UCLA Library

In the first decades of the nineteenth century, British Calcutta stood as one of the most important cities in the world for the editing, printing, and selling of Arabic books. Before the famous Bulaq Press in Cairo was established in 1820, from 1801–19, European Orientalists and Indian munshis (scribes and clerks) and maulvis (Arabic, mawlanas), alongside one Yemeni scholar, had already printed 22 Arabic titles in movable type—many for the first time—at Fort William College in Calcutta (alongside 18 in Persian and 24 in Sanskrit).1 By 1831, a published “List of Oriental Works for Sale at the Government Education Depository, near the Hindu College, Potoldanga, Calcutta,” advertised 27 Arabic, 31 Sanskrit, 36 English, 16 Hindi and Urdu, 30 Persian, and 29 Bengali books.2 Far from a marginal undertaking, Arabic books represented a sizeable proportion of printing in Bengal at the beginning of the nineteenth century.

This article reports on personal observations and experiences gathered while teaching, working and consulting with librarians, students, and faculty during the author’s Fulbright Senior Fellowship in Poland. It discusses multiple opportunities and rewards for American librarians willing to serve as Fulbright Fellows including professional growth, knowledge sharing, meeting new people, experiencing new library cultures, traveling, and increasing the appreciation and visibility of librarians to the academic world. Additionally, it presents a short history of Polish academic libraries and the challenges they are currently facing.

The UCLA Centennial 2019 story map uses words, historical pictures, maps, archival documents, and graphical mapping tools to tell an interactive story about changes that have taken place at the UCLA Campus during first 100 years. It explores collections that span a variety of resources and formats presenting the UCLA Campus from 1919 to 2019. Most maps presented in this story are part of the UCLA Henry J. Bruman Map Collection.

This story map employs the historical landscape of the city of Poznań from the medieval era up to modern times. It presents story of the 300 years of the settlement of Bambrzy migrants in Greater Poland, especially in villages near Poznań in the 18th century. From the trails of migration to the blending of cultures, the story of the Bambrzy is one that greatly defines the city of Poznań today. Therefore, this story map by using historical maps, photos, archival documents, and interactive mapping is illustrating peaceful and successful historically important migration (displacement) of people in Europe. In the history of European migration this is one of the few cases when a large-scale, transboundary movement of people happened almost without friction and led to lasting benefits of both the migrants and the host nation.

The interactive site indexes topographical map series available at the UCLA Henry J. Bruman Map Collection. Only the color grid cells indicate that a paper or digital map is available in the Library. Each individual grid cell contains basic information about its respective topographic map as well as the link to an image of the map. All maps represented by the index numbers have a scale of 1:250,000. The UCLA Library has in its possession maps at other scales, but at this time it is recommended that the user contacts the Library staff to access those maps. Also, note that this is not a finalized project but a work in progress; more regions will be added in the future, so please check in regularly for updates.

The meeting held presentations and discussion about three locally developed and/or open source catalog projects. Ross Shanley-Roberts, Miami University, Ohio, gave a detailed history, technical overview and description of SolrPac (http://beta.lib.muohio.edu). Bess Sadler, University of Virginia, gave a detailed history, technical overview and presentation on the open source OPAC known as Blacklight. Chris Barr and Andrew Nagy of Villanova discussed the VuFind (http://www.Vufind.org/demo) project.

Recent global events have underscored the need for broad access to digitized library special collections. At the same time, a burgeoning field of scientific and historical inquiry is finding a goldmine of data in the physical old books and manuscripts stored for centuries on library shelves. This article gives an overview of some of the interesting studies employing library materials in the new field of biocodicology, which expands the field of codicology (learning about book history through studying a copy's physical attributes, sometimes referred to as "archaeology of the book") to interrogate physical books with proteomic, genomic, and microbiomic tools. Historical health sciences collections provide rich, new research avenues for budding biocodicologists, and biocodicology and other interdisciplinary fields focused on material culture present an unforeseen justification for institutions' continued preservation and access to individual physical copies.

Background:

Librarians teach evidence-based medicine (EBM) and information-seeking principles in undergraduate, graduate, and post-graduate medical education. These curricula are informed by medical education standards, medical education competencies, information literacy frameworks, and background literature on EBM and teaching. As this multidimensional body of knowledge evolves, librarians must adapt their teaching and involvement with medical education. Identifying explicit connections between the information literacy discipline and the field of medical education requires ongoing attention to multiple guideposts but offers the potential to leverage information literacy skills in the larger health sciences education sphere.

A subgroup of the Association of Academic Health Sciences Libraries Competency-Based Medical Education Task Force cross-referenced medical education documents (Core Entrustable Professional Activities and 2017–2018 Liaison Committee on Medical Education Functions and Structures of a Medical School) with the Association of College & Research Libraries Framework for Information Literacy for Higher Education using nominal group technique.

In addition to serving as a vocabulary, the map can also be used to identify gaps between and opportunities for enhancing the scholarly expectations of undergraduate and graduate medical education standards and the building blocks of information literacy education.

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