321 Lockwood Library, North Campus
M.S.L.S., Syracuse University, 1975
M.A., History, University of Virginia, 1973
A.B., cum laude, History, Syracuse University, 1971
Subject librarian for history, philosophy, and political science. Library liaison to the Asian Studies Program.
Resources By Subject
Research / Service Area
Learning to find materials in the library and on the Web is only part of information literacy. Increasingly, online systems make this easier. Much of what we do as librarians is mediation of the inelegancies of still evolving information systems. But apart from searching skills, it is our job in subtle and not so subtle ways to nurture a skepticism that should be an essential characteristic of any researcher. I am especially interested in the use, differentiation, and analysis or evaluation of information. I am also interested in the ways events and perceptions are remembered in reference sources and how the reference sources themselves reveal much about the time and perspectives of their creators.
I am awed by the power the printed word for self-education and personal development. Father Guido Sarducci (televisions Saturday Night Live) jokes about how little some of us remember after earning an academic degree and Will Hunting (Good Will Hunting, the motion picture) in exasperation exclaims to a pompous Harvard student, who is maliciously toying with Hunting's friend: ". . . you dropped a hundred and fifty grand on an education you coulda picked up for s dollar fifty in late charges at the public library." For me, the lesson of the Sarducci and Hunting stories is that as librarians we must do all we can to complement the good efforts of instructors and make the scholastic or formal component of a liberal arts education efficient and worth the time and money spent pursuing it. As librarians, we can play a pivotal role in scholarship and education by placing appropriate materials before users and by offering both formal and informal instruction in searching, anticipating, and evaluating information sources.
I am also interested in the ways digitization and Web-accessibility are changing the ways in which we search for information and the ways in which the historical record itself is created, and preserved, distorted, or lost. Increasingly, seemingly unconnected bits of information can be brought together to create new understandings. Context is more easily attained than ever before, and it is accessible to an expanding circle of readers. While the logistics of research remain demanding (for students, scholars, and librarians) , increasingly the logistical and conceptual challenges of searching, sorting, relating, and identifying are becoming more and more surmountable, addressable in ways that before computers are hard to imagine. Further, large bodies of information that can be searched to "create" knowledge through data mining and such applications as Google's Ngram viewer will make it possible to ask research questions that might actually never haven been addressed in the past. The new environment offers opportunities beyond simply doing the "old things" faster.
I have held a variety of library positions and taught a variety of courses since coming to the University in 1979. I team-taught a graduate-level historical research course in the history department for several years, a collection development course for several years in the library school, and a history bibliography and history of the book course in the library school twice. Most recently, I team-taught an undergraduate seminar to complement the display of an exhibit on Abraham Lincoln and emancipation, which came to the University through a NEH grant I wrote with a colleague. I have been extensively involved in the design and mounting of many exhibits, including serving as associate manager of the University Libraries Dalai Lama exhibits. I played a leading role in the acquisition, fabrication, and mounting of an extensive Dalai Lama exhibit displayed in Lockwood Library. In addition to a variety of publications, some listed below, I have indexed 12 scholarly books. I am an editor of the H-Net discussion list H-HistBibl (http://www.h-net.org/~histbibl/), which is devoted to the study and practice of history librarianship.
Donald K. Hartman and Charles A. DAniello. Subscribe to an Online Directory Today: Frustrate a Reader Tomorrow: Are Print Directories Dead? College & Research Libraries News 67, no. 4 (April 2006): 222-226.
Carole Ann Fabian, Charles D'Aniello, Michael Morin, and Cynthia Tysick. "Multiple Models for Library Outreach Initiatives." The Reference Librarian, no. 82 (2003): 39-55. Co-published simultaneously as an essay in Kelsey, Paul and Sigrid Kelsey, eds. Outreach Services in Academic and Special Libraries. Binghamton, New York: Haworth Information Press, 2003.
"Librarians and Bibliographers," pp. 157-167 in Public History: Essays from the Field. Editors James B. Gardner and Peter S. LaPaglia. Malabar, Florida: Krieger Publishing Co., 1999.
Editor. Teaching Bibliographic Skills in History: A Sourcebook for Historians and Librarians. Westport, Conn.: Greenwood Press, 1993.
"Cultural Literacy and Reference Service." RQ 28, no. 3 (Spring 1989): 370-380. Reprinted in W.A. Katz's Reference and Information Services: A Reader for the Nineties, pp. 21-40. Metuchen, N.J.: Scarecrow Press, 1991.
"A Sociobibliographical and Sociohistorical Approach to the Study of Bibliographic and Reference Sources: A Complement to Traditional Bibliographic Instruction," pp. 109-133 in Mary Reichel and Mary Ann Ramey, eds., Conceptual Frameworks for Bibliographic Education: Theory and Practice. Littleton, Co.: Libraries Unlimited, Inc., 1987.
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