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Suresh V. Garimella, Executive Vice President for Research and Partnerships and the R. Eugene and Susie E. Goodson Distinguished Professor in the School of Mechanical Engineering at Purdue University, was honored with the 2017 Leadership in Open Access Award from Purdue University Libraries and the Office of the Provost Monday, Oct. 23.

This week (Oct. 23-29) academic institutions and libraries across the globe are celebrating the benefits of Open Access for research and scholarship during the 10th annual International Open Access Week commemoration.

Purdue University’s Suresh V. Garimella (seated in the photo), Executive Vice President for Research and Partnerships and the Goodson Distinguished Professor of Mechanical Engineering, was honored with the Leadership in Open Access Award for 2017 from the Office of the Provost and Purdue Libraries. Pictured, L to R: Jay T. Akridge, interim Provost and Executive Vice President for Academic Affairs and Diversity; Garimella; James L. Mullins, Dean of Libraries and Esther Ellis Norton Professor; and Nina Collins, Scholarly Publishing Specialist, Purdue Scholarly Publishing Division.

According to Dean of University Libraries James L. Mullins, Garimella was selected to receive the recognition this year for leading by example in the Open Access movement at Purdue University. Garimella has more than 400 works posted in the Purdue e-Pubs repository, which have been downloaded close to 256,500 times.

“Dr. Garimella has demonstrated leadership in Open Access to Scholarly Publications by depositing his numerous papers and articles, consistent with copyright and contractual agreements, into Purdue e-Pubs. Therefore, we present the 2017 Leadership in Open Access Award to him in recognition of his outstanding leadership and continued partnership with Purdue e-Pubs to increase visibility of scholarship at Purdue,” Mullins noted.

“It is a great honor to be recognized for our research group’s commitment to Open Access. I am deeply thankful to the scores of students in my group who, over the years, have contributed to the impactful publications that have been eagerly downloaded through the University’s excellent Purdue e-Pubs portal,” Garimella said.

Since 2012, Purdue e-Pubs has close to 15,153,000 downloads from users all over the world, with the average download rate of 2,256,893 per year.

“Dr. Garimella embodies the spirit of the land-grant institution through his work to make scholarly research widely available,” said Jay Akridge, interim Provost and Executive Vice President for Academic Affairs and Diversity. “I congratulate him and all of the students in his group who contribute to global learning by broadening the reach of scholarship.”

For more information about Open Access at Purdue, visit www.lib.purdue.edu/openaccess. Learn more about Purdue e-Pubs at http://docs.lib.purdue.edu/.

Kenny Nguyen (Hilliard, OH), a Purdue University senior majoring in neurobiology and physiology, knows something about applying classroom learning to real-life research work.

“Taking joint lecture-lab science courses not only taught me about the life cycle of cells, but also how to raise them in a real research environment,” he noted.

In 2015, Nguyen experienced a “real” research environment, when he was selected as a Summer Undergraduate Research Fellowship intern and received the William H. Phillips Undergraduate Research Grant from the Purdue Department of Biological Sciences. In addition, he completed an internship at the National Institutes of Health.

In the Fall 2016 edition of JPUR (Journal of Purdue Undergraduate Research), Nguyen published “Degeneration of Neuronal Mitochondria in Parkinson’s Disease” (p. 41), the result of his studies examining “the degeneration of mitochondria in neurons and the implications in Parkinson’s disease.”

The information literacy skills Nguyen — who plans to pursue an M.D. or a Ph.D. in the medical field — has developed in his coursework at Purdue has led to his successful research, publishing, and internship endeavors outside of the classroom.

In his answers below, Nguyen talks about the ways he has learned to use information in his undergraduate studies at Purdue, as well as why it will be important for him to continue to develop his information literacy skills throughout his career in the medical field.

Q. What ways are you learning to use information at Purdue that will be useful for your future professional (or personal ) endeavors?

Through Purdue, I am learning how to apply the information I have learned in the classroom into real-life work directly, such as research or in medical centers. These skills will be vital to me in my future career in the medical field, in which physicians are expected to be updated continually on the progress of medical technology, news, and research. I will be expected to understand these findings and apply them directly to my work. I believe that my time at Purdue has strongly prepared me for my future profession.

Q. Describe a time when you learned to use information in a new way to help you accomplish something.

I used to be the managing editor for the “Purdue Review, Inc.,” the premier campus news magazine. In 2015, we decided to venture onto the online platform to provide news for students in a more easily accessible, convenient manner. None of the members in our organization had knowledge on developing a website, so we used the information and resources available to us for our advantage.

The design team had to learn to design not only magazine spreads, but also online pages, and the writers had to learn how to write articles in a succinct, eye-catching manner that is more suitable for online. And I learned how to upload news articles online and manage the operations of the website.

I had knowledge on how to use Microsoft Office, and by applying the information and skills that I was already familiar with, I learned to effectively use an online software that was entirely new to me.

Q. Have you learned to use information in a course that you have applied to a different situation?

During my freshman year I took a course called COM 217, “Science Writing and Presentation.” In this course, I learned the basics of presenting science to informed and lay audience members, how to craft compelling and informative posters, and write science articles. I used the skills and information I learned in this course to present my research poster for the first time at the Purdue Undergraduate Research Symposium, and publish my work in the 2016 edition of JPUR. Had I not taken this course, I would not have known how to present science, both orally and through writing, effectively.

Clubs have always been an important part of student life at Purdue.  This photo provides a glimpse into the activities of one club and includes its most famous member.  Can you identify the club and one of the men in this image?

Share your theories in the comments and check back on Friday for the reveal!


Neil Armstrong, Purdue class of 1955, was an active member of the Purdue Avionics Club, also known as the Aero Club or Aeromodelers.  In the mystery image, Armstrong (right) and fellow club member Frank Claire wear Purdue Aeromodelers t-shirts as they stand among partially assembled model airplanes and parts at Purdue.

Armstrong put his aviation skills to good use as a test pilot before entering the astronaut program and becoming the first man to walk on the moon.

Test Pilot Neil Armstrong poses here with the X-15 rocket plane after a research flight in 1960.

Original X-15 photo courtesy of NASA. Aeromodelers photograph courtesy of Andrew Claire.

Open Access Week InternationalThis week is International Open Access Week, and Purdue University Libraries is joining libraries and other learning and educational institutions and organizations across the globe to celebrate the benefits of “opening up access to research and scholarship.”

As part of the Open Access Week celebration, Purdue Libraries is hosting Brian Hole, CEO of Ubiquity Press, who will give a talk on open access starting at 10 a.m. Thursday, Oct. 26 in the Wilmeth Active Learning Center (WALC), room 3121. The presentation is open free to the public.

In addition, Purdue Libraries will announce the 2017 Purdue University winner of the Leadership in Open Access Award later this week.

Open Access History

This year marks the 10th year Open Access Week as been officially celebrated, according to Heather Joseph, executive director of SPARC, the organization responsible for creating Open Access Week to broaden support for Open Access to scholarly research.

“Since Open Access Week first began, we’ve made significant progress in building global awareness of the benefits of opening up access to research and scholarship. Around the world, institutions and individuals are increasingly embracing the use of ‘Open’ as an enabling strategy,” said Joseph. “Whether your mission is to tackle critical problems like climate change or ending poverty or to capitalize on the enormous opportunities that having the world’s knowledge at your fingertips presents, Open Access practices and policies can help you speed up progress towards achieving your goals—and that’sOpen Access @ Purdue University a very powerful, very appealing prospect.”

Open Access @ Purdue

To provide a bit of background about Open Access at Purdue University, Scholarly Publishing Specialist Nina Collins, who works in the Purdue Scholarly Publishing Division (part of the Purdue University Libraries), answered a few questions about the Open Access services and scholarly publishing resources offered.

Q. What is Open Access and why is it important to recognize?

Collins: According to the Budapest Open Access Initiative, Open Access is the “free, immediate, online availability of those works that scholars give freely to the world without expectation of payment.” It is an alternate business model for scholarly publishing, allowing free access to the end user. Traditional scholarly publishing business models can contribute to information access inequality—where only affluent research institutions or countries can afford scholarly literature. Open Access breaks down this barrier, allowing access to anyone. Open Access can increase the pace of research and innovation by removing paywalls that limit access to the most recent scientific literature.

Q. What are the Open Access services and resources that Purdue Libraries’ Scholarly Communication offers?

Collins: Purdue Libraries’ Scholarly Communication involves several departments within the Libraries, and personnel in Research Data @ Purdue University Libraries are available to assist with data management planning, data curation, and publishing datasets. In addition, Purdue University Libraries is the home of the University Copyright Office, and staff there are available to assist with copyright, helping make sense of copyright transfer agreements. Purdue Scholarly Publishing Division staff members are also available to assist with most scholarly communication questions.

Purdue University Libraries support Open Access by offering services such as PURR (Purdue University Research Repository), and Purdue e-Pubs, Purdue’s institutional repository.

Purdue e-Pubs staff members work with individuals and departments across campus to provide “open” copies of articles that have been published by Purdue faculty and researchers. We also engage in campus-wide outreach, giving presentations on various topics relevant to scholarly communication.

The Purdue Scholarly Publishing Division offers a free mediated CV review service to Purdue faculty and researchers. Our staff will review sharing policies of the journals in which staff have published their research; and, for those that permit sharing, we will upload the articles on behalf of the staff members—with their written permission, of course. We will review copyright transfer agreements upon request, and we seek to find ways to make Purdue research freely available.

Q. What is your role in regard to Open Access resources at Purdue?

Collins: Within the Scholarly Publishing Division, I am the go-to person for scholarly communication and Open Access concerns. I manage Purdue e-Pubs, engage in outreach, and collaborate across departments to help researchers find the right service for each scholarly communication concern.

Purdue University Libraries, which is an institutional member of SPARC, supports many Open Access initiatives including DOAJ (Directory of Open Access Journals), HathiTrust, the Open Textbook Network, and SCOAP3.

We are institutional members of BioMed Central—qualifying all researchers at Purdue a 15 percent discount on article processing charges for BioMed Central journals. We are also institutional members of MDPI, qualifying all researchers at Purdue a 10 percent discount on article processing charges for publishing in MDPI journals.

Purdue University Press and Scholarly Publishing Division publishes several completely Open Access journals, and we are proud to have publications selected for “unlatching” by Knowledge Unlatched.

For more information, visit www.lib.purdue.edu/openaccess or contact Collins at nkcollin@purdue.edu.

This article is part of the Inform Purdue 2017 information literacy campaign. Read more about it at blogs.lib.purdue.edu/news/2017/10/12/inform-purdue-2017/.

In his college career at Purdue University, Austin Coon–a senior double economics Honors and management major–has found participating in case competitions to be an excellent way to apply what he’s learned in the classroom and to real-world business scenarios.

“Taking part in case competitions has vastly improved my public-speaking skills and given me confidence to succeed in job interviews. In a typical case competition, participants are given anywhere from four hours to two weeks to solve a case with a team. During that time, you are tasked with becoming an expert in the given problem and industry. Oftentimes, you have to start right at square one, as you will be presented with an issue that you know nothing about,” he explained.

Coon is one of many Purdue students whose learning activities outside of the classroom require information literacy skills. In the brief Q&A below, he talks about how he has applied those skills to his areas of study in economics and management.

Q. What are ways that you are learning to use information at Purdue that will be useful for your future professional (or personal) endeavors?

A.  Case competitions allow students to expand their knowledge by challenging them to learn as much about a topic or industry as possible in a short time frame. Purdue offers several competitions a year—such as the annual Midwest Business Libraries Case Competition (formerly known as the Parrish Library Case Competition)—that target students who have never competed in a case before.

Furthermore, as you improve your ability to perform in the introductory case competitions, Purdue offers more advanced competitions, for which they will fly you around the country to compete. During my sophomore year, I was fortunate enough to be taken to the University of Connecticut to compete in a competition there.

Q. Describe a time when you learned to use information in a new way to help you accomplish something.

A. A couple of years ago, I competed in an international case competition about big data and applying the data to the human resource (HR) practices of a company in the auto industry. At the time, I knew nothing about big data, had never taken a class on HR, and had very little experience with the auto industry. My team members and I were all in the same boat. We spent that week diving as deep as we could in those three topics and then were able to build a presentation that we were incredibly proud of when we were finished. We ended up earning second place, which was the best placement a Purdue team has ever achieved in the competition.

Q. Have you learned to use information in a course that you have applied to a different situation?

A. Purdue and case competitions have strengthened my ability to process large amounts of information and condense it. For example, in my internship this past summer, I worked with large sets of data. One of my tasks was to turn the data into a “meaningful story” to present to the company’s senior leadership team.

To explain, I was tasked with creating a scorecard that tracked our relationship health with our different clients, so I would track to see which of our clients were happy with us and which were upset, as well as what made them happy or upset.

To create this scorecard, I analyzed data on the hundreds of different metrics that my company recorded for each client, as well as conducted interviews with client contact leaders in the organization to get a holistic understanding of what made clients upset.

After understanding this, I was able to design a scorecard that was automatically populated with objective metrics and organized in an easy-to-understand color code and format for each of the 180 different clients that we tracked internally.

By doing this, I was able to give our leadership a way to pinpoint quickly any pain points we had with our clients. With this knowledge, they could then focus their efforts on any key issues to improve client satisfaction.

My experiences at Purdue have given me the confidence to believe in my own abilities and to trust that I will produce a product of high quality. My time at Purdue has also made me feel properly prepared to work with several other full-time employees that are high in the organization’s hierarchy.


“Inform Purdue,” Purdue Libraries’ Information Literacy Social Media Campaign, to Launch Oct. 16
Inform Purdue: Purdue Libraries’ Information Literacy Celebration
Inform Purdue: Applying Information Literacy to Interior Design

This article is part of the Inform Purdue 2017 information literacy campaign. Read more about it at blogs.lib.purdue.edu/news/2017/10/12/inform-purdue-2017/.

Amanda Wegener, Purdue UniversityAs part of her coursework since she arrived at Purdue University as a freshman, Amanda Wegener, a junior interior design major, has been learning to apply her information literacy skills.

“As an interior designer, I have a background in basic design, and since my first year here, I’ve been analyzing and critiquing designs. In our courses, we’re taught to think like designers and see the world the way they see it,” Wegener explained.

For her freshman history honors course, her assignment was to analyze the designs of NASA mission patches, which turned out to be a perfect opportunity to apply her information literacy skills and engage with primary research materials in the Purdue University Archives and Special CollectionsBarron Hilton Flight and Space Exploration Archives.

“When I was researching NASA mission patches and the preliminary drafts of the designs and the thought processes behind their designs, I mentally dissected the elements–to see how each of them served a purpose to enhance the purpose of the whole. I also thought about how the psychology of color plays into the color choices and how the shapes played into the design and how the designers used symbolism to represent parts of the mission or the crew,” she added.

Under the mentorship of History Professor Michael G. Smith, Wegner took her research one step further and submitted her work to “Quest: The History of Spaceflight Quarterly,” where her research was published.

Wegener said that learning to use information and interpret and apply it has been integral to her success at Purdue. In a brief Q&A piece below, she talks about information literacy and its importance for her current and future projects and experiences.

Q. What are ways that you are learning to use information at Purdue that will be useful for your future professional (or personal) endeavors?

A. There are a number of ways I’ve been getting experience seeking out and utilizing information over my last couple of years here. I’m an interior designer, and research is critical to our field, both the softer side of understanding clients and determining their needs in a space, but also a more scientific side of a current space, what materials are made of and how that affects a space, or how to figure out how much lighting a space needs. Then all that information, technical or vague, needs to be transformed into multiple languages, one for the client, another for designers, and another for contractors.

One super helpful thing I’ve learned at Purdue is how to communicate with people from vastly different fields with completely different vocabularies. I’ve been able to explore how to use terms they understand to communicate a concept from my world. This is something I started realizing I loved doing in high school—translating one person’s jargon into another so that others can understand. This will be super helpful as a designer, but also in communicating with any and every individual I may come across.

Q. Describe a time when you learned to use information in a new way to help you accomplish something.

A. For so much of many students’ college careers, they are focused on learning the facts so they can regurgitate them on tests. But when doing original research on primary materials, there are so many little details about history that you could never discover in a history book or course. It makes history relevant and fascinating because it makes it real and personal, and people care about that and find it interesting. People keep asking me about my work this summer since I’ve been “on the inside” in a way, but not even really, with the Amelia Earhart story. Since I worked with the Frederick Noonan collection, I learned many details about Earhart’s last flight, and I always had interesting updates for my friends and family, which provided quite a handy topic of conversation that all parties enjoyed.

In other ways, I’ve used my experience as a history research student in research more directly related to my major, such as my research this last spring about sustainable lighting design and also in my work last summer at in the ASC.

Q. Have you learned to use information in a course that you have applied to a different situation?

A. My research with Flight Paths was on the design of NASA mission patches, which information I used recently, when the Archives was contributing to an event at the Gus Grissom Museum. We said we would provide an activity for children, and I designed a worksheet for them to design their own patch with some small description on what flight patches were. I also made a more detailed sheet, which included three NASA insignia and some of the thought process behind those designs, for adults. It was also interesting to go back and forth and see how researching NASA design influenced my design work and how being a designer helped me understand how the NASA insignia were designed—it went both ways.

As for the courses in my major, I have used that information in all kinds of other spheres in my life, especially in my “Interior Materials and Finishes” class from last spring. I’ve been advising a friend and her dad who are replacing the flooring in a small business they own, or helping another friend pick out paint sheen, or giving suggestions to the Residence Life Manager of my apartment building about counter tops. It comes up in all kinds of casual conversations with friends and goes way beyond the classroom.


“Inform Purdue,” Purdue Libraries’ Information Literacy Social Media Campaign, to Launch Oct. 16
Inform Purdue: Purdue Libraries’ Information Literacy Celebration

Read more from Inform Purdue at blogs.lib.purdue.edu/news/category/inform-purdue/

Clarence Maybee, Information Literacy Specialist, Purdue University Libraries

Clarence Maybee, Information Literacy Specialist, Purdue University Libraries

Over the last few years, the U.S. government, as well as governments in various states, have commemorated October as Information Literacy Awareness month. This October, Purdue University Libraries continues the tradition with our own celebration of the importance of information literacy through “Inform Purdue,” a social media campaign that will share Purdue faculty members’ and students’ own stories of teaching and learning about information literacy and how it helps them accomplish their educational and professional goals. All content will be posted on Purdue Libraries’ various social media feeds (Facebook, Twitter, YouTube, and Instagram) over the next few weeks.

“It is extremely challenging to navigate and make sense of the information we need to make good decisions in today’s information environment,” notes Purdue University Libraries Associate Professor and Information Literacy Specialist Clarence Maybee. “That is true if one is deciding which history journals to use to research a topic for class, purchasing a new car, or presenting to the boss on a new direction the company should embark upon.”

At Purdue, this challenging navigation is where Maybee and his fellow colleagues at Purdue Libraries come in to steer learners onto the path of finding, evaluating, interpreting, and applying information to solve problems and construct new meanings.

First up in the multi-week campaign is a short video featuring Nancy Peleaz, associate professor in the Purdue University Department of Biological Sciences. But before you watch the video, take a moment to read–via the brief Q&A below–more about Dr. Maybee’s role as Purdue’s information literacy specialist, as well as the other ways Purdue Libraries personnel contribute to information literacy and learning at Purdue.

Q. Tell me a bit about your role as the information literacy specialist at Purdue University Libraries, e.g., what kinds of responsibilities do you have in this position in regard to: Purdue students? Purdue faculty? other Purdue Libraries users?

Maybee: I have the best job at Purdue! I work with Libraries faculty and staff to address the challenges students often face in this era, one in which they are inundated with an excess of information. We meet with students in their courses and teach them how to use information critically to complete their assignments. We also work regularly with Purdue instructors to develop class activities and assignments in which students learn about using information as they engage with the course content. I also conduct information literacy research and use the findings to inform my teaching efforts at Purdue. I work with closely with Libraries faculty and staff to keep them abreast of advances in information literacy discussed in the field and to continue to develop our excellence in teaching.

Additionally, I lead the Libraries’ involvement in the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program, in which Libraries faculty and staff work in teams with instructional developers and teachers to redesign courses to make them more student-centered. The Libraries faculty and staff involved in IMPACT work with teachers to help their students critically use information to learn in the active and dynamic environments that are the hallmark of IMPACT courses.

Q. Why is it important for the Purdue Libraries to have an information literacy specialist?

Maybee: There was a time when most of the information a student needed for class was handed out by the instructor or delivered via the instructor’s lecture. That is not true today—students may gather a wide variety of materials from online, or even collect first-hand information through interviews or observations. They need to be able to critically evaluate and analyze the information they are using to learn, inside and outside of the classroom. An information literacy specialist, through teaching and research, sheds light on the needs of the 21st century learner and offers pedagogic tools for enabling learners to navigate the complexity of today’s information landscape.

Q. How do you provide information literacy resources to Purdue, e.g., through particular programs, like IMPACT, or through other initiatives?

Maybee: The Purdue Libraries information literacy efforts align with the Purdue Moves initiative’s goal of creating Transformative Education, which emphasizes the development of innovative approaches to teaching and learning. Working with campus partners to create IMPACT is one of many efforts through which the Libraries is working to transform education.

Information literacy plays a big role in educational innovation, which often encourages learners to use information in new and challenging ways. Purdue Libraries personnel focus their information literacy efforts on teaching students to use information in the context of learning. Libraries faculty, who liaise with departments at Purdue, work with teachers to integrate information literacy into curricula. Many Libraries faculty and staff also work with other campus learning initiatives, such as partnering with The Graduate School to teach graduate students to use and manage data, or working with the office of Undergraduate Research to provide workshops for undergraduate researchers on different aspects of the research process and communicating as a scholar.

Q. Who else in Purdue Libraries provides information literacy resources for Purdue students and faculty?

Maybee: The Libraries faculty and staff at Purdue all endeavor to enable learners to find and critically use information for their coursework or other activities. The Libraries faculty who liaise with specific departments work very closely with those faculty and students. Libraries faculty and staff are also dedicated to teaching students and faculty at Purdue to use and manage data and take part in scholarly communication. Libraries faculty also serve on campus committees, such as the Undergraduate Curriculum Council (UCC), where our expertise is put to use to help ensure that information literacy is part of the student learning experience at Purdue.

That said, a few people in the Libraries have very specific roles in advancing information literacy on campus. For example, Rachel Fundator, the information literacy instruction designer, works to advance information literacy through the IMPACT program and on information literacy efforts across the Libraries. Michael Flierl, the learning design specialist, works closely with students in transition, such as first-year or international students, to enable them to use information to learn. Rachel, Michael, and I work as a team to inform the Libraries’ efforts to address the information literacy needs of faculty and students at Purdue.

Q. Any other important information to include about information literacy and its role in the information age?

Maybee: When people are learning, they are almost always using information. Purdue Libraries’ information literacy efforts aim to teach students to critically use information to learn and make informed decisions while at Purdue and in their lives after graduation.

Nancy Peleaz, Associate Professor, Purdue University Department of Biological Sciences


“Inform Purdue,” Purdue Libraries’ Information Literacy Social Media Campaign, to Launch Oct. 16

Hicks Undergraduate Library, Purdue University Libraries

West entrance to Hicks Undergraduate Library, Purdue University Libraries

The Hicks Undergraduate Library will be open again 24/7 (with Purdue University ID swipe access overnight) starting Monday, Oct. 16 for the remainder of the fall semester 2017.

According to Dean of Purdue University Libraries James Mullins, after gathering data about use at WALC, it was determined there is a need for Hicks to provide 24/7 access due to the high number of student-group meetings taking place in the Wilmeth Active Learning Center (WALC) classrooms in the evening, reducing its capacity.

A task force will soon be formed comprised of Libraries faculty and staff members, Registrar staff members, and Purdue Student Government president to determine the appropriate use of the WALC classrooms for the Spring 2018 semester.

No student groups have been approved to schedule a classroom in the WALC for spring semester until this Task Force makes its recommendation.

Also, use statistics will be collected for both Hicks and WALC during the late-night and early-morning hours to determine level of demand and whether it warrants maintaining Hicks as a 24/7 facility after the Spring 2018 semester.

To access all the Inform Purdue posts, visit http://blogs.lib.purdue.edu/news/category/inform-purdue/

Inform Purdue: Purdue Libraries 2017 Information Literacy Campaign

Check out Inform Purdue posts at go.lib.purdue.edu/informpurdue17

One of the pillars of the Purdue University Libraries’ learning model is to cultivate information literacy among students to support Purdue University’s goal to deliver student-centered learning. Student-centered learning requires that learners know how to find, evaluate, interpret, and apply information to solve problems and construct new meanings.

According to Purdue Libraries Associate Professor and Information Literacy Specialist Clarence Maybee, to support learners in today’s information-rich environment, the Purdue Libraries faculty and staff members are committed to enhancing student information literacy by advancing educational practice and research.

To highlight the importance of information literacy, on Monday, Oct. 16, Purdue Libraries is launching “Inform Purdue,” an information literacy social media campaign. In a series of videos and images, the campaign will feature Purdue University faculty and students talking about how they have applied information literacy in their courses and research.

“Purdue Libraries’ approach to information literacy is to teach students to use information in the context of learning about something—much as they will do on the job, or to make personal decisions after graduation,” Maybee explained. “In the ‘Inform Purdue’ campaign, Purdue students, faculty, and staff share their own ‘stories’ of teaching and learning about information literacy, and how it helps them to accomplish their educational and professional goals.”

Content in the “Inform Purdue” campaign will be posted on Purdue Libraries Facebook page and Instagram and Twitter feeds (see www.facebook.com/PurdueLibraries/; twitter.com/PurdueLibraries; and www.instagram.com/purdueulibraries/). Purdue students, faculty, and staff will be encouraged to share how they apply information literacy in comments and in retweets (with the hashtag #InformPurdue).

For more information about Purdue Libraries’ information literacy resources, visit www.lib.purdue.edu/infolit, Purdue Libraries’ Information Literacy blog at http://blogs.lib.purdue.edu/infolit/, or contact Maybee at (765) 494-7603 or via email at cmaybee@purdue.edu.

Yvonne Pitts, Associate Professor

Yvonne Pitts, assistant professor of history, was awarded $3,380.00 by the Purdue Library Scholars Grant Program to conduct research for her article, “’Vile Characters’ and Property Law: Regulating Prostitution and Creating Property in Civil War Era Nashville, 1860-1868,” which examines the short-lived system of regulated prostitution during wartime in Nashville, Tennessee.

The Library Scholars grant is awarded to untenured and associate professors tenured after July 1, 2015, to support research-related travel expenses to archives and collections outside of Purdue. For guideline and submission instructions to the Library Scholars Grant Program — now accepting applications no later than 5 p.m., Friday, November 10 — visit www.lib.purdue.edu/scholars/guidelines.

In her answers below, Dr. Pitts shared a bit about her travel to two different archives for her research, which the Library Scholars Grant Program supported.

Q: Yvonne, what is the focus of the research you conducted with the Library Scholars Grant Program?

A: My project examines crime and vice regulation and the system of regulated prostitution imposed by Union military authorities in occupied Nashville during the American Civil War. I am concerned with the exercise of legal authority on the ground in Nashville, which after occupied by the forces of General Ulysses S. Grant, had several competing law enforcement forces. My work at the two archives I visited reveal a complex, often haphazard system of multiple law enforcement actors that evolved in response to military demands, civilian hostility, and the threat of public disorder. During this period, soldiers often became the object of scrutiny for law enforcement agents while prostitutes, while subject to licensing and inspection, gained greater zones of legal autonomy.

Q: When did you travel to the unique collection/archives and what did you find there?

A: I traveled to two archives. The first, the Nashville Public Library holds the local civilian court and government records, including case files and the Aldermen’s minutes. The National Archives and Records Administration in Washington D.C. holds the federal government records which includes the Army records, the Provost Marshal (military’s law enforcement force), and Surgeon General’s reports. Access to these records, which are rarely digitized or even indexed in any detail is essential to my project.

Q: How did this grant enable you to complete or add to your research?

A: The Library Scholars Grant allowed me to study important local law enforcement records. After these trips, I have been able to write grants for more research funding, develop a plan of research for a book manuscript, and write an article draft.

Q: What are some highlights and memories from your travels?

A: One highlight was finding the Jail Record books in the National Archives. As I discovered at the Nashville Public Library, many of the criminal case files from Nashville had been destroyed, so I was not able to read transcripts and judgments from local civil arrests by the Nashville Police. At the National Archives, I discovered the U.S. Army Provost Martial’s Jail Record Books. These books contained information about charges, prisoners, sentences, and locations of arrests. They are a wealth of information. On another note, after I left the Nashville Public Library at closing, I had some of the best barbeque of my life in Nashville.

Q: What tips would you give to scholars applying for this grant?

A: Be specific about the collections you hope to access. I called and emailed with archivists from both locations for about two weeks before I finished the application. I included their names and the specific collections, sometimes to the volume or folder level, that I planned to access. I sought to convince the Library Scholars Grant Committee that I would hit the ground running on my first day.