Category: Library

Archives: Preserving History or Power?

Sarah Lewis / / Archives

What are archives?

Before diving into the world of archives, it’s essential to grasp what archives are and what they encompass, including their historical and political significance. It also helps to understand the many definitions of the archive and the types of archival collections which can be found. 

The term “archive” can refer to both a physical or virtual place where items are stored, as well as the collection of materials themselves. 

According to ArchivesHub, archives are: 

“Materials that have been created by individuals, groups or organisations during the course of their life or work and deemed to be worth keeping permanently for the purposes of research and as evidence of the functions and responsibilities of their creator.”

(ArchivesHub, 2025, Using Archives: A beginner’s guide)

The ArchivesHub’s Beginner’s Guide is a fantastic resource for anyone looking to understand key archival terms and concepts. It explains how archives differ from libraries, who manages them, and also offers practical advice on working with both physical and digital archives. The guide highlights that archives:

“reflect our personal, social, economic, and political activities throughout history, up to the present day, and they provide evidence that sheds essential light on the who, why, when, and where of our history.”

(ArchivesHub, 2025, Using Archives: A beginner’s guide)

This underscores the importance of understanding the historical and political implications of archives. Whether you’re a researcher or student looking for historical information, or just curious about the past, archives offer invaluable insights into our collective history. 

Types of archive collections 

Archive collections can be defined as either material with a common provenance, or ‘fonds’, or as artificial collections.  

Provenance refers to the origins and history of something over time. Collections with a common provenance are brought together organically by a person, family or organisation in the course of their activities (also called ‘fonds’), and the materials are often kept in the order in which they were stored by the individual(s) or organisation who collected it. This gives the collection evidential value. 

An example of a collection with common provenance is the papers and correspondence of Dorothy Hodgkin, (the English Nobel prize-winning Chemist) which provide a very full record of her career, research and wider professional and public responsibilities. The Bodleian Library received them as a gift directly from Hodgkin and they will have been kept as she ordered them as far as possible, to provide evidence of how she worked, clearly showing the provenance and origin of her work and this collection. 

Image: Dorothy Hodgkin in her laboratory, 1964 – https://www.britannica.com/biography/Dorothy-Hodgkin

Artificial collections are where items have been brought together artificially because they bring together similar materials in a way that is useful for research, but do not have a common origin.  

One example of an artificial collection could be letters or diaries from different sources that show a particular event or represent a group of people, or a collection of ephemera on a particular subject, such as the British and Irish Women’s Letters and Diaries, which we provide access to on our Library Databases.​

Image: Alexander Street Press, 2025 (War Diaries)

 

A brief history of archives 

When you think about archives, it’s easy to picture grand buildings like the National Archives at Kew in London, local record offices, or repositories in universities, libraries, and museums. But did you know that our earliest ancestors had what we now call “living archives”? These were key members of the tribe or community who passed down stories and traditions and in some indigenous communities, this practice continues today. 

Image: The National Archives, https://www.nationalarchives.gov.uk/about/visit-us/

Oral traditions of storytelling, rituals, recitations, songs, and dances evolved into early forms of record-keeping. Ancient petroglyphs and pictograms depicted royal, agricultural, and mercantile activities, often showcasing family records of the elite. This evolved into a tradition of ‘history writing’ in the Greco-Roman world, where literate individuals began recording key contemporary events, legal and church records, and records of trade and colonial empires. 

The modern concept of archival work as a science emerged during the Age of Enlightenment, bringing rationality and scientific rigor to archival theory. The first archival education programme was established in 1777 at the University of Naples (Gilliland, 2017, 33-39). 

A significant milestone in archival science was the publication of the “Dutch Manual,” or the Manual for the Arrangement and Description of Archives, in 1898 by Samuel Muller, Johan A. Feith, and Robert Fruin. Ratified in 1910 at the International Congress of Librarians and Archivists in Brussels, this manual is highly regarded for its principles of provenance and original order, which have become foundational concepts in modern archival practice. It provides a systematic methodology for arranging and describing archives, distinguishing archival methods from those used in libraries. However, as Eric Ketelaar points out, this did not lead to uniformity in European archival practices and quotes a Dutch colleague who aptly said, “Europe is united by its differences” (1997, 146).

Image: Open Library, 2019, https://openlibrary.org/books/OL8804544M/Manual_for_the_Arrangement_and_Description_of_Archives_%28Archival_Classics_Series%29

The principles of archival practice “reflected the hierarchies that generated the records as well as the registry systems that supported the work- and information flow in European government bureaucracies” (Gilliland, 2017, 38). Given that most archives were founded by the elite or those in power, and literate individuals (another privilege of the upper classes), it is clear how political ramifications affect the creation and management of archives. 

The political power of archives 

Archives are not just collections of documents; they are politically charged spaces that reflect power dynamics and control over information. Gale and Featherstone highlight this by describing archives as a “site of power relations, a signifier of the historical and cultural division and ownership of information” (2011, 17). They reference Jacques Derrida’s critique of ‘archive fever,’ which points out that the term “archive” originates from the place where official documents are stored by those in power. Derrida cautions that “some scholars have assumed too quickly that the archive holds the truth” (2011, 18-19). 

Gilliland further explores this idea, noting that some scholars view archives as “enabling, collusive, or surveilling.” She emphasizes that there is a growing body of research examining the role of archivists and recordkeepers in colonial, military, and other oppressive bureaucracies, both historically and in contemporary times (2017, 41-42). 

This discussion brings to mind George Orwell’s novel, Nineteen Eighty-Four, where he famously wrote, “Who controls the past controls the future. Who controls the present controls the past” (1949, 34). In Orwell’s dystopian world, the government manipulates public perception by altering and destroying important documents, even fabricating events that never occurred. 

Understanding the political implications of archives is crucial for anyone working in or with these repositories of history. They are not just neutral spaces but are deeply intertwined with power and control. 

Image: Author’s own using Wasserstrom, 2019.

The importance of critical engagement with archives

Archives often serve as community memory initiatives, preserving the collective history of a group. However, it is essential to remain curious and critical when exploring archives. Always question who compiled the archives and for what purpose. Consider who is telling the story and whether it is their story to tell. 

Dorothy Berry’s The House Archives Built provides a poignant example. She recounts discovering a photo of a baptism in a river near her family’s homestead, catalogued with no known date, individuals, or creator. The only known detail was the professor who made collecting these materials their life’s work. The narrative shifts from the families and communities represented to the professor’s research journey. 

Berry emphasizes that this is not an isolated incident. It is a common story of how materials become the property of colleges and universities. She highlights the issue with a photo of a baptism captioned “imagine all your family’s photos living under the heading ‘Katharine G Lederer Ozarks African American History Collection’ with no mention of your family as contributors.” This phenomenon is particularly problematic within Black history, where stories often go untold or are told without acknowledging the people’s names and dates. 

Black and white photo of a woman being baptised in a river with caption: “imagine all your family’s photos living under the heading ‘Katharine G Lederer Ozarks African American History Collection’ with no mention of your family as contributors.”

Image: Berry, 2021

This example underscores the importance of critically engaging with archives to ensure that the true stories and contributions of communities are recognised and preserved. 

Cover image: National Archives Events – MI5: Official Secrets – Online Curator Tour https://www.nationalarchives.gov.uk/about/visit-us/whats-on/online-events/

References

Alexander Street Press (2025) British and Irish Women’s Letters and Diaries. Available from https://search.alexanderstreet.com/bwl2 [accessed 13 March 2025].

ArchivesHub (2025) Using archives: a beginner’s guide. London: Jisc. Available from https://archiveshub.jisc.ac.uk/guides/usingarchives/ [accessed 6 March 2025].  

Berry, D. (2021) The house archives built [blog]. Available from https://www.uproot.space/features/the-house-archives-built [accessed 6 March 2025]. 

Gale, M.B. and Featherstone, A. (2011) The imperative of the archive: creative archive research. In: Kershaw, B. and Nicholshon, H. (eds.) Research methods in theatre and performance. Edinburgh: Edinburgh University Press, 17-40. Available from https://search-ebscohost-com.proxy.library.lincoln.ac.uk/login.aspx?direct=true&AuthType=ip,sso&db=e000xww&AN=370799&site=eds-live&scope=site&custid=s4895734 [accessed 6 March 2025]. 

Gilliland, A. (2017) Archival and recordkeeping traditions in the multiverse and their importance for researching situations and situating research. In: Gilliland, A.J., McKemmish, S. and Lau, A.J. (eds.) Research in the archival multiverse. Victoria, Australia: Monash University Press, 31-73. Available from http://library.oapen.org/handle/20.500.12657/31429 [accessed 6 March 2025]. 

Ketelaar, E. (1997) The difference best postponed? Cultures and comparative archival science. Archivaria, 44, 142-149. 

Muller, S., Feith, J.A., and Fruin, R. (2003) Manual for the Arrangement and Description of Archives. Chicago, IL: Society of American Archivists. Available from https://openlibrary.org/books/OL8804544M/Manual_for_the_Arrangement_and_Description_of_Archives_(Archival_Classics_Series) [accessed 13 March 20215].

Orwell, G. (1949) Nineteen Eighty-Four. London: Secker and Warburg.  

Wasserstrom, J. (2019) The enduring relevance of George Orwell’s 1984. New Statesman, 14 August. Available from https://www.newstatesman.com/culture/2019/08/the-enduring-relevance-of-george-orwells-1984 [accessed 13 March 2025].

‘That is no dog, but a witch!’ 

Claire Arrand / / Library, Special Collections, Uncategorized

by Ella Gibson

Observations on Prince Rupert’s White Dog Called Boy

Last year I did a week’s work experience in the University Library and Lincoln Cathedral Library’s Exchequer Gate. During this time, I was lucky enough to view some original civil war material from the Wren Library and one item that particularly stood out to me was about Prince Rupert’s dog. 

The English Civil War (1642-1660) split the country in half, Parliamentarians and Royalists fighting over the governing of their country.  

Prince Rupert began his military career at the age of thirteen. He was born during the Thirty Years War, which tore his nation apart, therefore conflict was all many people of the time knew, including Rupert. He was a strong military leader until an unfortunate failed expedition, which landed him in prison in Austria. Due to his high status and romantic affiliation with his captor’s daughter, he received special treatment, such as books and then most notably the gift of his white hunting poodle ‘Boy’.  

Upon returning to England, there was initial fear and superstition surrounding the dog, who was said to accompany Rupert everywhere, including into battle. Descriptions of their close relationship can be found in this pamphlet, which suggests ‘they lie perpetually in one bed’,

although the descriptions of the dog as a bullet proof witch may seem humorous to a modern audience, it reveals the superstition of the time. 

Furthermore, this fear was not only of the supernatural but is intrinsically linked to the fear of women, who were blamed for all manner of failures. The words ‘woman’ and ‘witch’ are used interchangeably as explanations as to why Prince Rupert’s dog is working for the devil, revealing to us the ideologies of the time surrounding women and witchcraft.  

Ultimately Boy was not weapon-proof as the pamphlet describes, as he died after being shot on the battlefield of Marston Moor, leaving a bereft Prince Rupert to mourn his loss. 

The Wren Library is undergoing ceiling repairs, so the Civil War tracts are not currently available. However, Newark’s Civil War Museum is currently open see National Civil War Centre, Newark. 

In 2022 during a Fake News exhibition a replica of Boy’s collar, ID tag, lead and paw print were on display. 

Decolonisation, the Library and reflecting on the building and its colonial past

Oonagh Monaghan / / decolonisation, Library, Uncategorized

 

Dr Simon Obendorf from the University of Lincoln reflects on the Library building and it’s colonial past.

“The Great Central Warehouse Library building, in its site, purpose and physical structure, provides us with many opportunities to reflect on Britain’s colonial pasts. Built on a site first identified by the Romans as an ideal harbour for their “Colony on the Lindum” (Lindum Colonia – Colony by the Dark Pool), the site was used as a hub for trade across Roman Britain and out to other parts of the Roman Empire. As the United Kingdom gained – and gained from – its own Empire, the site on the Brayford was expanded and strengthened to become a key transshipment point between water-based and railway transport. In 1907, the Great Central Goods and Grain Warehouse (our present-day Library) was opened. In its physical structure, the building embodied the global reach of Britain’s colonial power at its height. The huge 16.5m long pine beams that hold up the roof, and on which the original winching machinery was installed, were shipped to Lincoln all the way from Canada. The warehouse itself served as a focal point for an increasingly globalised trade: a building in which the goods of empire were organised, sorted and sent on to destinations across Britain and around a globe that had been reshaped by colonialism. Today, the Warehouse – and its new Library occupant – plays a similar role in collating, organising and sharing forms of knowledge. The history of this building should inspire us to ask: what sorts of knowledge “goods” are organised and catalogued here? Who is able to access and benefit from this warehouse of knowledge? Our hope is that, just as the physical form of the Warehouse has been disrupted and given new purpose by its architectural transformation into the University Library, we can transform and decolonise our collecting, cataloguing, knowledge sharing and librarianship to better reflect a post-imperial, plural United Kingdom – and to better serve the global community of scholarship, research, pedagogy and practice of which we are a part”.

Dr Simon Obendorf
Senior Lecturer

School of Social and Political Sciences

College of Social Science

Rhodes must

Decolonising is a term that you may have heard a lot about recently as it has gained traction in Higher Education in recent years. At Lincoln, several key groups have been set up to discuss what it means to us as an institution and how we are going to move forward to address the issues.

Decolonisation of HE originated as a movement 20 years ago to ensure that the knowledge and practices of indigenous people were represented in the HE curricula of post-colonial countries.

“More recently the ‘decolonising the curriculum’ agenda was reignited in South Africa in 2015 with the “Rhodes Must Fall” movement, where students demanded the removal of the statue to the colonialist, Cecil Rhodes, and for indigenous knowledge to be placed on an equal footing in the curriculum with that from the global north. This agenda has gained momentum in the UK, led by the National Union of Students ‘Why is my curriculum white?’ campaign which suggests that while the Arts and Humanities disciplines have the most work to do regarding decolonisation, all subjects have opportunities to reconsider teaching matter”. Dr Neil Williams, Kingston University

So, the opposite of a decolonised curriculum is a colonial curriculum. A colonial curriculum is:

  • Unrepresentative because it selects particular teachings and excludes others
  • Inaccessible because it consequently prevents recipients of the teaching from identifying with the narrative (but appealing to the historically favoured demographic)
  • Privileged because it continues to ensure that this select group of people is the dominant narrative

Picture of a woman with loud speaker with 'Your Voice'

As a University, we have committed to recognise and uphold the five principles of our One Community Values: equality, understanding, listening, kindness, acceptance. The present project of decolonising our curriculum and pedagogy flows from and embeds this commitment. This means that we should critically question the ways our scholarship, teaching and practice have been shaped and look at ways that the Library is able to contribute.Historically, the voices of Black, Indigenous and other non-White people have been silenced, misrepresented or suppressed. This is the key focus where we can engage with decolonisation across the University. We must also remember to situate our thoughts and actions around this with the intersecting aspects of gender identity, sexual orientation, ethnicity, dis/ability and/or religion.

One Community logo

Everyone in the University can play a part in thinking about these issues – thinking about the sources of knowledge that have been marginalised and drawing on a broader range of voices, ideas, approaches and intellectual perspectives.

The Library is an integral part of this way of thinking. It also goes way beyond adding a few extra texts to a reading list. It is also a different but linked agenda to the work around Equality, Diversity and Inclusion.

To decolonise, not just to diversify, recognises that knowledge is marked by power relations in which straight, white, hetero upper class men, still have disproportinate prominence.

Yinka Shonibare books

From the Library, Hope Williard and Oonagh Monaghan are on the Decolonising steering and working groups. Hope and Claire Arrand are also on the Reimagining Lincolnshire group. Hope and Oonagh have attended various related conferences and events over the last couple of years and recently contributed to the University of Lincoln IMPact Journal which is a peer-reviewed, open access journal. The article ‘Critical reflections and collaborative approaches to the University of Lincoln’s decolonising projects: A library perspective‘ was included as part of a special issue on ‘Race matters: towards and Anti-praxis in higher education’ and was a reflection of the these events and how they have influenced planning and practice for the future in the Library at UoL.

Decoloniality at Lincoln Toolkit

The Library toolkit is designed for everyone in the University community to understand more about decolonisation work. https://guides.library.lincoln.ac.uk/DecolonialityAtLincoln This currently sits under the ‘Learn’ menu of the Library Website but there are plans to highlight this more during the University year.​

Each subject guide should have a section introducing the topic and have specific subject related links. https://guides.library.lincoln.ac.uk/design/Decolonisation​ and the aim of this is to provide a student friendly introduction to what it means and how it relates to their experience of HE.

There is no simple ‘to do’ list or quick fix to decolonise the Library but we take our starting point from thinking critically about our current practices and policies. Critical librarianship aims to put issues of social justice at the centre of everything we do.

  • What are we doing as part of our equality and diversity practices?
  • Do we represent the lived experiences of the people who work and study in the University and Library?
  • Do we collaborate with our users and enable exploration of the collections in new ways? What does our collection consist of?
  • How do we decide what is in the collection?How can we amplify marginalised voices? How can we challenge the status quo?
If we take action in our policies and interpret and disseminate what is in our collections, more students and staff will be able to understand what decolonisation is and how the Library and it’s engagement with staff and students is instrumental in the wider processes underway in schools and colleges.

Watch this space for the next steps in the Library…..

The Zine and Queer Self Expression

Oonagh Monaghan / / #LGBTHM23, arts, LGBT+ History Month, Library, transgender, Uncategorized, zines

Jamie Markham (BA History Student)

SEDIC (Humanities and Heritage: Students Equality, Diversity and Inclusion Committee) Student Representative

 

This past December, I was given the opportunity to create my own zine (available here on the Library website: Queer Love: An Invisible History) with the workshop that the lovely University of Lincoln staff hosted in the Library. Knowing little about zines, this event allowed me to unravel a rich queer history of self-expression. Much more than a booklet, the zine was a movement, an outlet, and a message to society. One in which allowed LGBTQ+ people to become fiercely visible in the face of oppression. Let me guide you through this rich cultural history as I take you back in time.

Picture of zine Queer Love: An Invisible History by Jamie Markham
Queer Love: An Invisible History by Jamie Markham

Continue reading “The Zine and Queer Self Expression”

Tell’d: A Lincolnshire queer zine for the community

Oonagh Monaghan / / #LGBTHM23, arts, LGBT+ History Month, Library, transgender, Uncategorized, zines

By Lindsay and Louie

Creators and editors of Tell’d

 

Tell’d is an independently published, queer led zine which curates local queer art, accounts and writing. Our aim is to aid in the communication of local queer people, especially those from isolated areas, something common in Lincolnshire – as well as to provide a source for marginalised local creatives to safely display their work. Our zine celebrates positive representation and visibility for the LGBTQ+ community in a place with few queer spaces and outlets.

 

Photo of Summer issue of Tell'd zine - new and exciting art and poetry from local queer creatives - on laptop with photo of Library zine collection on the screen.
Tell’d zine – Summer 2022

We are currently working on our 3rd edition. We are so proud or our zine; editions 1 and 2 are full of such wonderful work. People are submitting written accounts, reflections, poems, art and photography – highlighting the wealth of talent from Lincolnshire’s LGBTQ+ community. Furthermore, people are making positive connections with other local creatives, discovering and championing their work. People have also expressed that they have found solace, reassurance and inspiration through engaging with the zine’s content. Tell’d is an outlet for celebrating people’s lived experiences and with this in mind, we are currently applying for funding to produce a book; we want to expand the scope of Tell’d zine, harnessing and exploring the positive response we have had so far.

 

The book will incorporate all forms of creative expression – as we have seen in the zine so far, but will have more focus on the stories, accounts and experiences of Lincolnshire’s LGBTQ+ community, past and present. This will be a powerful way of documenting queer histories, histories and lived experiences that are very difficult to access in Lincolnshire. To generate a book of these stories would provide a rich resource for LGBTQ+ heritage. It will help people to realise the richness of our county’s social and cultural fabric which will in turn help younger generations and people struggling with their identity/sexuality to feel connected with their peers. This project will help us to understand the social and cultural context of the LGBTQ+ community within different times and spaces.

LGBTQ+ History Month display boards and zine information
LGBTQ+ History Month display boards and zine information

We have had a great response to the initial stages of the book so far. We are calling out for anybody who would like their stories (or artwork) to be a part of this book. We would greatly appreciate this! We are happy to gather these stories by any means – for example, you could email them, send a word doc or we could gather them orally, recording them in an environment which suits you best. If you would like to find out more or have any questions at all, please email us at: telldzine@gmail.com or on Instagram/FB @telldzine

 

And please remember – we are always looking for submissions for our zine – this is an ongoing call out!

 

Lindsay has been in discussions with Subject Librarian, Oonagh Monaghan about further collaborations including the planning of a Tell’d book, and has featured the current LGBTQ+ History Month display and zines promotion in the next issue of Tell’d which will be available soon!

Queer People ‘Behind the Lens’

Oonagh Monaghan / / #LGBTHM23, arts, Display, LGBT+ History Month, Library, transgender, Uncategorized, zines

By Jemima Sims
Library Assistant in the Main University Library

Founded in 2004, LGBTQIA+ History month is upon us, and the theme is “Behind the Lens”. In February 2023, the UK will celebrate the people behind the scenes of stage and screen, such as costume designers, composers, playwrights, screenwriters, make-up artists and many more. Queer actors and actresses are gaining more visibility than ever, however the people off-screen are often unknown, and their contributions are huge.

Photograph of LGBTQI+ history month display
LGBTQ+ History Month in the main Library

The University Library have put together some social media posts to celebrate these talented and creative people, beginning with some of the most exciting costume designers in history; Adrian, Orry-Kelly and Patricia Field.

Continue reading “Queer People ‘Behind the Lens’”

New Library dedicated Decolonisation and EDI area for display and promotion

Oonagh Monaghan / / arts, decolonisation, Display, Library, Reimagining Lincolnshire, Special Collections, Uncategorized

The Library Subject Librarians Hope Williard and Oonagh Monaghan have been active in researching decolonising initiatives at other Higher Education libraries. Attendance at conferences and liaison with librarians across the sector has enabled us to produce our own University of Lincoln decolonising guide for academic staff and students. The next step is to make the work we are already doing more visible. The aim is to embed decoloniality into the physical space of the library. The prospective projects have been grouped into the following four areas: 

  • Revealing coloniality of existing collections 
  • Challenging coloniality 
  • Researching decoloniality 
  • Embracing and extending decoloniality

 

In addition to new resources, sinage and use of the winning design in the recent competition, a permanent space in the Library has been allocated and we are now at the stage where we have the plans in place and materials ordered or arrived and we hope that the space will develop over the first term of 2022.

Illustrated image of ear as question mark with words 'Whose voice are you hearing?'
Winning design by Cherry Wright (Ccrow Illustration) Instagram @worldofccrow 

We want to reveal coloniality with the aim to share with our students, staff, and library community the ways that our practices of organising, displaying, and sharing information are shaped by colonial worldviews and outlooks. 

We want to challenge coloniality by drawing on existing resources and highlighting new developments in the library, this strand aims to spotlight information and resources which challenge the colonial worldviews, allowing those who interact with it to broaden their knowledge and perspectives. 
We want to research coloniality and collaborate, support, and promote research within the university relating to decolonisation. A particular focus of this area is the emerging project on zines, and efforts to actively engage with the university’s student as producer initiatives and internal funding schemes. 
In the final strand we want to embrace and extend decoloniality and propose initiatives which would allow library staff and the wider university community to extend their knowledge of decoloniality and apply this knowledge in the workplace and beyond. 
scale plan of decolonising area on ground floor of Library
Part of this work is about developing awareness in the physical space of the Library and developing a dedicated Decolonisation and EDI area for display and promotion.  Oonagh Monaghan has collaborated with two Interior Architecture academics, Raymund Konigk and Zakkiya Khan on the design of the area to showcase:

    • resources in the Library that show the diverse range of voices already in the collection. 

    • Reveal and raise awareness of historical and colonial injustices which are embedded in the Library systems 

    • Provide a space for materials that highlight issues of social justice and underrepresented voices. 

    • showcase the new zines collection

Any questions, please email omonaghan@lincoln.ac.uk

Library collaboration with the Reimagining Lincolnshire Project

Oonagh Monaghan / / arts, decolonisation, LGBT+ History Month, Library, Reimagining Lincolnshire, Research, Uncategorized, Wikimedia, Wikipedia

(The Reimagining Lincolnshire Project who have a blog Reimagining Lincolnshire – Discovering and sharing untold stories has been engaging with local people and organisations to uncover and celebrate the marginalised and forgotten stories of our city’s past with the hope that we can imagine an inclusive future.  Public space can become a bridge between past and present, a site where differences are celebrated by breaking down barriers and starting conversations.  It also sits alongside the decolonising agenda at the University of Lincoln which aims to challenge the language we use and the ways in which we teach and learn.  The project aims to tell the marginalised stories in new and creative radical ways, challenging existing hierarchies and oppressions that are the result of colonial legacy.

In collaboration with Librarians Hope Williard and Oonagh Monaghan, there are two projects for 2022/23.

For Black History Month, the team have partnered with Wikimedia UK to run an online Wikimedia Heritage Project ‘Wikithon’.

Secondly, Librarian, Oonagh Monaghan has teamed up with Dr Victoria Araj and College of Arts Technician, Jantze Holmes on a ‘Reimagining Zine Project’.

 

Continue reading “Library collaboration with the Reimagining Lincolnshire Project”

How to Never Pay for Access to Journal Articles

Hope Williard / / Library, Research

As we get closer to the start of the new year, the Academic Subject Librarians are starting to hear from students who are looking for help accessing content for their research. This post offers some tips for what do when you’re struggling to find that key article that everyone is citing…

First, as a member of the University, you never need to pay for access to academic journal articles. If you start your research on Google Scholar, find an article that looks great, but hit a paywall, try searching for the title of the article on the library website—we offer access to many, many thousands of journal articles. What we don’t have ourselves, we can often borrow for you!

Second, try installing a browser extension called Lean Library—it links up with our website and steers you towards links to access content that we pay for, but that would otherwise appear to be behind a paywall if you aren’t regularly logged into or using our site. If you are being really thorough, you might then want to…

Third, double check our library’s journal holdings. Despite the vastness of the internet, not all academic research is easily available online. For instance, you might want a digital copy of an article that was published in 1992, but the publisher has only digitised articles from 1995 to the present. A search of our journals via Electronic Journals or Browzine is an easy way to quickly check for access issues of this sort. Don’t worry if our library doesn’t offer access to an article, because we might be able to obtain it from another library for you–this is called interlibrary loans.

Finally, if a search of the internet, our websites, and our journals turns up nothing, you can request an interlibrary loan by filling out our request form. Select the type of material you want to find, ‘journal article,’ from the drop-down menu. Interlibrary loans are free for you and delivered straight to your inbox—article loans tend to arrive within 3-5 working days. The article is then yours to download, keep, and use in your research.

And there you are–in three or four steps, you have gone from not being able to access materials you need for your research, to having what you need at your fingertips.

If you are struggling to access academic content or have any questions about how to find research materials, remember that your academic subject librarian is always here to help. We can speak with you about your research by appointment (a perfect option if you have several articles you’re trying to track down or if you’d like a refresher on what databases or journals might be useful for your topic). You can also email us questions about finding material.

Best of luck with your research!

LGBTQI+ History Month – Finding resources in the unlikeliest of places

Sarah Lewis / / #LGBTHM22, LGBT+ History Month, Library, Research, transgender

By Sarah Lewis

During LGBTQI+ History Month, the Library is blogging and sharing resources on social media to further shed light on the content we have which may be of use in research or for general interest purposes. In preparation for this, we conducted a brief survey of our databases and, in particular, I wanted to see if some of our less obvious databases also contained pertinent content on LGBTQI+ subjects and issues.

Black image of human head with large rainbow question mark inside it

Continue reading “LGBTQI+ History Month – Finding resources in the unlikeliest of places”