Friday, 3 April 2020

Library Path

How is everything? I'm coping relatively okay, I think. I'm writing this on day 7 of my first week on lockdown with both children at home, and it's been a bit fraught this morning (I think we're teething again, which is an unpleasant experience for all involved). But never mind - let's think about libraries!

Today the prompt is library path, which I'm interpreting as how I made it into libraries and this library in particular. It was in hindsight a fairly straightforward path, if a little accidental.

Image by JamesDeMers from Pixabay
I'd finished a music degree, with no idea what to do next - no one was suggesting I carry it on any further, although at the time I think I would have liked to without any particular idea how. Now I feel like I've forgotten everything about it except the opening bars of Puer natus est, which began our Melody as Ritual lecture series.

I ended up doing a music PGCE, which was very challenging. I enjoyed the work at one school, but not the second, and while it equipped me with lots of skills, it really wasn't what I wanted to do at the time. However, it had got to June and I was just finishing up some of the written work. I was in the UL looking up resources on one of their catalogue computers, and just happened to think, "let's just quickly check the careers website, not done that for a while," and saw an opening for a library assistant at the Pendlebury Library of Music...

Reader, I got the job.

It was tedious work - the library was in the process of moving online, and my day was spent literally scanning hundreds of barcodes, but I got my in. A few months later, the librarian changed jobs and the rest of us were bumped up a bit with responsibilities while they hired a new librarian, so for 12 weeks I got to find out what the rest of being a library assistant was like. And clearly that didn't put me off, because when the contract finally expired and nearly everything was online, I moved to the Squire Law Library, then four years later to the Fitz.

I'd just started my distance learning library degree with Aberystwyth then, and that carried me through the next 6 years. In that time, the other staff at the Fitz library took early retirement and left me mostly alone, so I took over most of what they did for a modest promotion: my official job title is now "Chief Library Assistant".

I'd never considered being a librarian, or working in libraries, up until that fateful day in the UL. Sometimes I wonder what would have happened if I'd not seen that posting. Where would I be? Would I have left Cambridge entirely? Sucked it up and been a teacher though I know I would have hated it? It's funny, but I clearly didn't know myself at all, because when I found library work, I found something I enjoyed and was pretty good at. So the library gods were truly smiling on me that day.

(Image of Wiborada, patron saint of libraries in Switzerland. Deutsch: wahrscheinlich Friedrich ColnerEnglish: probably Friedrich Colner / Public domain)

Thursday, 2 April 2020

Favourite Item

Wow, getting to the tough questions straightaway!

So it's naturally very hard to have one particular favourite, and even harder to show you any of them when I'm not currently at the library. When things were looking serious, I made a few trips in the car to grab what I could in order to work from home, which wasn't an awful lot - I really don't have a lot of room at home for everything. So instead of showing you my absolute favourite, which even if I knew what it was, I probably don't have access to it, I'm going to show one of my favourite items I happened to bring home with me for cataloguing.


Gorgeous, isn't it? So, what is it?


It's a Christie's catalogue, for an 18-day sale in 1856. These are really useful for us - for provenance, we can use them to track down items which may have seen the inside of an auction house - some things more than once. Why did I pick it? Firstly, that psychedelic binding! A close-up below:


Here also we find that the book has its own provenance. Spencer P was a keen collector of antiquarian delights, and his bequest to the museum included a collection of chapbooks among many other things. But below is the other reason why I picked this item out.


That right there is some serious calligraphy porn. A beautiful hand, and some really fascinating information: he (I assume Spencer but haven't confirmed this) has noted down the price each items was sold for, and who it went to. Colnaghi is a dealer that we also have catalogues for, so maybe some of these items will be in some of their later catalogues too?

And finally, just another picture which shows the attention to detail when it was bound: the fore-edge has the same marbling as the end papers and the covers. Okay, it's no careful painting, and the design is the same all the way round, but for a book which is in my library, rather than the MSSPB collection, I think it's a quite stunning little work of art with a lot of interest!


PS For those of you who care about this sort of thing, yes, it really does smell fabulous.

Wednesday, 1 April 2020

My Library

#LIBRARY30 1: My Library

My library is a bit of an unusual creature, as far as I can tell. It's based in a museum within a university, which I often say is the triple whammy of public service - all three are underfunded!

It's mainly a reference library, since the museum's archives are entirely separate, as are the museum's outstanding manuscripts and rare printed books collections. We have several main foci: exhibition catalogues, particularly of exhibitions we've lent objects to, general art texts and periodicals for research, and dealers' and auction catalogues, which I think is our USP. Mind you, no one group seems to demand more enquiries than another, which makes me think that we get the balance about right.


Here is the library as it looks now. When I started, it was about three times the size, but we lost the bit at the front to a locker area, and the open shelves where people could browse the books became a closed off space, so it's somewhat of a corridor now. It can get a bit crowded when we have a lot of visitors! It's open to all: university members, researchers, members of the public, and although most of our visitors are students of history or history of art, sometimes it's surprising who does come to visit.

Of course, that's not happening right now - it's not surprising, but we're currently seeing very few research enquiries or requests to visit while we're all on lockdown!

Wednesday, 25 March 2020

#LIBRARY30

So the world has gone a bit mad, and I'm working from home whilst also teaching my school-aged child and simultaneously entertaining and stimulating my 17-month-old, while also trying to make sure we keep on top of all of the things but also staying 2 metres away from anyone else...

... These are strange times indeed, and it feels very odd trying to do any work while I'm so far away from the collections and people I work with. I came across a Twitter post a couple of weeks ago which really caught my eye:
 And while it's for archives, I thought it might work well for libraries too. So, over the next month, I'm going to try and write a post each day for my own #LIBRARY30. If it captures your imagination, why not have a go too?

Monday, 3 February 2020

Framework Five - Thing 1: What is Information Literacy?

I have enrolled onto the Framework Five as a fun way to do CPD, and although I wasn't sure about the time commitment, I'll see how far I get.

Thing 1: What is Information Literacy?

magnifying glass Image by geralt CC0 Public Domain via Pixabay

Your task for Thing 1 is to write a short, reflective paragraph on what informs, and contributes to, information literacy in your context. Think about some of the types of information you deal with as part of your job. This could be metadata, student information, statistics on anything from borrowing to social media, budgets, lists of holdings, palaeographical information, etc. Try to narrow your thinking down to a specific information-based task that you feel particularly fluent in or confident about.

I thought about what I felt most confident about, and decided cataloguing was a good subject for me. I started brainstorming where I picked up all my cataloguing information, and it started to become quite a long list! Initially, I learnt on the job when I first started in the Fitzwilliam Museum Reference Library, then I went on half a dozen courses run at the University Library. The training uses a variety of resources, which do inform what I do - using Library of Congress Subject Headings, for example, or making sure that the catalogue meets minimum ISBD requirements involves knowing what those requirements are. I've also attended training run by other groups for specific types of resource - exhibition catalogues, maps and music are all treated differently, for example. And finally I had to learn the theory behind cataloguing as part of my library degree (and did an exercise in cataloguing computer games, which was a lot of fun).

But the learning only begins with the formal training, and my cataloguing now looks very different from the cataloguing I did when I first started, even after I'd completed this training. Since then, new guidelines and specifications have been rolled out, and new software has been made available (and obsolete software has been retired). I've made new connections with relevant communities - the Cataloguers' Forum is one, and talking to colleagues and volunteers about our work means we share information with each other. Twitter is a helpful tool to extend communities of practice beyond the immediate workplace, and can lead to useful advice and articles - for example although I'd learnt that there were limitations to the world view espoused in Dewey and LC classification schedules, the problematic language still used by these world views was something I learnt much more about through the Twittersphere. And finally, my cataloguing is informed by the people I catalogue for: the readers who want to access the books I'm cataloguing. If they can't find something, then the record hasn't served its purpose.

Now write a short paragraph on how fluency in this activity is defined, and where that definition emerged from. Think about whether fluency in this activity has changed, why it changed, and how you incorporated those changes into your practice. Consider too the community within which you developed your fluency with that activity, and if and how it influenced you.

So my fluency in cataloguing is going to be different from that of someone who is a cataloguer, I suspect, but there are various ways I think fluency is defined, again some formal and some not so formal. Formal ones include the software we use to catalogue, which won't save a record if it thinks it's not correct, or will flash up warnings of varying degrees of severity (some let you save a record, some don't). Then there's also the bibcheck that the UL runs to check some of the machine-readable data. Fluency changed dramatically for many of us when we switched from one library management system to another and had to learn new ways of working, and that was where I saw the community of librarians change too, to become more collaborative rather than hierarchical - as we were all finding our feet some of us were finding workarounds to solve problems instead of waiting for the fix from 'on high', and sharing these tips, sometimes upwards as well as across.

That's my reflection on Thing 1 - hope I've managed it correctly!

Friday, 10 January 2020

New Year, New Me, New...Blogpost???!

Blowing the dust off this old thing to share my notes from CamLibs2020: 2020 Vision for Libraries. A great event, as ever, and it's amazingly wonderful to just see everyone and say hi. There were plenty of people I didn't catch up with, but so many I did, so despite the terrible awful no-good very-bad news that seems to be happening on a regular basis in the real world, the day was a great one and I don't think I stopped smiling!

The keynote speaker, Hong-Anh Nguyen, was great, talking about the role of libraries in sense-making. The library of the King's Fund, where she works, was the instigator of an online course which explains the NHS - one of the most successful courses in terms of completion on FutureLearn. The strength in the library doing it rather than the researchers is that the material is more easily communicated and understood - not dumbed down, but explained in layperson's terms.

The next talk I went to was Creating Games for Engagement: the Open Access Escape Room, by Katrine Sundsbø. She talked about giving space to ideas, to allow yourself to be creative, before talking about how she put together an OA Escape Room, the obstacles overcome and the results of it - which were somewhat surprising. Apparently people are so focused on winning the game that whatever they've learnt through the process is immediately forgotten (much like exam cramming), so it was only in the discussion afterwards that people would achieve any of the learning outcomes. Practically speaking the ideas bit was useful - write down all ideas, any ideas, and don't cast judgement at this stage - or commit to anything either. Allow them to percolate, give them space to breathe and grow, before revisiting them and then screening them for worth. When screening, have three questions in mind: is it possible? What does it achieve? and What will it need? Then talk to someone - only one person, and make it someone you trust - to see if the idea has merit, or if there are aspects you've not thought about. All the materials for the Escape Room are available on FigShare, so I need to go have a look - I suspect that there might be mileage in suggesting it to our Research Facilitator as a way to get our researchers interested in Open Access..

The other big talk I attended was Research Cafés: the Time to Engage is Now, presented by Katherine Stephan. This was very joyful talk, and rather raw in its honesty too. I didn't even know what a research café was before I attended, so it pricked my conscience a bit as it's clear I don't make enough of an effort to know what research is going on beyond the research I support in my own work. I liked the idea of the cross-disciplinary themed events (homelessess and drones were both mentioned), and it's very obvious that more needs to be done generally in public engagement and this is a great way of getting researchers into a forum where there are members of the public but in an informal and friendly way. Maybe as a public-facing institution we could do something to bridge the gap between researchers across the university (ie not just our researchers) and the public? Food for thought...

But it was refreshing to hear someone say: "If it doesn't work, tweak it. Change it, try again. And if it still doesn't work, or stops working, don't be afraid to just stop altogether."

The lightning talks were a bit variable. Some were interesting, and one was quite useful, but there were others which were a bit of a miss and I wasn't exactly sure what they had actually done. Thinking about a lot of the talks, it does feel as though we've stagnated a bit - I can't help but feel Brexit, austerity and general malaise within universities and libraries has stifled us. Thinking back to only a few years ago, I'd be going to talks where something groundbreaking would be being done (and I'd be sitting there thinking, "Well of course I'd love to do the same if I had the money/time/resources/staff,") - but now we're showcasing projects where people are begging/borrowing/stealing just to get something fairly meagre off the ground. Kudos to them, it's hard to get anything done now, but it's a bit sad that we're reduced to this.

It occurs to me that I'll be wrapping up the organisation of the Arlis conference 2020 (taking place in Cambridge) shortly before CamLibs2021 will need its next working party. Maybe I should volunteer again...

Friday, 4 August 2017

Rare Books Cataloguing


Beautiful books: Special collections from John Hopkins University, via Flickr

It's been a while since I covered rare books as part of my librarianship degree (about 4 years, give or take), so when this was advertised I signed up straightaway. Although I don't deal with rare books - the curatorial assistant takes away any of mine which qualify and put them in the rare books department, which is fair, I guess - I do work alongside them, and it's good to have a refresher in case I can ever help out there.

Liam Sims took the course - he's been a rare books cataloguer quite a while now. I have to say, I was *really* ill that day, and very tired having been up most of the night, but went in anyway. I struggled to stay awake for some of it, but that was because I was ill - so Liam, if you see this, and remember the woman dozing off in the corner, trust me, there was good reason, and I'm very sorry!

First we covered book manufacture, which remained principally the same until about the mid-18th century. It's aspects of this that can give us clues to a book's age, place of manufacture and so on.

Making paper from stuff: Monselice z22 by Zyance via Wikimedia Commons

Paper is made from linen rags, or whatever they could use - it's boiled up in a vat, and turns into "stuff" (yes, that's actually the term). Then a frame with wooden slats one way, metal wires another, and overall covered in a fine mesh is pushed into the stuff. Pull it out, let it dry and you have paper! The wires create what's called "chainlines", and you might also see a watermark stamped into the paper - these both help identify information about where and when the paper was made.

Old paper with watermark via Public Domain Pictures

Printing was done with moveable type by putting a line of text together on a "composing stick" (these medieval chaps believed in calling a spade a spade), upside down and back to front. They were kept in cases - the upper case contained the capitals, and the lower case contained the little letters (hence "upper case" and "lower case"). They'd be arranged with the most common letters in the middle, kind of like Dvorak for typesetters. Type, fonts, and styles varied widely according to the time and the location.

Missionary Printing Press, by Brigade Piron via Wikimedia Commons

If there were illustrations, these would be either woodcuts, which were relief images (like a potato print, so you'd cut away everything but the image you wanted to create), or engravings, which were etched into a metal plate, then the plate would be covered in ink and wiped off so the ink only remained in the etching, which was then pressed firmly onto the page.

Woodcut of an alchemist, Wellcome Collection via Wikimedia Commons

Binding is an interesting one, because books often didn't come bound. The idea was that you could make sure your books matched, so you'd get them bound yourself. These books came in paper bindings. Liam glossed over this area somewhat, because he said the terminology for describing bindings isn't very standardized.
We then took a trip to the University Library's Historical Printing Room. They run courses here in printing, which sounded really interesting - when I don't spend half my evenings babysitting it might be quite fun to try.

The next half of the course was "Rare books cataloguing in a nutshell". Liam claimed that there's no mystery to rare books cataloguing, but it is more detailed than for modern books. It lies somewhere between a full bibliography and a modern book record (good examples can be found at ESTC). He mentioned a couple of points: "entered" means roughly the same as published, and edition is very important, as there may be several editions released in the same year (he gave an example of a Rousseau book which had 3 editions published in the same year).

So in MARC, headings are broadly the same, but there are a few differences, including transcription conventions, descriptive conventions, and levels of detail. Use ellipses (...) for unnecessary information. Include at least the first five words of the title and the alternative title, plus as much as possible of the rest. Omit mottoes, dedications and postnomials and similar, e.g. if "by Richard Bentley, DD, DLitt, Master of Wherever", then write "by Richard Bentley ..." (not "by Richard Bentley.").
If the book is by "anonymous" but you know the author, rather than putting it in square brackets in the 245 field, it goes in a 500 $a Anonymous. By Richard Bentley.
For edition statements put them exactly as they appear, no abbreviations, thus  Third edition, corrected, and not 3rd ed., corr.
If the imprint is known but not on the title page then it goes in square brackets: [1750]. If it's in Roman numerals then write it thus: MDCCCLXVI [1866].
For pagination/foliation, unnumbered pages are counted and the number put in square brackets thus: [4], 250, [3].
599 is the MARC21 field for copy-specific information, e.g. 599 $a Imperfect: title page missing. $5 UkCU. Here might also be where you add information about inscriptions, bookplates - I'm afraid here's where I was really suffering and may not have taken down this information correctly. But former owners/donors go in 700 with a $e (and a $5).

An example of a catchword, which is the first word on the next gathering. UV and catchword aehdeschaine via Flickr
Format is how many times a piece of paper is folded to make a gathering - common formats are folio, quarto (4o), octavo (8o) and so on - you can get up to 128o, but that's probably pretty rare. We covered some terminology used to describe how the pages are arranged, like format, signatures, gatherings (or quires), then launched into having a go at cataloguing our own rare books, generously provided by the UL! So here's my attempt at describing some of the characteristics of one of the books supplied:

Final Thoughts

Made it! So, in the end, what do I think? Image by Ralf Kunze from Pixabay I did this as a way of trying to stay connected with my l...