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                <text>Party hosting is an exercise in preparation and personal finesse. The ambiance and menu must be exciting, the guests lively and engaging. As host, you must set the tone and connect newcomers with those already at the party. No matter how charming or prepared you think you are, once the party starts anything can happen. Uninvited guests can come crashing, Uncle Gene can go heavy on the Riesling and start telling inappropriate jokes, and timid, tired Tina can suck the air right out of the room. But when conditions are right, and host and guests find their flow, the experience is a delight for everyone. Last fall marked the end of a two-year digital librarianship mentor program where the University of Iowa Libraries’ Digital Library Services (DLS) played host to a total of 18 fellows. We’re exhausted but stimulated by the experience, savoring a number of successes and, well, blotting up a few messes. While the students’ experiences were no doubt fascinating with the usual mix of classes, seminars, and project work, our story here describes the party from the host’s point of view – the planning that worked and the unexpected surprises, the effect on staff dynamics, the unimagined strides made in growing a relatively young digital library program, and the impact of the students’ departure forcing us to realign workflows and develop a new plan to sustain and move forward.</text>
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                <text>Since 1992, the Information Arcade at the University of Iowa Libraries has been working with faculty to develop and support learning and creative research through advanced new media technologies. With its broad mission of integrating new technologies into teaching, learning, and research, the Information Arcade employs three guiding principles: (1) collaboration, by drawing on the talents of librarians, technology professionals, faculty, and students; (2) risk-taking, through creative utilization of technologically advanced tools; and (3) implementation, by employing aggressive efforts to make electronic resources easily accessible throughout the University of Iowa campus. This session will focus on some of the specific initiatives undertaken to help realize these goals.</text>
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                <text>In the summer of 2008, the rivers in eastern Iowa rose to historic levels, prompting a major evacuation and shutdown of the University of Iowa campus and resulting in nearly $750 million in damage, particularly to the buildings that housed the fine and performing arts. The art library reopened in late 2011, and the music library will be in temporary quarters for several more years. Though the main library received only minor flooding in the basement, the building was closed for several weeks even while campus reopened and classes resumed.The library's data center, located in the main library, needed to be relocated during the evacuation. Fortunately, the library's disaster response plan was updated just four months earlier and ready to be put to the test. This paper presentation will discuss which elements of the plan were most helpful as well as lessons learned. Two important gaps in the plan were the need to identify a communications point person who could be isolated from operational responsibilities and the need to adapt to members of the disaster response team needing to leave in the middle of implementation. In particular, as the waters rose, staff members who lived on the west side of the river had to go home before the last bridge closed, and we had never anticipated choosing disaster response team personnel based on whether or not they had to cross a bridge to get home. The paper will conclude with a status update on moving to hosted servers and decommissioning the library's data center.</text>
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                <text>In 2011 the University of Iowa Libraries began crowdsourcing the digital transcription of its manuscript archives. Four years and over 50,000 transcribed pages later, that project, known as DIY History, has garnered considerable internet attention via Buzzfeed, Twitter, Tumblr, and the NBC News blog. At the same time, it has been threaded into undergraduate classrooms at Iowa as a means of introducing students to primary source research, information literacy, and multimodal design.Matt Gilchrist and Tom Keegan will discuss how faculty members and librarians collaborated on an assignment that emphasizes course objectives while strengthening student connections to the UI Libraries. That assignment, Archives Alive!, resulted from a partnership between DIY History and Iowa Digital Engagement and Learning (IDEAL). Students are asked to transcribe a document, compose a brief rhetorical analysis and historical contextualization of it, and create screencasts of their work. By making use of narrative primary source material like letters and diary entries, Archives Alive! helps students see themselves in research material. Building an assignment around the crowdsourcing model provides students with two attitudes important to project success: a sense of ownership (through crowdsourced participation) and a sense of purpose (through a dynamic assignment with a real audience). The success of the project rests upon a flexible, design-centered approach to program structure that fosters an audience for library collections while asking students to create work with the public in mind.Paul Soderdahl will discuss the administrative considerations and costs in moving digital library operations from project to program. The UI Libraries have made deliberate efforts over the past several years to achieve this transition – in particular a reorganization of Digital Library Services into Digital Research and Publishing. He will also discuss the relative leap of faith and return on investment associated with large-scale digitization projects and audience engagement.The James Merrill Digital Archive (JMDA) is comprised of digitized Ouija board session transcripts, poem drafts, and other materials toward Merrill’s epic narrative poem, “The Book of Ephraim,” part of the Pulitzer Prize-winning book, Divine Comedies. The JMDA is the result of expertise and input of many collaborators across the Washington University campus. Shannon Davis and Joel Minor will speak on various aspects of the ongoing project, including successful cross-campus collaboration, employing student workers to perform high-level encoding and exhibit curation, and how Omeka was used to develop the digital archive.</text>
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                <text>In 2011 the University of Iowa Libraries began crowdsourcing the digital transcription of its manuscript archives. Four years and over 50,000 transcribed pages later, that project, known as DIY History, has garnered considerable internet attention via Buzzfeed, Twitter, Tumblr, and the NBC News blog. At the same time, it has been threaded into undergraduate classrooms at Iowa as a means of introducing students to primary source research, information literacy, and multimodal design.</text>
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