer’s guide to physical training, anatomy, and biomechanics.
Green, B., & Gallwey, W. T. (1986). The inner game of music. Doubleday.
Harnum, J. (2014, May 14). Book review: The Inner Game of Music by Barry Green. The Practice of Practice. https://thepracticeofpractice.com/2010/03/21/book-review-the-inner-game-of-music-by-barry-green/
Martin, N. I. (2014). The opera manual. The Scarecrow Press, Inc.
Metropolitan Opera. (2023). Metopera on Demand. Metopera.org. https://www.metopera.org/Season/On-Demand/
Muller, W. (2020). Naomi andré black opera: History, power, engagement. Cambridge University Press, 254–257. https://doi.org/10.1017/9781787449503.021
Naxos Music Library - invaluable resource for music enthusiasts and collectors. (n.d.). https://www.naxosmusiclibrary.com/login
Schroeder, D. (2016). Cinema’s illusions, opera’s allure: The Operatic Impulse in Film. Bloomsbury Publishing.
Steiner, L. (n.d.). The Opera Database - resources. https://theoperadatabase.com/resources.html
Weiss, P. (2002). Opera : a history in documents. Oxford University Press.
Welcome | The Library. (n.d.). https://library.berklee.edu/