• Digitization at Duke: How it all started…

  by Steve Hensen

  With twenty-five digital collections on the Web, the Duke University Libraries are recognized for their leadership in the digitization of… [read more]

• What Gets Digitized?: Giving Local Collections Global Reach

  by Jill Katte

  Photos of Fidel Castro in his kitchen, World War II-era ration coupons and Nazi propaganda comic books, rare string quartets and song sheets, images of Duke Chapel… [read more]

• Opening the Door to Digital Collections

  by Sean Aery

  OK, let’s face it. Library website interfaces that provide access to digital library resources generally aren’t as easy to use as they should be… [read more]

• Building a Digital Collection One Step at a Time

  by Michael Adamo, Noah Huffman and Richard Murray

  A visitor exploring one of the Duke Libraries’ digital collections is probably too engrossed in the content to… [read more]

• Duke Digital Collections in the Classroom

  by Jill Katte

  Instructors in many academic disciplines have enriched their teaching by using digitized primary sources… [read more]

Learn More about Digital Collections at Duke University Libraries

• Duke Digital Collections website
• Duke Digital Collections blog
• Duke Digital Collections on Facebook
• Duke Digital Collections on Twitter
• Video demonstrating the Cooliris interface of Duke Digital Collections
• Video demonstrating Duke Digital Collections and the DukeMobile iPhone application

Instructors in many academic disciplines have enriched their teaching by using digitized primary sources in the classroom. Recently, Duke librarians Lynn Eaton and Emily Daly worked with faculty member Keith Wilhite to provide instruction for his Writing 20 class entitled “ReWriting the 1950s.” Students explored the Libraries’ Ad*Access digital collection for an assignment that required them to create visual annotations of 1950s advertisements. According to Wilhite, the annotations provided a cultural context for the images the students selected and presented an ‘argument’ about the relationship between the image and 1950s’ U.S. culture.”

Check out the Ad*Access digital collection

A visitor exploring one of the Duke Libraries’ digital collections is probably too engrossed in the content to think very much about how the collection got there. In fact, each digital collection is the product of a collaboration of eight to ten staff from several library departments who work together in a cross-functional team. The team begins each new project with a workplan and proceeds through a series of steps that culminates in the collection’s public launch.

The project workplan includes a timeline as well as statements of resource and staff requirements. Sometimes the workplan also calls for an investigation of copyright or other intellectual property issues.

With the workplan complete, materials identified for inclusion in the digital collection go to the Libraries’ conservation lab where the staff assesses their physical condition and, if it is necessary, repairs or stabilizes them before they are scanned. The conservation treatment protects the materials from damage during digitization and preserves the physical items and their content to ensure their longevity after they’ve been scanned and returned to the stacks.

Following their stop in the conservation lab, materials are ready for digitization. Because the materials being digitized are often one-of-a-kind artifacts that may be in poor or delicate physical condition, it’s important that the electronic versions be of high quality, complete, and accurate representations of the physical object. Most digitization is done at Perkins Library in the Digital Production Center, where, depending on the items’ physical characteristics, they may be scanned on a flatbed scanner or photographed with an overhead camera. Some materials, such as film or audio recordings, may be digitized elsewhere if the appropriate equipment or expertise is not available in-house. Before the Digital Production Center staff releases the digital images, they do quality control, which includes everything from checking color accuracy to inspecting images for dust.

While it might seem that scanning and digitizing materials are the essence of what it takes to build a digital collection, this process is still just part of the initial phase of the project. The next step, assembling metadata, the information about the materials being digitized, is detailed and complex work that establishes the collection’s value to users. Without metadata, a 5000-item digital collection would be as difficult to use as 5000 photographs dumped on a tabletop.

Creating the metadata entails deciding what information to collect about the individual items in the collection, how to organize and describe each item, and what kind of terminology to use to lead people to the materials in the collection. Applying metadata can include adding captions to images, keywords to vintage advertisements, plot summaries to videos, and many other forms of description, as well as grouping similar objects into categories that users can browse. Archivists, catalogers, and other staff who provide metadata for digital collections employ the same skills they have always used to describe and arrange more traditional library materials.

While digitized items and metadata are crucial to building a successful digital collection, the collection’s user interface is an equally important element: What will users see when they view the collection on the Libraries’ website? How will they perceive and use the digital objects? To optimize the user’s experience, the production team works with librarians and other subject specialists on campus to create contextual information about each collection and present it in a way that will engage users. For a collection of photographs, for example, we may offer biographical information about the photographer, descriptions of the equipment and processes he or she used, and essays discussing the time period and cultural setting in which the photos were taken as well as the significance of the collection.

Once the team has digitized items, created metadata to describe them, and designed the user interface to display them, the collection is almost ready for publication—after the completion of two final steps. First, the technology staff brings together the data and files, which may exist in a variety of formats in many locations, to create the single database that users will see. Then, the new digital collection is placed on a preproduction server, a staging area where library staff can view, test, and experiment with it, looking for any bugs, errors, or unfortunate surprises. Once the team decides that the collection is ready for the world, we move it to the production server and it “goes live.” We announce the new digital collection in many different ways, from official press releases to posts to blogs and social networking sites like Facebook and Twitter, and then watch with pride as users begin to discover and explore the digital collection we’ve built.

OK, let’s face it. Library website interfaces that provide access to digital library resources generally aren’t as easy to use as they should be—especially when compared to commercial sites. Have you ever had trouble finding something on Amazon.com, Google, or YouTube? Probably not. You don’t have to read a manual or take a special class to know how to browse and search these sites. They just work. Why should library website interfaces be any different?

Libraries, including the Duke Libraries, have to keep pace with the rapidly evolving Web, which is constantly giving people new and more powerful interfaces for finding, creating, organizing, and sharing information. When you search our digital collections site, whether you’re doing research, seeking inspiration for artwork or photography, or simply satisfying your curiosity, we want the experience to be rewarding enough to keep library.duke.edu among your favorite sites. Here are a few features we’ve incorporated to keep people coming back:

A single search box. In one search, you can explore a topic across more than 20 collections with content ranging from consumer culture and advertising to women’s history.

Search refinements. As you browse and search the collections, you’ll often encounter hundreds or even thousands of results at a time. Like many online shopping sites, we provide several options that serve as guideposts for narrowing your results—one step at a time—to help you pinpoint the items you seek.

Simple Web addresses. Each of the more than 50,000 items in the digital collections has its own Web address. This means that anyone can find our collections through any Web search engine; access isn’t limited to just those users who visit the Duke Libraries’ website. In fact, search engines drive almost 40% of the visits to our site. This also means that you can easily bookmark any item to return to later, cite, or share with friends and colleagues through social networking and bookmarking services like Facebook, Twitter, and StumbleUpon. These services have driven over 50,000 visits this year—nearly 10% of our inbound traffic—and are often the primary drivers to our most frequently viewed items.

Digital videos. Building on our initial success in creating digital collections of photos, printed advertisements, sheet music, and other materials, we have recently introduced our first two digital video collections: AdViews (thousands of vintage TV commercials) and the Diamonstein-Spielvogel Video Archive (over 100 interviews featuring cultural icons of the 1970s and 80s). These two new collections led us to explore two popular services—YouTube and iTunes—as delivery systems for library digital collections, and the impact has been tremendous. The Diamonstein-Spielvogel collection has attracted over 63,000 viewers in its first year online, and AdViews amassed an astounding half-million views in its first two weeks alone.

Mobile and interactive access. We have been looking beyond the traditional point-and-click navigational approach and anticipating increased access from devices other than desktops and laptops. This year we became the first library to offer image collections through an iPhone or iPod Touch interface. DukeMobile, a free iPhone ‘app’ with Duke maps, news, directories, and multimedia on-the-go, literally puts our digital collections into the palm of your hand—any time and any place. Another new interface, a ‘3D Wall,’ allows you to view hundreds of images together on a continuous plane while zooming in or out and scrolling quickly through the collections without having to wait for new web pages to load.

We’re excited about what we’ve done so far, but we’re just as excited about what’s ahead for the Digital Collections Program. We’re currently redesigning our Web interface to the digital collections, making changes that are more than cosmetic: Want a printable PDF of a piece of sheet music from 1850? You’ll soon be able to get it with a simple click. Want to flip effortlessly through that 100-page 19th-century cookbook? We’ll make it possible. We’ll provide new search capabilities, better ways to view, export, cite, and embed items, and tighter integration between the collections we’re hosting ourselves and the ones that reside on YouTube and elsewhere.

To increase the distribution of our digital collections, we employ tools such as syndication and aggregation. Syndication means storing and exposing our collections and data so you can find, search, and use them through any number of interfaces, not just our site, and not just Google. Aggregation lets us connect you to relevant information no matter where it resides. Our cross-collection searching is one example of aggregation, but aggregation offers the potential for searching beyond the holdings of a single institution. For example, imagine executing a single search to find digitized Civil War era documents held by ten university libraries (including Duke). Imagine finding an item in our site and in the same record seeing related items, blog posts, videos, and other resources pulled in from around the Web. The more connected our collections are to each other, to other libraries’ collections, and to resources on the open Web, the easier it will be for you to find them.

Sean Aery is a web designer at the Duke University Libraries.

Jill Katte

Photos of Fidel Castro in his kitchen, World War II-era ration coupons and Nazi propaganda comic books, rare string quartets and song sheets, images of Duke Chapel under construction, portraits from a 1920s African American photography studio, and a video interview of choreographer Merce Cunningham. These diverse materials and other resources from the Duke University Libraries, reborn as digital collections, are now available at Duke and around the world.

The Libraries launched its Digital Collections Program in 2008, consolidating many disparate digitization projects into a formal initiative supported by a cross-functional team of expert staff from across the Libraries. In establishing the Digital Collections Program, the Libraries set several objectives:

• Create digital collections that are distinctive in terms of their content and/or the means of access they provide to their content;
• Provide digital access to library and archival materials at Duke, especially materials that reflect strengths in the Libraries’ collections and that are useful for teaching, learning, and research at Duke and elsewhere

The digitized Walt Whitman manuscripts and the portfolio of documentary photographer William Gedney are two of the Libraries’ distinctive collections that are now readily accessible to the campus community and researchers worldwide. The Whitman collection includes manuscript drafts and revisions of his poetry and prose as well as proofs and published versions of his work from his early career in journalism up through the end of his life. The 5,000-item Gedney collection includes selections from the photographer’s finished prints, work prints, contact sheets, notes, notebooks, handmade photographic books, book dummies, and correspondence

• Transform unique teaching and research materials of broad value held by Duke faculty members, departments, and programs into digital collections that are searchable and accessible over the Web

The Americans in the Land of Lenin digital collection brings together photographs documenting the daily life in the Union of Soviet Socialist Republics from the personal papers of Robert L. Eichelberger and Frank Whitson Fetter held at Duke. The collection complements the University of Michigan’s Polar Bear Expedition Digital Collections as well as the Russia Beyond Russia Digital Library at the University of North Carolina at Chapel Hill, providing scholars everywhere with a wealth of primary research sources online.

• Reformat and preserve text, image, sound, and moving image collections that are not readily accessible in their current format or would be damaged by use in that format

Prior to digitization, videos in the Diamonstein-Spielvogel Video Archive and television commercial films in the AdViews collection were essentially inaccessible because researchers who wanted to see them had to request viewing copies, an expensive and time-consuming process. Transforming the interviews and commercials into highly-accessible digital collections has led to their viewing by hundreds of thousands of visitors, while protecting the original films and videos.

• Contribute collaboratively to national and international digital collections initiatives that benefit Duke and the larger research community

The Digital Collections Program participates in the Open Content Alliance, a permanent online archive of multilingual digitized text and multimedia material from institutions around the world. Duke has contributed The Chanticleer yearbooks from 1912-1960, as well as Utopian literature, advertising texts, and other materials.

We knew when we began the digitization program that in addition to articulating clear objectives, we also needed to define a rationale, an organizing principle, which would guide us in choosing from among many worthwhile projects the ones that would best support interdisciplinary research, visual studies, and global engagement at Duke. We considered these University priorities and the Libraries’ collecting strengths and arrived at four themes that would drive the development of digital collections: advertising and consumer culture, documentary photography and film, Duke University history, and transcultural experience.

In addition to selecting projects that fit all of the criteria, we are intentionally digitizing diverse formats and media types, including images, texts, film, video and audio. As of September 2009, we offer nearly 40,000 digital objects in a cross-searchable interface, all freely available to researchers on campus and worldwide. The following samples provide a sense of the diversity and richness of the Duke Libraries’ digital collections.

AdViews

AdViews provides access to a wide range of vintage brand advertising from television’s first four decades, the 1950s to the 1980s. When AdViews is completed in December 2009, it will include 12,000 commercials produced by D’Arcy Masius Benton & Bowles (DMB&B), a New York advertising firm founded in 1929. The DMB&B archives are held at Duke in the Hartman Center for Sales, Advertising & Marketing History, a research center in the Rare Book, Manuscript, and Special Collections Library.

Sam Reed and the Trumpet of Conscience

This collection documents the life and work of Durham, NC, activist and community organizer, Sam Reed, and The Trumpet of Conscience, which was both an organization and publication that he founded in Durham. From 1987 to 2000, the Trumpet of Conscience worked to promote social justice and improve race relations. The group’s mission was “To come together, to listen to one another, to strive toward reducing and eliminating the root causes of crime and divisiveness in our midst.”

The Sam Reed and the Trumpet of Conscience digital collection includes newsletters, planning documents, photographs, awards, speeches, and interviews created and collected by Sam Reed. These materials are held in the John Hope Franklin Research Center for African and African American History and Culture in the Rare Book, Manuscript, and Special Collections Library.

Sidney D. Gamble Photographs, 1917-1932

From 1908 to 1932, Sidney Gamble visited China four times, traveling throughout the country to collect data for social-economic surveys and to photograph urban and rural life, public events, architecture, religious statuary, and the countryside. A sociologist, renowned China scholar, and avid amateur photographer, Gamble used some of the pictures to illustrate his books. The Sidney D. Gamble Photographs digital collection of approximately 5,000 photographs represents the first comprehensive public presentation of this large body of work that also includes images of Korea, Japan, Hawaii, San Francisco, and Russia.

Digitization of the collection was performed using the original, highly-flammable nitrate negatives. The Sidney D. Gamble papers are part of the Archive of Documentary Arts in the Rare Book, Manuscript, and Special Collections Library.

To learn more about all of the Duke Libraries’ digital collections, visit the A to Z list of collections at http://library.duke.edu/digitalcollections/az-list.html.

Jill Katte is the Duke Libraries’ Digital Collections Program Coordinator.

With twenty-five digital collections on the Web, the Duke University Libraries are recognized for their leadership in the digitization of library materials. But the Duke Libraries’ leadership extends beyond merely making its collections more accessible via the Internet. The Libraries are also establishing digitization procedures and standards and contributing to a national conversation on the possibilities and limitations of digital technology.

The Libraries’ initial involvement with digitization was in some ways more the consequence of serendipity than careful planning. But I like to think that once we began it was nimbleness and a willingness to take chances that led us to explore the new technology with the most ancient of our collections and, further, to do this before the Internet as we know it even existed.

In 1992 the Special Collections Library and Duke’s Department of Classical Studies were working on an NEH-funded project to preserve, photograph and better integrate the Library’s holdings of papyri into the research mainstream by entering records of our holdings into Duke’s online catalog. Our collection of around 1,400 Egyptian papyri, dating from the 12th century BCE to the 10th century of the present era, was an important documentary resource for Coptologists, Egyptologists, students of literature and religion and anyone else interested in ancient Egypt.

Although the materials were rare and unique, we approached the collection as simply another archival resource and created standard catalog records for the items. The project also required that all the pieces in the collection be photographed. We briefly discussed digital scanning (then in its infancy in libraries), but we eventually dismissed the process as being too complex and too expensive.

Concurrent with our papyrus project, the Research Libraries Group selected the Duke Libraries and eight other institutions with significant photography holdings to explore access and description issues for digital photography collections. Each institution submitted 1,000 images from its collections (in Duke’s case, the images were drawn from 14 different collections) on the general theme of the urban landscape. A Texas firm scanned the images and then set about creating an Internet-accessible database that would provide a framework for both describing and viewing the images.

But both the image and papyrus projects were overtaken by rapid advances in Internet technology. In 1993 everyone began talking about Mosaic, the first graphical browser for something called the “World Wide Web.” It became clear to us almost instantly that Mosaic offered a much more dynamic approach to sharing digital images from the papyrus collection. The potential for the image project was the same. After hundreds of hours of work, the Internet image database was nearly complete when someone hesitantly pointed out that if we used the Web we could do everything we had been trying to accomplish on our own and do it much better. The database was scrapped and the project disbanded, though each of the participating institutions took their images back and promptly created websites for them.

Moving the Duke Papyrus Archive to the Web sparked a revolution within the field of papyrology and led to the development of increasingly sophisticated databases. Columbia University now hosts the Advanced Papyrological Information System, which has searchable digital images of virtually every important papyrus collection from around the world in addition to integrated access to important research and editorial tools. Similarly, the Urban Landscape images are now just one small part of the rapidly growing Duke Digital Collections.

With the success of these projects came the realization that many other collections were also good candidates for digitization—especially those that comprised unique resources and were either heavily used or of special interest to scholars and the public. Over the next few years, the Digital Scriptorium, the unit formed within the Special Collections Library to manage digital projects, undertook collaborations with the Library of Congress American Memory/National Digital Library, creating two sites, Historic American Sheet Music and the Emergence of Advertising in America, the latter drawing on the collections of the Libraries’ John W. Hartman Center for Sales, Advertising and Marketing History. Subsequent partnerships with the Duke Endowment, the Institute for Museum and Library Services, the National Humanities Center, and others supported two more sites devoted to advertising, Ad*Access and Medicine and Madison Avenue, and another dedicated to the work of documentary photographer William Gedney.

While each project has provided lessons and led to advances in technology and project management, overall we have gained an understanding of the great opportunity digitized collections give us for sharing our resources with the world of scholars, students, and the general public. Because the most obvious candidates for digitization are often found in the unique resources in special collections libraries, it has been especially important to develop a common descriptive framework so that all the digitized materials—whether they are papyri, sheet music, documentary photographs, or journals and books—can be searched though a standardized user interface.

Steve Hensen is the head of Technical Services at the Rare Book, Manuscript and Special Collections Library.

Jacob Dagger

The Writing of 444 Days: The Hostages Remember and Guests of the Ayatollah

In the spring of 2003, as many of journalist Mark Bowden’s reporter friends journeyed to Afghanistan to write about the progress of post-9/11 U.S. military initiatives or to Iraq to cover what would prove to be the last weeks of Saddam Hussein’s reign, Bowden had other plans.

Bowden, a national correspondent for The Atlantic Monthly, the author of the bestselling book Black Hawk Down, and a screenwriter on the blockbuster movie adaptation of that book, also hoped to travel to the Middle East to work on a story, but his destination was neither Afghanistan nor Iraq; to his colleagues’ surprise, he was instead headed to neighboring Iran.

Nearly three years earlier, at the urging of sources he had cultivated while writing Black Hawk Down, an account of a U.S. military mission in Mogadishu, Somalia, and Killing Pablo, about the hunt for Colombian drug kingpin Pablo Escobar, Bowden had begun work on a new project, a narrative of the 1979 Iranian hostage crisis. His sources, among them several men involved with Delta Force, the U.S. Army’s elite counterterrorism unit, believed they could give him unprecedented access to people and documents relating to the legendary unit’s first mission, a failed attempt to rescue the Americans who had been held hostage in Iran.

As Bowden began to read about the event, he realized that all of the books that had been published—personal narratives by former hostages, policy reviews by government officials, military histories—seemed incomplete, telling only small pieces of the story. He began to envision a book that would weave the various stories into a comprehensive account of the hostages’ 444-day ordeal, the rescue mission, and the political negotiations going on behind the scenes.

By 2003, Bowden was deep into the material. He had read all of the contemporary news articles detailing the crisis that he could find and had scoured memoirs written by former hostages. He had also begun tracking down former hostages and interviewing them about their experiences.

Early on, he had come across a copy of Tim Wells’s 444 Days: The Hostages Remember, a work of oral history published in 1985 that wove together passages from interviews with 27 former hostages. Bowden was amazed by both the number and depth of Wells’s interviews, but also curious about what might have been left on the editing room floor. For example, there was a series of interviews with Bill Daugherty, a CIA officer who was harshly interrogated for months by his captors. “If you look in Tim’s book, there might be five or six sentences taken from Bill Daugherty,” Bowden says. “I said to myself, ‘to get those five or six sentences, he must have done an extensive interview.’”

Bowden noted that Wells, a Duke alumnus, had donated his tapes and transcripts, along with other research materials, to the University’s Rare Book, Manuscript, and Special Collections Library (RBMSCL). He scheduled a trip to Durham to see what else he might find in the Wells collection.

“It was like discovering hidden treasure,” Bowden recalls. “There were these long, involved interviews done with the hostages just a year or two after their release. Here I am tracking them down twenty years on, and here was the original stuff. Just an ocean of it.” He was especially pleased to find thorough interviews of hostages who had since passed away, or whom he had not been able to reach.

“I remember going to the woman who was working at the library there, telling her I wanted to copy the collection,” he says. Bowden pledged, when he was done with his own book, to donate his materials to the library so that they could sit alongside Wells’s for the convenience of future generations of researchers, a promise he followed through on soon after the publication of Guests of the Ayatollah in 2006.

Together, the Wells and Bowden collections represent a wealth of firsthand information about the hostage crisis—in the form of taped interviews and transcriptions, but also artifacts like personal letters and diaries. The materials provide a fascinating look not just into the minds of the hostages and their captors, but also into how the research process works. “If somebody wants to write a full and complete history of the [Jimmy] Carter presidency, I don’t think they’ll be able to do it without going through the Duke University library,” Tim Wells says. “Not just because of me, but because of Mark and other contributions along the way.”

The Iranian hostage crisis, which began thirty years ago this fall, was a pivotal event in Carter’s presidency. On November 4, 1979, a group of Iranian students scaled the walls of the United States embassy in the capital city of Tehran and took hostage some sixty staff members. Their initial intention, members of the group later said, was simply to stage a short but highly visible protest to inform the world of America’s crimes against their country—among them the 1953 CIA-led coup that ousted Iran’s democratically elected government, subsequent American support of Mohammed Reza Shah Pahlavi’s violent regime, and the U.S.’s decision in October to admit the deposed shah, whom Iranian revolutionaries wished to bring to trial and punish, ostensibly for cancer treatment.

But what began as a student protest was fed by the enthusiastic support of rioters across the city. Caught up in the moment, the Iranian students bound their captives, whom they suspected of spying, imprisoned them, and interrogated them. Motivated by revolutionary zeal and by what they saw as the will of the Ayatollah Khomeini, they combed the embassy—or “spy den,” as they called it—for paperwork that they believed would prove their worst suspicions about the U.S. When all was said and done, they would hold fifty-two of the hostages for 444 days, releasing them only after Carter, their perceived arch-enemy, was replaced after his first term by Ronald Reagan, whom they believed, incorrectly it turned out, would be more sympathetic to their plight.

As all this was going on, American media outlets had few facts to report, often relying instead on rumor and suspicion to fill their stories. Foreign diplomats were able to communicate, on and off, with three top U.S. officials who were held separately in the Iranian foreign ministry offices, and the hostage-takers staged a handful of media-friendly holiday “parties,” but for the most part, the hostages’ stories would not be told until after their release.

In January 1981, when the hostages were released, Tim Wells was just three-and-a-half years out of college, working as a paralegal for a Washington, DC, law firm. The hostage crisis, he recalls, “was one of the first major news stories in the world that I’d ever paid attention to.”

“The story ran for fourteen months, and then all of a sudden it was over, and everybody went home,” he says. “I thought it was one of the most intensely covered but virtually unknown stories ever to come along. Nobody really knew what happened to the hostages during those fourteen months other than the hostages and the terrorists.”

His curiosity was further piqued by a chance meeting with Bill Belk, a former hostage who had served as a state department communications and records officer in Tehran. Wells began to track down hostages to interview them about their experiences. Fortuitously, many of the former hostages, as state department employees, had remained in the Washington area, and Wells was able to find them fairly easily and without incurring much expense.

“Once I got through with the Washington people,” he says, “I had to travel, particularly to see the military folks. I was pulling a credit card out of my pocket and hoping I could get a book contract and pay it back. My girlfriend thought I was crazy.”

His enthusiasm paid off. After compiling several hundred pages of manuscript, in which he interspersed brief historical synopses with firsthand hostage accounts, he sent his unsolicited draft to an editor at Harcourt Brace Jovanovich, Inc., whose work he admired; the editor purchased the book on the spot.

But as Mark Bowden would suspect years later, Wells’s 469-page book would represent just a fraction of the work Wells put into his interviews. Over the course of three years, he had talked to thirty-six of the former hostages, often speaking to the same person on multiple occasions. As he went, he typed up transcripts of the conversations, producing more than 5,000 pages of notes, all of which now reside at Duke’s Special Collections Library, along with his original tapes.

The first manila file folder in the Wells collection contains the yellowed transcript of an interview with Bill Gallegos, a 22-year-old marine guard at the time of the embassy takeover. The interview was completed on January 3, 1984, less than two years after his release:

“TIM: Can you give me a brief biographical sketch of what you were doing before you went to Tehran?

“BILL: I went to embassy school before I went to Tehran. Let’s see, I spent a year in Okinawa, Japan. And from there I went to Quantico, Virginia, to embassy school.”

As the conversation progresses, Wells asks his subject about whether he was aware of the risks he faced in Tehran: “Every place that I put on the dream sheet was a hot spot,” Gallegos replies, referring to the list of preferred assignments he submitted prior to receiving his posting. “So—I wanted to go—I’m adventurous I guess.”

Wells walks Gallegos and the other former hostages through their stories patiently, allowing them time to finish thoughts before asking for specific details that will help him, as an oral historian, to recreate the scene for readers.

Joe Hall, a military attaché, talks about the early days of captivity. “I mean I was really starting to feel gross. I hadn’t brushed my teeth. I hadn’t bathed. I was going on like four or five days in the same clothes by then. Hadn’t slept worth a darn….” “How about street noise at that time?” Wells asks.

The audio tapes of the interviews are fuzzy with age, but it’s intriguing the hear the former hostages’ voices coming through a quarter of a century later, calmly discussing their ordeal, at the time just a few years removed from the experience. Those are the words that Bowden heard when he visited the library to examine the Wells papers almost twenty years later.

Bowden’s research process was somewhat different than Wells’s. While Wells was primarily interested in collecting the firsthand accounts of the hostages, Bowden hoped to weave the hostages’ stories into a larger narrative. He began, with the help of a research assistant, by running a computer search and pulling all contemporary news articles that mentioned the crisis. At the Carter Center in Georgia, he found tapes of contemporary news broadcasts, which he had transcribed. He read every book he could get his hands on that dealt with the crisis.

Like Wells, he spoke to as many former hostages as he could locate, ultimately interviewing twenty-nine. But he also expanded the scope of his inquiry, tracking down several of the former hostage-takers, some of them who later served in government posts, to hear the other side of the story. His planned trip to Iran in 2003 was pushed back and then cancelled, but he did visit twice over the next two years, getting a feel for the rhythms of Tehran, and walking inside the old embassy.

In addition, he drew on his military contacts to learn about the failed rescue attempt—a topic that Wells had shied away from because it would have distracted him from the hostages’ story—and about roles played by the few CIA officers stationed at the embassy, information that Wells had not been able to pry loose at the time.

Bowden’s papers are revealing. The first five-and-a-half boxes, out of a total of nineteen, consist of bound news articles, drawn from an online database and organized by date. In the week after the crisis, there are 137 articles that discuss it. On January 19, 1981, the day before the hostages are released, there are 136.

Other boxes contain information about the rescue operation, a trial transcript from Roeder et al v. Iran, a class action suit filed by former hostages in U.S. court, a diplomatic chronology, and Xerox copies of several shredded and reassembled “spy den” documents, mostly innocuous files taken from the embassy by the Iranians and presented as evidence of U.S. spying.

There are six boxes of files on the hostages. For some hostages, there is little more than a typed and bound transcript, with lines numbered for easy reference. But for others, there are handwritten outlines and questions that Bowden has jotted down. There are things as mundane as Mapquest directions to former hostages’ houses alongside copies of more significant artifacts like diaries and letters written from captivity. Flipping through the files, you get a sense of the hugeness of the task Bowden faced in telling the story.

Bob Ode was a retired Foreign Service officer on temporary duty in Tehran when the students stormed the embassy. Among the items in his file is a copy of the Christmas card, dated “December 27, 1979, 54th Day,” that he sent to his wife a month and a half after later. There is also a letter he sent to Sen. John Warner.

Ode, who died in 1995, had compiled a calendar of significant events, such as his captors’ return of his wedding ring on December 16, the forty-third day of his captivity. His wife gave copies of the calendar and Ode’s 114-page diary to Bowden.

Bowden dedicates a great deal of attention to timelines, to figuring out who was where, when, and with whom. On the outside of Bill Belk’s file, Bowden has jotted out a brief outline of Belk’s movements around the embassy complex while in captivity, tracing his path from the staff cottages to the ambassador’s residence, to the “Mushroom Inn,” a warehouse basement (where he was kept with fellow hostage Malcolm Kalp), to solitary confinement after an attempted escape, to the chancery basement (he was held with Donald Hohman), to an upper floor of the chancery. In many of the folders are loose typed sheets, copies of Wells’s original interview transcripts, often with notes and follow-up questions scrawled in the margins in Bowden’s handwriting.

After Bowden’s visit to the RBMSCL, he contacted Wells, who is now the editor of the Washington, DC Bar Association’s Washington Lawyer magazine, to make sure that there were no copyright issues involved in the use of his transcripts. “I worried that since I was using his work in a sense, that he might feel some sense of ownership,” Bowden says. “He could not have been more generous about it. It was something he’d done a long time ago, and he’d moved on. If it could be of use to me, it was great.”

Learn More

• Tim Wells. 444 Days: The Hostages Remember. San Diego: Harcourt Brace Jovanovich, 1985.

• Mark Bowden. Guests of the Ayatollah: The First Battle in America’s War with Militant Islam. New York: Atlantic Monthly Press, 2006.

Explore the Collections:

• Tim Wells Papers, 1982-1986. Papers comprise 546 audiocassette tapes, including masters, sub-masters, and use copies; 83 tape transcripts; signed release waivers and consent forms; magazine clippings; manuscript of 444 Days: The Hostages Remember.
• Mark Bowden Papers, circa 1979-2002. Transcripts of interviews with American hostages, Iranian hostage takers, and members of the military who were involved in the 1980 rescue attempt; bound news clippings

Further Reading:

• Stephen Kinzer. All the Shah’s Men: An American Coup and the Roots of Middle East Terror. Hoboken, NJ: John Wiley & Sons, 2003.
• Kinzer, Stephen. “Inside Iran’s Fury.” Smithsonian, October 2008, 60.

Recommended Viewing:

• PBS’s “Jimmy Carter: American Experience” at http://www.pbs.org/wgbh/amex/carter/

From 2005 to 2008 Jacob Dagger ‘03 was Clay Felker Fellow and Staff Writer at Duke Magazine. He is currently working as a freelance writer in Berkeley, CA.

Consider: The coolest thing to be done with your data will likely be thought of by someone else.

That’s the idea driving Paolo Mangiafico to explore new methods for managing and archiving the deluge of digital information at Duke. Mangiafico, formerly on the staff of the Duke Libraries, is the University’s new director of digital information strategy. His mission: to make sure Duke’s vast and varied digital output—from course Web sites and dissertations to wikis and raw scientific data—will be available to future scholars to use in ways we can’t currently imagine.

“The academy is based on building on the work someone has done before you,” Mangiafico said. “We need to provide incentives for people to share data, help other people get to that data and mash it up, and make sure the stuff persists over time. Someone might not think to do those mash-ups until twenty years from now.”

Mangiafico’s efforts—one element of a new University initiative funded in part by a Mellon Foundation grant —are aimed at developing not just a digital attic, but a technological infrastructure and set of policies that will add value to researchers’ current work. The endeavor also stirs up some sticky issues, such as how to turn research data into “knowledge in the service of society” with greater efficiency and how to reward digital collaboration in an academic environment.

Because the traditional tenure system is still tied to print publication, researchers may feel especially protective of their data—despite the documented citation advantage of open access articles, said Kevin Smith, Duke’s scholarly communications officer. “There’s a mental roadblock: If I make the data available, will somebody else jump my claim, take my data and publish my article before I do,” said Smith, whose blog, http://library.duke.edu/blogs/scholcomm/, explores legal issues such as authors’ rights, copyright and fair use.

Despite these concerns, the open access movement has made progress nationally, with a 2008 mandate from the National Institutes for Health requiring scientists to submit finished papers to the PubMed Central database to allow public access. And there has been progress at Duke, too. This spring, the University instituted a requirement that all theses and dissertations be contributed to an open access repository.

But there is further to go, said Ricardo Pietrobon, associate vice chair of surgery at Duke and director of Research on Research, a collaborative effort to maximize research productivity and patient outcomes. According to Pietrobon, inefficient access and distribution systems in biomedical research, for example, can mean a ten-year gap between publication of a clinical trial and implementation in clinical practice. “The more we can streamline that conversion of information to practice, the faster we can improve patient care,” he said.

Even at Duke, where the community is interested in sharing, coordinating parallel campus efforts can still be challenging. Systems are already in place to manage and preserve vital University records, such as Board of Trustee minutes, payroll records and student transcripts. And the University Archives works closely with the Office of News and Communication, for example, to preserve all Duke press releases and new multimedia content such as podcasts and “Duke on Camera” video clips.

However, while a 2006 survey of 120 interdisciplinary centers and 50 academic departments and programs across Duke identified a handful of existing digital repositories (see sidebar below), there are no long-term plans for management and preservation of “born digital” data such as electronic course catalogs or department newsletters, University Archivist Tim Pyatt said. “What worries me is the stuff I don’t know about—keeping track of the new content that comes up that doesn’t have that paper equivalent,” Pyatt said. “Hundreds of us are trying to find these solutions independently. We need to be thinking about this together, so we’re not spending multiple resources to solve the same problem.”

That’s where Mangiafico, who led the Duke Libraries’ first digitization projects in the 1990s, comes in. As more materials take on new life in the digital world—from Duke’s famed ancient papyri collection to past issues of Duke’s yearbook, the Chanticleer,—he wants the Duke community to think more strategically about what is worth saving and, for what is saved, how those digital assets might be used in the future.

“It’s hard to decide what’s important in advance, but the tools and infrastructure we build now need to factor in the long term,” Mangiafico said. Only through that kind of forethought and coordination can the University facilitate the kind of data-driven “mash-ups” that will fuel the next generation of unexpected collaborations. Mangiafico predicts: “With enough eyeballs, you make better discoveries.”

About the Digital Information initiative

What: The initiative is a joint project of the Office of the Provost, the Duke University Libraries and the Office of Information Technology. It has been funded in part by a $325,000 grant from The Andrew W. Mellon Foundation, in partnership with Dartmouth College.

Who: Paolo Mangiafico, who was named Duke’s director of digital information strategy last fall, will support the provost’s new digital information steering committee, to be made up of faculty, archivists, information technology staff and representatives from other areas of the university.

Next steps: The committee will begin discussions this spring about goals, priorities, policies and potential pilot projects. Mangiafico also plans to assemble an informal group of information technology, library and other staff to share best practices and work toward common approaches.

Beyond Duke: Duke and Dartmouth share an advisory group to guide development of a digital information strategy that can serve as a model for other institutions. The advisory group, which comprises university information technology directors, library directors and vice provosts from Duke, Dartmouth, the University of Chicago, Princeton, Yale, University of Virginia and Williams, met for the first time in December and plans to meet again this fall.

Online repositories at Duke

Here are a few examples of existing campus repositories:

• Duke Law Faculty Scholarship Repository: a full-text electronic archive of scholarly works by Duke Law faculty
• Duke Student Portfolio: an electronic archive of undergraduate student work (text, audio and video files), managed by the College of Arts & Sciences
• DukeSpace: a project of Duke Libraries and University Archives that provides access to electronic theses and dissertations, as well as selected University records
• MedSpace: Duke Medicine Digital Repository, Medical Center Archives repository
• Faculty Database System: an electronic collection that includes faculty directory information, as well as curricula vitae and research

Staying Ahead of the Digital Avalanche

Part detective, part digital archaeologist. That’s how electronic records archivist Seth Shaw sees himself. He excavates data from 3 1/2-inch floppy disks, digital camera memory cards, and hard drives circa 2000. A Nobel Laureate in economics even revealed his username and password to Shaw in order to donate his e-mail correspondence to the Duke Libraries.

And unlike the archivists of generations past who could set boxes of letters or old photographs aside for later cataloging, Shaw faces the twin ticking time bombs of technology obsolescence and “bit rot.” “When you stick papers in a box, you don’t have to go back and check every month to make sure they’re still there. You don’t assume the box is spontaneously going to die on you, like a hard drive might,” Shaw said.

Shaw is on the front lines of a new Duke initiative to preserve the “born digital” artifacts that might someday document the work of a future Nobel Laureate or help tell the story of campus life in 2009 when the University marks its 100th anniversary in 2024. His job highlights the uncertainty inherent in trying to ensure that the University’s most precious digital resources are preserved and usable beyond the short lifespan of current technologies.

In an effort to capture the first rough draft of Duke’s current history, for example, Shaw wrote his own computer program to copy seven years’ worth of multimedia files off servers and hard drives in the Office of News and Communication. He left with 211 gigabytes’ worth of University news and the knowledge that each passing day generates a new flood of digital data he can’t possibly hope to sift through, let alone store.

Meanwhile, Shaw also faces growing skittishness among prospective donors, who fear what one Duke student called the “promiscuous access” of online data sharing. “It’s one thing to have a box of papers on the shelf in the library that someone might pull down,” Shaw said. “It’s a whole different story if you donate your papers and someone could type your name into Google and find your files.”

In an era when the first draft of scholarship is written in wikis and blogs and researchers can store an entire career on a Flash drive, Shaw sometimes feels as if he’s trying to outrun an avalanche. “We’re trying to make preservation decisions in a foggy crystal ball,” Shaw said. “There is no future-proofing. We’ll always be trying to keep up with technology.”

Photo by Duke University Photography

Since its founding in January 1999, CIT has increased innovation in University classrooms by providing training and project assistance to over 1000 Duke faculty, responding to thousands of inquiries, awarding over 170 grants and playing a leading role in several major university initiatives.

The Center for Instructional Technology (CIT) and the Duke Libraries have much to celebrate about the Center’s first ten years. Since its founding in January 1999, CIT has increased innovation in University classrooms by providing training and project assistance to over 1000 Duke faculty, responding to thousands of inquiries, awarding over 170 grants and playing a leading role in several major University initiatives. CIT’s reach has also extended beyond the Duke community through publications, presentations and collaborations that have raised the University’s profile and enabled other institutions to benefit from innovation and lessons learned by faculty at Duke.

Photo by Duke University Photography

CIT Director Lynne O’Brien at the CIT Showcase in 2004. This annual event draws hundreds of faculty and staff from Duke and other local universities.

Duke established the Center for Instructional Technology (CIT) in response to one of a number of recommendations made under a “Strategic Plan for Information Technology in Teaching and Learning.” CIT’s founding director Lynne O’Brien came to Duke from Brown University where she was a member of the faculty and manager of instructional computing services. O’Brien’s experience as a faculty member has given her significant insight into the best ways to connect with Duke faculty while building strong relationships to clearly articulate and advocate for their needs with the University’s senior leadership.

Over the past decade, CIT has worked collaboratively with partners in departments and schools across Duke to provide faculty with the tools and services that would enable them to harness the potential of the latest technological applications for teaching and learning. “CIT was an invaluable resource and collaborative partner in the effort to promote the effective use of instructional technology inside and outside of the classroom,” reflected Robert Thompson, professor of psychology and neuroscience who served as dean of Trinity College from 1999-2008. Long-time CIT Advisory Board member and Distinguished University Service Professor Len Spicer said, “Through the seed money that [CIT] put into a number of initiatives, excitement and energy is conveyed from faculty to faculty…from one classroom to another and one discipline to another. There’s no doubt that CIT and its programs have increased technology awareness and perspectives of how technology can be used effectively in classrooms across campus.”

The First Step: From Chalkboard to Blackboard and Beyond

One of CIT’s first challenges was to provide faculty with an easier way to create course web pages. The solution was the system now known as Blackboard, which CIT implemented in partnership with Arts & Sciences Computing and the Office of Information Technology. From fewer than 150 course web sites in the first semester, Duke’s Blackboard system has expanded to include a majority of undergraduate courses, with over 3200 active course sites every year. “I think CIT has made a big difference for undergraduate education and has improved the classroom experience immensely by helping faculty move from home-grown systems into the common platform of Blackboard,” said CIT Advisory Board member Spicer. While many faculty use Blackboard to create and manage course web sites with little or no assistance, for those who do need help or want ideas, CIT offers a range of options to accommodate faculty needs, including online tutorials, custom workshops and even personal office visits.

As the types of technology used in the classroom have changed, so have the ways that Blackboard is used to support teaching and learning. In the beginning, faculty used it primarily to share their syllabi, post announcements and send email messages to students. Now, many faculty routinely also use Blackboard to collect electronic assignments, offer students self-graded practice quizzes, share lecture recordings, and provide a space for student-student and faculty-student interaction through the use of blogs and wikis. Blackboard course sites often give students access to rich multimedia course materials such as images, audio and video as well as library resources such as electronic course reserves. In the spring 2008 semester, all Blackboard course sites were enhanced with Wimba Voice tools, enabling faculty and students to capture and share audio recordings directly within their course websites.

Working with campus partners to support Blackboard and assist faculty in using this tool is only one segment of CIT’s activities. From its beginning, CIT has put considerable emphasis on increasing awareness among faculty of the broad range of instructional tools and encouraging faculty to think creatively about how to use them to address teaching challenges and achieve their goals in the classroom. Each year CIT sponsors dozens of workshops and other events where faculty can learn about these tools from CIT staff and colleagues who have tried them. The CIT programming culminates annually with an instructional technology showcase that attracts hundreds of faculty and staff eager to share their success, inspire their colleagues and learn from peers.

The Rise of Multimedia and Collaboration

Audio and video have both played important roles in the classroom for decades, but the cassettes and VCRs prevalent in the late 1990s have all but disappeared from Duke classrooms. Addressing needs articulated by faculty for better ways to share multimedia via the Web, CIT launched a streaming media server pilot in the spring of 2001; this pilot evolved into a robust service that is now managed by the University’s Office of Instructional Technology. Duke students and faculty have come to rely on streaming media as well as an array of other tools for creating and sharing multimedia course content.

CIT staff distributed iPods
to all first-year students in 2004.

The University’s 2004 iPod project, which led to the current Duke Digital Initiative, greatly increased faculty use of audio and video and heightened their awareness of the ways in which creating and collaborating with rich media could enhance learning. Digitized images, audio, and video have become common teaching tools in Duke courses. Laptops and multimedia wireless mobile devices give students and faculty access to audio and video from virtually anywhere. Students are no longer passive consumers of multimedia; in many courses they also employ audio and video to capture content, share, and collaborate. iPods, web-based audio recording tools, and, most recently, tiny Flip cameras are used in nearly every discipline. Lab facilities are still in high demand for class meetings and high-end computing, but individual students no longer need to go to labs to complete homework assignments requiring audio and video recording. Music and film enrich an array of courses. Audio and video production are also common activities in courses such as second language learning, writing-intensive courses where students and faculty frequently exchange recordings of feedback, and the many courses where students conduct interviews and gather field notes.

Vicki Russell has embraced these web-based devices and other new tools. As director of the Writing Studio and a faculty member, Russell has worked with CIT on a range of projects to support her classroom teaching and enhance the services offered by the Writing Studio. “I find myself intrigued and energized by the myriad of possibilities available—from Blackboard and Wimba, to iPods, Flip videos, and most recently virtual worlds,” said Russell. “I appreciate the opportunities CIT provides me for training, support, and networking, as well as grant support for innovative projects. I particularly admire the overall attitude CIT has towards technology—that it is not the El Dorado but does offer tools for measured and thoughtful ways to achieve certain learning objectives.”

Innovator, Matchmaker, Navigator

Faculty consider strategies for maximizing new learning environments during a May 2008 CIT workshop.

Lisa Croucher from Duke’s Global Health Institute examines an Amazon Kindle e-book reader, part of CIT’s exploratory equipment pool.

CIT assistant director Amy Campbell demonstrates a web camera available through the Duke Digital Initiative to a faculty member in the CIT lab.

Ingeborg Walther (German) and Daniel Foster (Theater Studies) participated in CIT’s 2004-05 Instructional Technology Fellows program. With support from the program, Walther and Foster enhanced their courses with multimedia.

Chemistry librarian Anne Langely presents a joint CIT-library study of e-book reader technology entitled, “An iPod for Books?” at the CIT Showcase.

The Center for Instructional Technology uses a variety of strategies to support teaching and learning and promote innovation. Some projects receive financial aid, but most of the Center’s assistance takes the form of consulting, advising in course planning, and helping faculty navigate the network of campus resources and services to find the tool or service that best meets their needs. The CIT staff also provides guidance to faculty interested in web-based technologies such as Flickr, YouTube, or Google Earth, showing them how these freely available tools can be used effectively in the classroom.

In addition to funding innovative projects and faculty development, the Center operates a lab where instructors have access to a range of technologies that might not be available in their home departments. The CIT Instructional Technology Lab, opened in the fall of 2000, provides tools and support for digitizing text, audio and video as well as an inventory of equipment that faculty can take out on short-term loans to “play” with. Examples of equipment currently available for exploration include GPS devices for combining geospatial data with images to create visualizations and a 3D SpaceNavigator for interacting with three-dimensional virtual environments. By experimenting with the Lab’s equipment, faculty learn whether or not the devices have any potential for use in the classroom. The Lab, located in the Bostock building of the Perkins Library complex, is also a venue for workshops, training and consulting.

The Center also spreads innovation by connecting faculty across departments and schools when they share the same challenges. Providing opportunities for faculty to learn from one another and encourage each other to try new ideas and tools has proven to be one of CIT’s most effective strategies for disseminating innovation. Faculty gather to share tips and strategies on teaching with tablet PCs or meet for lunch to discuss effective methods for online teaching.

The Center’s support for different faculty communities has ranged from assisting with logistics and identifying common interests to giving faculty stipends for more formal long-term efforts. An example of these long-term faculty collaborations can be found in one of CIT’s most popular and successful initiatives, the Instructional Technology Fellows program. Since the inception of the Fellows program in 2002, seventy-five faculty have participated. Fellows work together in one of several ways: as a cohort for anywhere between a semester and an entire academic year on individual projects; in a series of sessions clustered around a theme; or as a group within a discipline working together on a joint project. In 2008-09 CIT has supported two separate groups of faculty fellows—one focused on teaching in flexible learning spaces and another on integrating student video production projects into their courses.

CIT Collaborations with Library Colleagues

Making the Center for Instructional Technology a department within the Duke University Libraries has contributed to the Center’s effectiveness. As technology has become a more integral part of the academic life of Duke’s faculty and students, CIT’s academic consultants and librarians have found increasing opportunities for collaboration. “The campus-wide process that led to creation of CIT was a recognition and validation of the role that the library plays in the technological life of the campus, “said David Ferriero, university librarian at the time of CIT’s founding. In recent years, librarians and CIT consultants have frequently worked together to explore the implications of new hardware and software tools for the classroom and the library. CIT academic technology consultants and librarians have investigated the ways in which the mobile devices many students and faculty bring to campus could provide access to library resources and services. Using a Sony e-Reader from CIT’s lab, librarians and CIT shared ideas about how students and faculty could use the new generation of e-book readers to view electronic text and other digitized materials. Exploratory equipment from CIT has also supported recent trials of roving reference services with iPhones and ultramobile PCs.

CIT staff and librarians also collaborate directly in their support of Duke courses. In Associate Professor Jen’nan Read’s Sociology 161, “Social Determinants of U.S. Health Disparities,” librarians Joel Herndon and Linda Daniel worked with CIT consultant Shawn Miller to provide students with technology training and library resources in support of student projects. Students in Professor Read’s course used a variety of technologies to successfully combine maps, census data and other research about Durham in their study of health disparities in the local community. Miller recalled, “When I first met with with [Dr. Read], she wanted to know about possible uses of census data and maps for her students’ projects—so I brought Joel [Herndon] into the conversation…Linda [Daniel] was already building a LibGuide for Jen’nan.” Miller’s experience using visualization tools was combined with Herndon’s data skills and Daniel’s subject expertise to provide broad-based support for the students’ projects. “I think this kind of synergy is really what we’re aiming for when we pull together different resources to make a project something much better than what we perhaps might have been able to do on our own,” said Miller.

Photo by Duke University Photography

…when I saw the facilities at the Link during my ‘new faculty’ orientation, I knew I wanted teach there. Little did I know that the technology and equipment would be equally matched by the exceptional quality and professionalism of the librarians and support teams at CIT. They introduced me to the technology and created outstanding presentations tailored specifically for each of my two courses …[and] created Library Guides for my Blackboard sites that were also uniquely tailored to meet my course needs. My experiences working with CIT have been terrific.

— Jen’nan Read, Associate Professor of Sociology and Global Health

Although CIT is based at Perkins Library, its services are not confined to the building. The staff travels around the campus, taking events to departments and visiting faculty offices to offer one-on-one consulting and training. CIT staff also gather groups of faculty in departments and schools to shape the development of new services and to evaluate existing ones. In recent years, these groups have provided feedback on everything from CIT grant offerings, tools offered by Blackboard, and the success of strategic projects such as the Duke Digital Initiative.

Partnerships Within and Beyond Duke

Assistant Professor of the Practice Jeffrey Forbes from Computer Science participates in a 2007 panel presentatation with colleagues from the Pratt School of Engineering, describing their year-long CIT fellowship to explore tablet PCs. “Just having people with similar interests come together to talk about pedagogy and instructional technology is extremely valuable,” commented Forbes.

The growth of CIT’s programs and impact has been fueled not only by library connections but also the Center’s involvement in University initiatives and partnerships across campus. When a library endowment offered an opportunity to strengthen partnerships with local schools, CIT’s strength in both pedagogy and outreach made the Center the ideal home for the new PepsiCo K-12 Technology Mentor Coordinator. The Foreign Language Technology Services group in Arts & Sciences, established separately from CIT, ultimately joined with the Center and now functions as its Instructional Media and Language Technology Services group. This merger has resulted in better interdisciplinary connections and the ability to share staff and resources across the language labs and CIT lab. The success over the past four years of the Duke Digital Initiative has also resulted from productive collaborations between CIT and other Duke staff as well as external partners such as Apple and other vendors. These programs, in turn, have shaped the direction and growth of CIT.

CIT has also enjoyed a long and fruitful partnership with the School of Medicine’s Clinical Research Training Program (CRTP). Through synchronous interactive videoconferencing, CRTP delivers courses simultaneously to learners at Duke and at the National Institutes of Health headquarters in Bethesda, Maryland. Over the past five years CRTP and the Center for Instructional Technology have pooled resources to fund joint positions that support the shared needs of both groups in instructional design and program evaluation. “The success enjoyed by the CRTP over the last decade…would not have been possible without our incredibly productive relationships…with the director and staff of Duke’s Center for Instructional Technology,” said William Wilkinson, executive director of CRTP.

The Road Ahead

As the Center for Instructional Technology enters its second decade, it continues to support the academic mission of Duke University by helping instructors find innovative ways to use technology to achieve their teaching goals. Exciting developments in multimedia, mobile devices, and the next generation web of visualization and collaboration tools will present plenty of new opportunities in coming years for CIT and the faculty they support. University Librarian Deborah Jakubs said, “The Libraries value the opportunity to further innovation in teaching and learning through CIT’s diverse initiatives that advance Duke’s technological capacity.”

Harsha Murthy

Everywhere you hear it, read it, see it: Change. Whether we embrace it, fight it, worry about it, or do our best to ignore it, change is going on all around us every day. Nowhere is this truer than on college campuses. With each incoming class there is a new pattern of faces and characters, a kaleidoscope of ambition and high-jinks, of potential and achievement. At their best, universities challenge students and then send them into the world transformed, prepared to realize their dreams.

Those of us fortunate enough to attend or be associated with Duke are particularly lucky because the school (through its leaders) has been committed from its inception to doing things differently. In his inaugural address as the first president of Trinity College in 1910, William Preston Few spoke about the need for the University to take the lead in changing to suit the new conditions of the post-Civil War era, to produce graduates of “efficiency and trustworthiness” and to break from the “chaotic educational conditions” that had hindered the South. Few’s vision of Duke becoming a national force in education and civic life while maintaining its own identity (including eschewing “bigness”) was echoed years later when Terry Sanford, in his 1984 valedictory address as president, spoke of Duke’s commitment to pursuing “outrageous ambitions.”

We alumni are torn between wanting the University to pursue those “outrageous ambitions” while also wishing it to remain as it was during our own student years. Sometimes we cling to what we experienced not because it was good or even pleasant, but because that is how we remember it. The very immutability of our alma mater is a source of comfort because there is so much else that we can’t hold onto—or keep from changing.

This inextricable tension between change and tradition at Duke has found its most tangible and visible manifestation in the Perkins Project, a phrase that inadequately describes the multi-phase, multi-year expansion and re-envisioning of the Duke University Libraries on West Campus. Since the 2005 opening of the Bostock Library and the von der Heyden Pavilion, followed by the 2006 re-making of the first floor of Perkins Library, the University has been engaged in transforming the meaning of the university library, what it is and what it can be in the life of the institution. In so doing, our University has re-established the centrality of the library as the focal point for the institution’s mission of promoting teaching, research, scholarship and even tolerance and community. It is convenient to speak of the new Perkins Library complex (Perkins, Bostock, and the von der Heyden Pavilion) as a place, focusing solely on the attractive buildings and their elegant furnishings. However, the more fundamental change has been in how people at the University engage with each other inside and outside the spaces.

First, it is worth remembering what Perkins Library was to so many of us who graduated from Duke before this transformation occurred. It is fair to say, I think, that it was an after-thought: a necessity but not something to celebrate or even much remember. The impression began with that first visit to Duke. I don’t recall any campus tour guide taking students into Perkins. With a wave of the hand, the guide would say (if anything), “This is our library,” and then she would move forward down the Quad, pointing to the Medical Center entrance and making the quick U-turn past Allen Building and on to the more attractive features of the residential side of West Campus, where the benches were filling with easy-going undergraduates relaxing on a spring afternoon. Yes, the library was an after-thought.

It was not the first place (or maybe even the last place) most of us would cite if asked about our favorite places while we were at Duke. I can remember retreating there, as did my fellow undergraduates, during reading periods and final exams, more to escape the relative chaos of the dorms than because the library provided any special attraction.

Yet, I don’t want to say that the old Perkins lacked any charms. There was a mystery about the stacks, and in their decrepitude they evoked a sense of communing with deeper gods of academia. The stacks and the Gothic Reading Room both conjured up the romance of libraries. These were the trappings of tradition that many of us wanted from our college experience and which we got in full measure. One actually could smell in the mustiness of the volumes, the history of scholarship, what Professor Linda Orr referred to in a 2006 Duke Magazine article as the “smell of book perfume.” The Perkins of yesterday was a place to be alone. You went there to escape contact with other students so you could write your paper or cram for your exam or read the reserved book your professor had set aside.

To come back to the library today is to have a completely different experience. I have referred to the library’s transformation as “extreme makeover, the University edition” (referring to the television program that takes the small, inadequate and usually dilapidated home of a struggling family and razes it to the ground before putting up a brand new home, replete with the latest appliances and interior design razzle dazzle). The most obvious change is the proliferation and ubiquity of computer technology and how its intrinsic portability has altered our relationship with information. Virtually every student carries a computer; digital video kits, iPods and cameras are common classroom tools. So, why with all the easy access to information from almost anywhere, would a student want to be at the library? Because the space is invigorating and because it creates community around the academic experience.

The new Perkins Library inspires its users to be part of something larger than their individual classes and assignments. The transformation of the buildings has created a library where students and faculty want to be. I recently walked through the Link, the teaching and learning center on lower level one of Perkins, and marveled at a space full of classrooms outfitted with all sorts of technology and furniture that is bright and moveable. I learned that students can participate in video conferences, that teachers can project and manipulate image files for neurobiology or cathedral construction on the classrooms’ electronic screens or diagram schematics on whiteboards. I stopped to speak with a student in one of the breakout rooms who said she was working with two of her classmates on a business plan and profit-and-loss statement for one of their finance courses. I don’t recall having any such collaborations during my undergraduate years!

At the new Perkins Library, students come to collaborate, to check out books, to use databases and to seek the assistance of librarians—and they are there during the day and all through the night. And students also are choosing the library as a place to spend time to study, to write their papers, or to read—all activities they could do elsewhere. Moreover, spaces like the von der Heyden Pavilion, with its coffee shop/café, create an informal atmosphere that is different from the solitude of “hard scholarship” and the structure of the classroom. I am pleased on my visits to the campus to see students meeting with faculty members or administrators in the Pavilion. Where talking might have elicited “shushing” long ago, the new library hums with the sounds of collaboration, laughter and gentle snoring (which happens in the oh-so-comfortable chairs of the reading rooms and will probably continue as long as Duke students “work and play hard”).

When I speak to recent Duke graduates about the library, I am delighted to hear universal praise. I understand that the library is now the second or third most visited spot on campus (after the Chapel and Cameron Indoor Stadium). Indeed, in a Duke Admissions website poll asking students about their favorite places at Duke, several locations in the library were on the list. The library is now a place in which to see and be seen! I also understand that student tour guides now regularly take visitors and prospects to the library, announcing proudly “This is our library.”

There is an especially beautiful view from a fourth floor reading room in the Bostock building. From one side you can look through a glass wall down into the Carpenter Reading Room on the third floor. But if you turn in the other direction, looking out through glass that is a perfect Duke blue, you see the Divinity School and the Chapel. From another window you see the Center for Interdisciplinary Engineering, Medicine and Applied Sciences (CIEMAS) and the Duke Forest further south. When the sun comes through those windows, it is easy to understand the unity of the vision of Duke’s founders.

The transformation of Perkins Library is being guided by a dedicated group of administrators, faculty members, librarians, alumni and architects who understand that they are doing more than changing the library’s physical footprint: they are also enlarging the library’s role on campus.

I am hopeful that the last phase of the Perkins Project, the renovation of the original 1928 and 1948 library buildings on West Campus, will get the same degree of support—financial and institutional—that created the Project’s early successes—the Bostock Library, the von der Heyden Pavilion, and the transformation of the 1968 building. This last phase, the Cornerstone Phase (the cornerstone for the University is visible on the front of the 1928 library building) will bring renewal and change to the part of the library that houses its most distinctive collections in the Rare Book, Manuscript, and Special Collections Library and Duke’s history in the University Archives.

The library may be the place on campus that best exemplifies that combination of efficient learning and collaboration in the development of civic character that William Preston Few spoke about. We strive to be exposed to great ideas and great people and to be inspired enough to find the way to best realize our individual dreams. At the Duke University Libraries, we are changing the buildings to reveal the greater truths about learning communities that lie within.