New Books in Library Science New Books Network

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present.
The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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Book bans and book challenges are both on the rise. And they are increasing at unprecedented rates. But why is this happening? Dr. Christine Emeran of the National Coalition Against Censorship joins us to explore what’s driving censorship movements nationwide. In today’s episode, she takes us through politically organized efforts to ban books, and shares the statistics of book challenges and bans. She explores the new strategies used by groups to challenge books (strategies which differ from the past), and talks about groups fighting back to keep books on shelves.
Our guest is: Dr. Christine Emeran, who is the Youth Free Expression Program Director at the NCAC (National Coalition Against Censorship). In previous roles, she served as a research consultant at UNESCO and UNESCO-International Institute for Education Planning in Paris, France, including initiatives on knowledge societies, primary education decentralization policies, youth program on climate change, and lifelong learning. Dr. Emeran is the author of the book New Generation Political Activism in Ukraine 2000–2014 and contributed the book chapter “The March for Our Lives Movement in the USA: Generational Change and the Personalization of Protest,” to When Students Protest: Secondary and High Schools. In her academic career, Dr. Emeran taught sociology and political science courses, both in the US and abroad. Dr. Emeran is glad to be contributing her knowledge to support students’ rights to free expression.
Our host is: Dr. Christina Gessler, the producer of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell.
Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. You can support the show by downloading and sharing episodes.
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Edited by Matteo Pangallo and Emily Todd, Teaching the History of the Book (University of Massachusetts Press 2023) is the first collection of its kind dedicated to book history pedagogy. With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, this volume presents a variety of methods for teaching book history both as its own subject and as an approach to other material. Each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.
Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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How are digital platforms transforming heritage? In Geopolitics of Digital Heritage (Cambridge UP, 2023), Dr Natalia Grincheva, Program Leader of the BA (Hons) Arts Management at the University of the Arts Singapore and Honorary Senior Research Fellow at the University of Melbourne, and Dr Elizabeth Stainforth, a lecturer in the School of Fine Art, History of Art and Cultural Studies at the University of Leeds explore the global political context for digital heritage. Drawing on 4 detailed case studies- Singapore Memory Project, the National Library of Australia’s Trove, the EU’s Europeana, and Google Arts and Culture- the book shows the political ideas and imperatives underpinning the aggregation of heritage on digital platforms. Both an accessible introduction and a significant intervention to the field of heritage studies, the book will be essential reading across the arts, humanities and social sciences.
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We are used to thinking of ourselves as living in a time when more information is more available than ever before. In The Specter of the Archive: Political Practice and the Information State in Early Modern Britain (University of Chicago Press, 2024), Nicholas Popper shows that earlier eras had to grapple with the same problem—how to deal with too much information at their fingertips.
Popper reveals that early modern Britain was a society newly drowning in paper, a light and durable technology whose spread allowed statesmen to record drafts, memoranda, and other ephemera that might otherwise have been lost, and also made it possible for ordinary people to collect political texts. As original paperwork and copies alike flooded the government, information management became the core of politics.
Focusing on two of the primary political archives of early modern England, the Tower of London Record Office and the State Paper Office, Popper traces the circulation of their materials through the government and the broader public sphere. In this early media-saturated society, we find the origins of many issues we face today: Who shapes the archive? Can we trust the pictures of the past and the present that it shows us? And, in a more politically urgent vein: Does a huge volume of widely available information (not all of it accurate) risk contributing to polarization and extremism?
Listen to Nick Popper speak with New Books Network about Walter Ralegh's "History of the World" and the Historical Culture of the Late Renaissance (University of Chicago Press, 2012) on New Books Network here.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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The past several decades have seen a massive shift in debates over who owns and has the right to tell Native American history and stories. For centuries, non-Native actors have collected, stolen, sequestered, and gained value from Native stories and documents, human remains, and sacred objects. However, thanks to the work of Native activists, Native history is now increasingly repatriated back to the control of tribes and communities. Indigenous Archival Activism: Mohican Interventions in Public History and Memory (U Minnesota Press, 2024) takes readers into the heart of these debates by tracing one tribe’s fifty-year fight to recover and rewrite its history.
Rose Miron tells the story of the Stockbridge–Munsee Mohican Nation and its Historical Committee, a group composed mostly of Mohican women who have been collecting and reorganizing historical materials since 1968. She shows how their work is exemplary of how tribal archives can strategically shift how Native history is accessed, represented, written, and, most important, controlled. Based on a more than decade-long reciprocal relationship with the Stockbridge–Munsee Mohican Nation, Miron’s research and writing are shaped primarily by materials found in the tribal archive and ongoing conversations and input from the Stockbridge–Munsee Historical Committee.
Miron is not Mohican and is careful to consider her own positionality and reflects on what it means for non-Native researchers and institutions to build reciprocal relationships with Indigenous nations in the context of academia and public history, offering a model both for tribes undertaking their own reclamation projects and for scholars looking to work with tribes in ethical ways.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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