The Card Catalog Project seeks to deepen and broaden the relationship between the faculty and LITS at Hamilton by exploring the ways in which we gather, organize, protect, navigate, evaluate, and share information in the context of the liberal arts. From card catalogs and controlled vocabulary to Machine-Readable Cataloging and full text searching in Google -- how do these systems shape our perspectives and show us the world? The Card Catalog Project will encourage students, faculty, and staff, to consider the ways in which ancient, modern and contemporary systems of knowledge influence our lives.
The Project pursues its goals through a series of campus speakers and workshops that encourage us explore how various systems of knowledge enable us to realize the overlapping, interdependent, and exclusive knowledge practices that characterize the liberal arts. Using the card catalog (and the Library of Congress Classification system) as entry-point for discussion, faculty and staff address the campus community on the kinds of knowledge from their disciplinary position. We begin by presenting a historical overview of early cataloging continuing through to the Dewey Decimal and Library of Congress Classification systems. From here, we explore the impact of computing on the organization and access of information, covering topics such as Machine-Readable Cataloging, search algorithms, and the “filter bubble.” We hope to enable scholars of the book to appreciate the possibilities of metadata and those in quantitative fields to see how the systems of knowledge that structure their fields have ethical implications and limitations, as well as opportunities. The Card Catalog Project celebrates the Library as the center of the learning community also through two distinctive arts related workshops. The culminating event will be the presentation of the “3x5 Project” (community wide poetry project using discarded catalog cards) showcased as part of the First Year Course Conference in Burke Library. Lisa Forrest, Director, Research & Instructional Design and Lisa Trivedi, Professor of History
The Food Justice Project of Central New York: Issues of food justice are of local and national importance. Even as local and sustainable food becomes increasingly popular, large swaths of the population are left without access to these foods, isolated in so-called "food deserts." Hamilton is surrounded by farms, and our students have founded clubs devoted to Slow Food and fine dining. But ensuring community access to affordable, healthy food remains a logistical and ethical challenge. The Food Justice Project of Central New York seeks to bring together scholars and local farmers and activists–including one of our alumna, who has founded a nonprofit devoted to maintaining Utica’s community gardens–to discuss the theoretical and logistical challenges of creating a more equitable food system. Alex Plakias (Assistant Professor of Philosophy) and Julie Starr (Assistant Professor of Anthropology) will organize a number of events to address the question of food and access to it.
Pavitra Sundar (Literature and Creative Writing) and Celeste Day Moore (History) will be convening a faculty seminar in Spring 2017 that will explore the interdisciplinary field of Sound Studies. Through shared readings, field trips, and guest speakers, faculty across the curriculum will come together to consider the cultural, aesthetic, and technological dimensions of aurality. Building on this seminar, we look forward to coordinating a public symposium on the global dimensions of sound and co-teaching an interdisciplinary course on Sound Histories. With its interdisciplinary approach and global emphasis, this Humanities seminar will not only bring together faculty, staff, and students who engage with sound from diverse perspectives, it will also dovetail with conversations happening across campus on structural and institutional hierarchies.
Tracy Cosgriff (Art History) and Andrew Rippeon (Literature and Creative Writing) will organize a series of interdisciplinary practica in the Spring of 2017 aimed at faculty and staff across the curriculum who are either already teaching with, through, or about “the book,” or who are interested in developing research and pedagogy relevant to “the book.” The series will encourage faculty from an array of disciplines to consider how they may develop book-studies methodologies in their existing or proposed courses, and at the same time will ask faculty to consider how these methodologies drive faculty, staff, students, and even institutions to more broadly reconsider the very nature of “liberal arts.”