WorldCat Discovery To Replace WorldCat Local

WorldCat Discovery to replace WorldCat Local

WoldCat Discovery LogoOCLC, the developer of WorldCat Local, will be retiring the product on August 9, 2019. Access will end on this date, and then all existing WorldCat Local URLs will point to the Seton Hall University Libraries’ WorldCat Discovery service.

So if you have used WorldCat Local in the past, or have it bookmarked on your computer, your link will now automatically re-direct here https://setonhall.on.worldcat.org/discovery. WorldCat Discovery offers a much-improved and more powerful search interface.

If you have any questions or concerns, please reach out to:

Sebastian Derry
Assistant Dean for Public Services
Seton Hall University Libraries
sebastian.derry@shu.edu | 973-275-2058

Research Relationships: An Interview with Professor Martin Edwards

Research Relationships: An Interview Seton Hall Professor Martin Edwards

Martin S. Edwards is an Associate Professor & Chair in the School of Diplomacy and International Relations at Seton Hall University, where he teaches classes on International Organizations and Research Methods.

 

You are an award-winning researcher, you publish scholarly books and articles, you teach, are a media commentator and make media appearances. How do you find time to balance all these? How did you know you were any good at any of this?

I don’t think anyone that says that they have balance in work-life or in their career probably really does—I think they are more telling people they have balance.

What I have to do is realize my limits, and realize that there’s a lot of stuff in the news especially in the last couple of years that I could comment on, but there are other people that can certainly comment on these things and so I’m perhaps better off letting some things go. The one thing I do try to do is realize limits and focus on “media things” that are perhaps unfolding or have yet to pass, that I can comment on. So I try to position myself for those things, and that means that I kind of lie fallow for a while.

During the semester balancing teaching and writing that’s always a challenge—I think that’s a challenge for everybody. Some semesters you just have to realize that “I’m just not going to get as much done” and that’s okay. Our class work is important, especially here, we need to take that seriously.

I don’t think I look back and say “Wow I’m really good at this!” I just think I want to try, especially with media stuff right now. There is so much that the public doesn’t understand about what the U.N. does, about international economic policy. I think it should be our responsibility as learned folk to try to communicate and try to explain these things in a simple manner.

A colleague of mine said that at one point in her career she realized what she could do and what she could not do, and I try to do that. So it’s not a question of me being good it’s just a question of saying “this is a priority, this is something I want to invest time in”, and plugging away at it.

Your book came out last December, The IMF, the WTO & the Politics of Economic Surveillance. Can you talk about the book, and how it grew from your research and your interests?

A book is kind of the sine qua non of scholarship. For a while I didn’t realize that what I had was actually book size. But the more I thought about the phenomenon that I was studying the more I realized that there was a book there.

There’s a lot of scholarly work written on the IMF (International Monetary Fund), there’s a lot of scholarly work written on the WTO (World Trade Organization), and there’s lots of stuff we know about both institutions but there are some things that we don’t know. What I tried to do in the book is shed light on those things that we do not know.

So what does that mean? The scholarship on the IMF focuses on lending. For example: Argentina borrows a large amount of money from the IMF—does that loan make a difference? Does it have bad consequences? So that’s a large focus of the scholarship on the fund. On the WTO side a lot of the scholarship focuses on trade disputes. Are countries more likely to win or lose when they take each other to court in the WTO?

But both those institutions have a more mundane day-to-day role of giving countries economic report cards. For the IMF this is done every year. The one for the U.S. was done last July so there’ll be one this July (2019). For the WTO that’s done every 2 years, for large economies. The U.S. was just done in December (2018).

What do these reports look like? Are these reports read by government officials? Do they make a difference in policy? These things are largely understudied. It seemed to me the stuff of what international organizations do is a lot of this day-today monitoring—human rights, finance, environmental issues—that’s an entry point to understand what monitoring looks like.

I had no intention of originally writing on the WTO, but I realized this is an organization that also does the same thing and it might be interesting to compare a financial organization to a trade organization. And the two of them practice the surveillance very differently, so it’s interesting to think “is there a right way or a wrong way to study these sorts of issues? How should we best design international organizations, moving forward?”

Since the book’s publication, what has been the response from either the IMF or the WTO?

 The IMF is reviewing surveillance next year, they do this every couple of years. And I was actually down in Washington D.C. and walking them through what I had found. And what I had found was—which they weren’t very fond of, but that’s okay— that even in a time that you would expect the fund to have an influence which was in 2011, when we’re talking about raising the debt ceiling and that was at the same time one of these reports was coming out, these reports didn’t make a ripple. They weren’t discussed in congress, they weren’t discussed in the media. Similarly for the WTO you would think a lot of our discussions about what the WTO finds about China would be of interest. That also doesn’t make a ripple on Capitol Hill, it doesn’t make a ripple in the media.

IMF staffers weren’t really pleased to be told “Hey, you guys have some work to do.” They do face a basic challenge of how do you explain details about fiscal policy to a citizen audience that isn’t terribly well-versed in economics?

I’m hoping that there’ll be a bit of an impact; they certainly know that I’m watching them. I’m practicing surveillance of their study on surveillance, and so we’ll see what happens.

How reliant are you on the resources and services Seton Hall University Libraries makes available—books, electronic resources, interlibrary loan? 

If we didn’t have these tools, I couldn’t have written this, period. There are a number of ways in which the library helped. Interlibrary loan helps to leverage what we don’t have and get it for us. At one point last spring I had to re-write the literature review of the book, and there were probably about two dozen requests I placed in a day and a half!

I used the Lexis-Nexis database incessantly, because we had to figure out what newspapers said about these reports. That was a vital tool and if we didn’t have it, it’s not clear what I would have been able to do.

I’ve tried to use my email inbox to make my scholarly life easier. I have alerts for journals that come in. When a journal that publishes on the sorts of stuff that I find of interest comes out, I get those tables of contents. I have Google Scholar alerts that track individuals who are writing on these sorts of things, as well as generic searches for “IMF”, “global governance”, “international organizations”.

Those things pop up in my inbox every morning, and it’s an incredibly easy way for me to stay on top of the field. I’m amazed the technology has made this part of my life simpler.

For students who are new to the research and writing process, or your own students, what advice do you give them? How do you guide them so they don’t get overwhelmed?

For me, when I got to where I went to undergrad, where I went to graduate school, one of the first things I did was just go to the library. Just walking around and getting the lay of the building is really important, just so you can see different things.

For many students these are skills that they were never trained at in high school. What I try to do is model best practice—I remind students that it’s important to stay current in the news. I will send them every Monday a list of links, and these are articles I come up with on social media often and send them in an email, and they get to see the stuff that we talked about in class last week, here’s how this maps out. Being literate in the media does not mean reading the news that comes up in your Facebook feed.

The other things I try to do is walk students through what to use and what not to use. Google is a great tool for getting movie times, but as a tool for research it’s not designed that way. I try to walk students through books versus journals. It’s often common that students will think that they need to read books, and sometimes the empirical work that they need to see for a research project is never going to be in a book it’s more likely in an article.

For us the critical partner for us has been the library liaisons. They are willing to work with students one-on-one, and provide backup in ways both large and small for faculty; it makes my job a lot easier. I have graduate students that might not feel comfortable with how libraries work. It’s nice to be able to have a resource that we go back to. I always have the name of our library liaison in my syllabi, as a way to help students connect the dots, and help students realize where one can go to get further help.


Explore previous Research Relationships interviews https://library.shu.edu/researchrelationships

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Institutional Repository Hits 3 Million Downloads

As of the end of the spring 2019 semester, Seton Hall’s Institutional Repository officially surpassed 3 million downloads. The Repository is an online database comprised of scholarly pieces such as dissertations and theses written by Seton Hall students and faculty. University Libraries implemented this electronic resource in 2011 and partnered with Seton Hall Law, allowing worldwide viewers to access these works, download them, and use them for their research.

In less than 2 years, the online library has gained over one million additional downloads, having reached the 2 million download mark in July, 2017. “We are now averaging 600,000 downloads per year, which has doubled from previous years. The infrastructure we have through BePress allows for betters discoverability and search engine optimization of Seton Hall Scholarship around the world,” states Lisa DeLuca, Co-Manager of the Institutional Repository.

Seton Hall’s academic works have been accessed by over 52,600 institutions in over 232 countries. Some of our most highly recognized views come from organizations, companies, and government agencies such as LexisNexis, Facebook Inc., Kaiser Foundation Health Plan, Massachusetts General Hospital, US Dept of Justice, New Jersey Department of Transportation, and State of New Jersey – to name a few. Beyond Seton Hall, top users at other academic institutions have come from NYU, Rutgers University, Columbia University, Harvard University, and UCLA. Since the e-Repository enables digital content to be stored and viewed worldwide, most viewers outside of the US are located in the Philippines, the United Kingdom, India, Canada, and China.

Elizabeth Leonard, the Assistant Dean of Information Technologies and Collection Services believes that, “This current milestone, and the speed at which we achieved it, clearly demonstrated the quality of Seton Hall academics, and the value of our Institutional Repository in providing a platform upon which our scholar’s materials may be found.”

The eRepository contains theses and dissertations, open access research journals, departmental research projects, materials from the Petersheim Exhibition and many digital collections from University Libraries Archives and Special Collections Center. To view Seton Hall’s eRepository and begin your research, visit: https://scholarship.shu.edu/


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Supporting Students and Faculty with an Institution-led Publishing Program

Seton Hall University (SHU) serves diverse stakeholders across its three New Jersey campuses by publishing a wide array of academic materials in its institutional repository (IR). From student-led journals, to theses (which currently have 1,467,560 downloads across 192 countries), to campus-wide events such as the Petersheim Academic Exposition, the eRepository @ Seton Hall University seeks to meet faculty and student publishing needs.

We are excited that the number of downloads from the IR is fast approaching 3 million. According to Sebastian Derry, Assistant Dean for Public Services at Seton Hall University Libraries, the eRepository reflects the library’s mission by providing access to theses and dissertations as well as supporting faculty’s interdisciplinary approach to research. Electronic theses and dissertations (ETDs) are the most frequently downloaded documents from the repository, with 216,000 downloads from 30,877 institutions in 226 countries. SHU’s press release about reaching the milestone of 2 million downloads in 2017 underlined Derry’s point: “This is significant for the fact that the eRepository allows the University’s research to become a viable worldwide resource.”

Journal publishing

Our institution-led publishing program, managed by the SHU Libraries, includes a journal publishing program for the law school and the wider university. In fall 2018, Locus, a new undergraduate research journal created to feature excellent examples of undergraduate scholarship, was launched by the College of Arts & Sciences. The journal has since been viewed by 52 institutions in 43 countries. This is terrific exposure for students who want to build a digital portfolio, and it gives the editors valuable metrics to better understand their readership. Faculty advisor Nathan Kahl, PhD, Associate Professor of Mathematics, was delighted with the process and has become a fan of the institution-led publishing platform.

Locs Journal of Undergraduate Research logoSHU’s Catholic mission

SHU is a private Roman Catholic University, and the repository also ties into the Catholic mission, which focuses on community service and servant leadership. The open nature of the repository is a great service to the campus, local, and global communities. SHU believes that getting involved in the community teaches lessons that can’t be taught in any classroom. The use of the repository, whether for a student-run journal or a campus-wide event such as the Petersheim Exposition, allows SHU to share scholarship and campus resources. SHU’s commitment to the study of theology is also important. In additional to departmental collections, religion-focused journals include Arcadia: A Student Journal for Faith and Culture and Vocations – A Publication of the Center for Vocation & Servant LeadershipThe Catholic Advocate, the official publication of the Archdiocese of Newark from 1951 to 1987, is currently being uploaded into the repository’s digital collections to preserve our institutional history.

Open access journals

Open access journals are available to student organizations, academic and campus centers and administrative departments.  We have had great success with Political Analysis, a student-run journal which added an online presence to its printed issues in 2016 and has over 15,000 downloads globally. The editors and authors find the dashboard metrics very helpful to determine the global reach of student scholarship.

Political Analysis Journal logoFor more information about creating online journals, see Starting, Publishing, and Sustaining an Online Journal: Beginner’s Workshop which was presented at the Digital Commons Conference at The College at Brockport in 2016. This presentation can help other institutions create a framework to launch open access journals.

Open educational resources

To promote sharing among faculty, we created an Open Educational Resources collection on the repository to highlight projects from our Digital Humanities Committee, which sponsors multiple faculty programs per year.  We have also added faculty assignments that utilized PolicyMap, a GIS Lite mapping tool, from disciplines including anthropology, political science and health care administration. Many of the faculty from these different departments had not met prior to the PolicyMap rollout. Now, because of eRepository, they can track each other’s mapping assignments in their classes. PolicyMap continues to be a thread between departments to improve digital literacy among students and faculty communication through the IR.

Conclusion

The eRepository partners with diverse stakeholders to support faculty and student needs.  The next planned project is a syllabi repository for the School of Diplomacy and International Relations that will reduce paper storage and allow virtual sharing of syllabi. We are also excited to be taking in programs from the History Department’s symposia and more academic materials from across our campuses.  We will continue to work with the Office of Research and Grant Services (OGRS) to promote scholarship output and results for Seton Hall faculty, administrative departments and students.  Regular distribution of IR statistics are sent to university deans in an annual report. These reports showcase the excellent global maps that are created by the Digital Commons dashboard.

Map of theses and dissertations global downloads for Seton Hall University
Map of theses and dissertations global downloads for Seton Hall University

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Library Hours Summer 2019

#SHU_Libraries Summer Hours in effect

Tuesday, May 21st — Thursday, August 8th

Monday-Friday 8am – 10pm
Saturday & Sunday 9am – 5pm

Library Closed
Memorial Day Weekend Saturday, May 25th — Monday, May 27th
4th of July Weekend Thursday, July 4th — Sunday, July 7th

View the library’s complete Summer Hours
https://library.shu.edu/library/library-hours


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Kanopy Videostreaming Service Offered By Library For Faculty

Kanopy LogoKanopy, our on-demand streaming video service, is a wonderful resource and we are happy to see it being so well-used.  However, our library materials budget is limited and we cannot sustain the current level of spending. This academic year we have already spent over $14,000 to lease about 90 films (an important note here is that we do not own the films, we only purchase access to each one for one year). In order to continue this service we need to reduce the cost.

Previously, Kanopy films were automatically purchased after 30 seconds of viewing by any user with access to the library, including walk in visitors.

In an effort to eliminate purchases being triggered by casual users and focus on class-related use of the rich academic material included in Kanopy, we have made the following changes:

1. We removed films to which we do not have current access from the catalog. (We used to have all 21,000+ films listed, available for viewing and automatic triggering).

2. Kanopy films to which we do have current access still appear in the catalog for the use of the whole campus community. These will be removed at the end of the one-year subscription period. New films to which we have purchased access are added promptly to the catalog for immediate availability.

3. All films available through Kanopy can still be browsed via the database A-Z list; however, we have added a statement that films can only be requested by faculty:

Kanopy Database Screenshot

4. We moved the Kanopy films listing on Accessing Films at SHU so now Kanopy is part of Streaming for classroom use further supporting the idea that Kanopy films are for academic purposes rather than entertainment. Note that we have other streaming video resources listed there as well.

5. Faculty can browse, search and request Kanopy films directly through the Kanopy interface. Films to which we have access will appear first. To watch or request a video:

          • Click on the film you want, or mouse over it and click on “watch”. If we have access to the film it will open and give a prompt to play it. You will not know if we have access to a film until you click on it – do not assume we have access simply because you see a film’s cover shown on the Kanopy site!
          • Note that you will always see this message at the top of the page, but that does not mean the film is not available—you should be able to play the video:

Limited Access Message

          • If the film is not available, instead of the “play video” or “watch” option you will be prompted to fill in this request form:

Request Form Screenshot

Videos requested by faculty typically will be available within two working days and often less.

If you have questions about Kanopy, please contact:
Acquisitions Librarian Sulekha.Kalyan@shu.edu


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Research Relationships: An Interview with Monet Watson

Research Relationships: An Interview with Seton Hall student Monet Watson

Monet Watson is a Junior at Seton Hall and is a Triple major in Anthropology, Sociology, and Philosophy.

You are doing a lot of exciting research these days. Can you describe what you’ve been working on?

Most of my time has been spent working on the Woman in the Iron Coffin. I was lucky enough to be able to present the results of the isotopic chemical analysis (looking at chemicals in the body and inferring things based on their levels) at the Women and Gender Studies Conference here at SHU and as a poster at the Society for American Archeology Conference in Albuquerque, New Mexico. Before this project I was going to do the same type of analysis on teeth from southern Sudan, but it is a much bigger project than the Woman in the Iron Coffin so decided to forgo that project in favor of the Woman in the Iron Coffin. I don’t know what project I’ll be working on next since I graduate soon but I’m hoping I can continue doing this type of work in the future.

Anthropology – what brought you to it?

I am the youngest of eight by 11 years and my siblings would have me watch the National Geographic channel to keep me busy and out of their hair; after the program ended, I’d have to tell them what I learned. I grew to love National Geographic and wanted to be like the experts on the shows I watch. I learned through National Geographic that the people who were working in Egypt were called Egyptologists. The one I idolized at the time was National Geographic’s Explorer-in-Residence and Egyptologist Zahi Hawass. So, I decided to be an Egyptologist and take his job when he died. Well, he’s still alive and I realized that more documentaries had many people with anthropologist after their name and I started paying more attention to what they did. Soon enough I was in love with the field and decided to pursue it; by this time, I was 14 years old.

When I got to college, I wanted to be a cultural anthropologist who was going to study Ancient Nubia because their language is like ancient Egyptian hieroglyphics but there is no Rosetta stone to translate it. I thought I would go there and crack the language and learn all there is to learn about ancient Nubians. However, ancient Nubia may be flooded soon due to the construction of hydroelectric dams and I would have nothing to study; also, I don’t like large bodies of water. So, I talked with Dr. Savastano, Dr. Quizon, and Dr. Quinn in the anthropology department and that was when I was introduced to the southern Sudan project and biological anthropology.

Afterward, I changed my focus to cultural anthropology and pursuing a curation career, but curators need around 20 years of academic experience to be considered for those jobs and I didn’t want to wait that long. So, projects and analysis became my main interest because if I was going to work for 20 years I might as well know it well and enjoy it. Through that I found more appreciation for biological anthropology and now that is where I want to make my mark, hopefully something of ancient Nubia will still be left by the time I’m ready to go there.

What was your path to working on the Martha Peterson (Iron Coffin Woman) project?

Sometime during the last summer Dr. Quinn emailed me about the Woman in the Iron Coffin project and asked if I’d be interested in working on it and presenting at the Society for American Archeology Conference. After that she gave me papers and articles to read that were relevant to the analysis and Martha’s circumstances. I was ecstatic to work on this project because as a young black woman I’d be helping give a voice back to another young black woman who lived in a tumultuous time of our shared history.

As the analysis started and I learned that she was a free black woman in the 1850s I nearly shouted for joy! It became clear that she was a woman who did not fit the dominant narrative of what so many of us are taught in school. She was free. That was the point of no return for me. Martha Peterson’s story has a piece of me – a fragment of our intertwined narratives, background and existence that speaks to better days on the horizon. I’ve learned a lot from her from this project and I am honored each time I tell her story. The knowledge that she was not alone in being free during this time will help reconstruct the inaccurate narratives we are told about free black people, enslaved black people, and black immigrants in America in the 1850s. What’s more is that Martha may have eaten black eyed peas 148 years before I had some for my first new year. We still practice the same food traditions that we have for hundreds of years and that links us more than anything else.

How do you find time to balance all these activities?

Unfortunately, I cut out going to club meetings and majority of my extracurricular on campus activities. I also assigned specific days for certain projects so I could stay on top of things. I didn’t always adhere to that but when I did it helped calm the feeling of being overwhelmed and allowed me to make headway on my projects. The good thing though, is that I really do enjoy what I’m working on, so the stress comes more from deadlines than the actual material. Finding a balance and staying on top of things is a daily struggle.

In what ways have Seton Hall University Libraries (books, databases, ebooks, ILL service, librarians) assisted your research process?

I used the library to research designs and architecture of the houses of Martha Peterson’s time period. Mainly information I could use to have a deeper understanding of what the 1850s were like. I didn’t need to use the libraries as much for the isotopic chemical analysis of Martha because Dr. Quinn provided all the information I needed to know.

Which library databases are your preferred starting places to begin when you are looking for current research articles?

EBSCO Host (SHU Search), but it’s just because that is what I’m familiar with. If I start a project reasonably early, I poke around in the other databases just to see what’s in there, but as it stands, I start in EBSCO Host (SHU Search).

Many of our students are undergraduates who are just beginning to develop their research and writing skills. Is there any advice would offer fellow student that we can share with them?

Talk to your teachers! I’m not joking! I would not have been given the opportunity to work on the Woman in the Iron Coffin if Dr. Quinn didn’t know who I was. Teachers are people too, and oftentimes they want to help not hurt you. Branch out with what you’re interested in, this is your bachelors. If you want to change your major, change it! If you want to take an art class, take it! Find what you’re interested in now because it’ll just become more difficult to justify the change the longer you wait.

You are in college to network as well as learn, this is your job for the years you spend here. Make connections and meet people, this will help you find friends as well as become familiar with others in your field. For writing, have your essays edited by as many people as you can before you turn it in, however, everything is a suggestion so follow what you want your paper to be. Don’t be afraid of criticism, it’s a facet of life that will help you grow and become certain of yourself, your beliefs, and your arguments. For research, use your resources! The library is more than a study hall, the books there are some that you would not have access to otherwise. If you dislike going to the library bring friends so you can groan about it together. Lastly, enjoy yourself! Yes, your entire future may be hinging on these years but guess what? It’s not! Do you and don’t be ashamed of your decisions if you made them for you, not if they were made for you.

What are your next steps?

Graduate, get a masters, get a doctorate, be stable, work on projects until I can’t anymore. Hopefully, in that order. I would love to continue to reconstruct narratives with geochemistry for other individuals throughout history; I am leaning towards individuals who would be classified as black. I feel that those narratives get lost and are neglected when research is conducted and I want to remedy that. During all of this I would like to teach and share what I know, that is the first step to disseminating knowledge in my eyes and there is a lot of rectification to do.

Explore other Research Relationships interviews https://library.shu.edu/researchrelationships

View our African American Studies Research Guide https://library.shu.edu/afam

Connect with one of our Subject Librarians https://library.shu.edu/library/subject-librarians


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