Libraries
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Now there is the similarly conceived Enzyklopädie deutscher Geschichte. ↩︎
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There was also the extremely helpful and systematic Imperial Germany: A Historiographical Companion, edited by Roger Chickering (Westport, CT: Greenwood Press, 1996). ↩︎
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What is an ISSN?, ISSN International Centre. See also the Library of Congress’s explanation of the ISSN, last updated February 19, 2010. ↩︎
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See, for instance, Mareike König, “ISSN für Wissenschaftsblogs—mehr als nur Symbolik?," Redaktionsblog Hypotheses, March 10, 2016, which is as revealing as it is informative. ↩︎
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See Hannah Birkenkötter, “Blogs in der Wissenschaft vom Öffentlichen Recht: Ein Beitrag zur Erschließung neuer Formate,” in Formate der Rechtswissenschaft, ed. Andreas Funke and Konrad Lachmayer (Weilerswist-Metternich: Velbrück Wissenschaft, 2017), 117–39. Thanks to Alexandra Kemmerer for bringing this piece to the attention of my colleague Kerstin von der Krone. ↩︎
A lot of talk about the shadow library Libgen today in my socials because of Meta. In this context, Molly White has recommended an interesting open-access book: Joe Karaganis, ed., Shadow Libraries: Access to Knowledge in Global Higher Education (The MIT Press, 2018).
Books Are Weapons – World War Two poster by NYC WPA War Services promoting knowledge about Black history and culture, the war's colonial entanglements in Africa, and the role of Black Americans in national defense. The books referenced were housed in the New York Public Library's renowned Schomburg Collection.
Source: Schomburg Center for Research in Black Culture, Art and Artifacts Division, NYPL, image id 5211531.
Inspiring Photo from 1971 for Our Troubled Times
“Isabel Miller and Barbara Gittings hugging librarians” in 1971 at the American Library Association Conference in Dallas, Texas. (Miller is on the left. Gittings is on the right in the floral sleeveless dress.)
Librarians can be central in the fight against bigotry and for equal rights, which might explain why some gay rights activists were there. (An important example: early professional Black librarians.)
Photo by Kay Tobin, via the Barbara Gittings and Kay Tobin Lahusen Gay History Papers and Photographs Collection, NYPL Digital Collections, image ID 1606079. 🏳️🌈
Revisiting Image of Two Back Sailors Browsing Books
On August 27th, I posted a mid-to-late 1940s photo of two Black sailors browsing books in a library section marked “Negro Books." In response, a couple people on my socials expressed outrage or sadness over the segregation they thought they were seeing. That makes sense if one doesn’t consider the book titles I mentioned or the link to a related post here titled Reading about Black Librarians and Knowledge Formation.
Thing is, though, books could be powerful wherever librarians made them available in their collections and discoverable by their readers. That’s why I see in the image two sailors browsing books in a thematic library display that highlighted a selection of books of probable interest to Black people. The photo’s provenance also suggests as much: the U.S. Navy Department’s Office of Public Relations produced it, and the Schomburg Center for Research in Black Culture preserved it. What’s more, there is the photo’s suggestive chronological proximity to the end of the war and to Harry S. Truman’s desegregation order for the U.S military in 1948. Yes, the photo was taken in a broader context of prejudice and segregation, even atrocity, but the story does not end there.
We can’t allow our knowledge of historical and present-day racism to blind us to signs in the image of people with agency who worked toward a more just world. Someone in the navy’s PR office decided or was ordered to take and distribute such a photo, or have this done. One or more people in a navy library ordered and displayed the books that caught the photographer’s eye, perhaps owing to the cataloging innovations of Dorothy B. Porter. Moreover, someone shaped the command climate in which these things transpired.
Whatever led to these particular sailors posing for this picture, the camera recorded two young black men doing something about their present and future. We see them serving their country. We see them acquiring knowledge about it that had emancipatory potential.
Of course, nothing in this kind of framing can negate the history of racism in this country. What thinking about individual agency can do is open our eyes to the humanity and strength of the people who endured and made lives for themselves despite the oppression. The books on the shelves written by Black authors were also evidence of such spirit. And the unknown characters behind the making of this photograph? It is productive to think of them as individuals who made choices within a specific institutional, social, and cultural matrix. Human agency matters.
"Two U.S. Navy sailors browsing library shelf labeled 'Negro Books'" – U.S. Navy Department, Office of Public Relations, ca. 1944-49.
To scrutinize the titles in this image, download a high resolution scan from the NYPL Digital Collections.
W. E. B. Dubois, The Souls of Black Folk (1903) is clearly visible. Also: Charles S. Johnson, Patterns of Negro Segregation (1943) and Louis Adamic, The Native's Return (1934).
Repository: Schomburg Center for Research in Black Culture, The New York Public Library Digital Collections, https://digitalcollections.nypl.org/items/22e61340-6379-013b-2df1-0242ac110003.
Follow-up remarks: Revisiting Image of Two Back Sailors Browsing Books (Sept. 7, 2024)
Related post: Reading about Black Librarians and Knowledge Formation (June 19, 2024)
Reading about Black Librarians and Knowledge Formation
"How Black Librarians Helped Create Generations of Black Literature" by Jennifer Schuessler, The New York Times, June 19, 2024.
This is a fascinating short history that references the scholars whose work the cultural reporter draws on.
Teaser: “Recent scholarship is uncovering the role of the women who ran libraries during the Harlem Renaissance where they built collections and, just as important, communities of writers and readers.”
Agents of change: The necessary activism required of librarians in oppressive contexts will sound familiar to people today in the context of bans related to race and sexuality. For example, the only significant collection in the Jim Crow South was in Roanoke, Virginia. When the librarian there, Virginia Lee, was eventually told to get rid of the books, she moved them to the basement instead and continued to discretely circulate them.
Knowledge formation: The seemingly banal work of collection, classification, and organization required the creation of new knowledge. For instance, cataloging using the Dewey scheme required the addition of new subjects because that system only foresaw shelving Black-authored and Black-themed books in two limited spaces: under the headings of “slavery” and “the Negro question,” the latter a subset of “colonization and migration.” Dorothy Porter added entirely new categories, including for slave insurrections, the blues, and passing. She also reorganized American political history by situating presidents in topics important to Black readers. Andrew Johnson’s tenure was filed under “emancipation” and Rutherford B. Hayes under “Ku Klux Klan”.
Knowledge, culture, and sociability: This article has some wonderful photographs, including of the women in groups.
Addendum: The New York Public Library and, within it, The Schomburg Center for Research in Black Culture have digitized some of their materials. That’s where I found a powerful pastel by Morris Schulman titled “The Writing Lesson”.
Organizing and Communicating Historical Knowledge: Some Personal Observations
First published on History of Knowledge, February 3, 2017
In my initial academic encounters with Germany in the late 1980s and early 1990s, one of the things that impressed me was the availability of handbooks as well as specialized encyclopedias such as Geschichtliche Grundbegriffe. The textbook series Oldenbourg Grundriss der Geschichte was a new experience for me.1 Each volume offered a concise, chronologically organized survey (with key terms in the margins for rapid orientation), followed by a substantial historiographical discussion and bibliography. At the time, I did not appreciate the massive effort behind such compilation and systematization efforts. I just found these tools were quite practical for orienting myself in a given historical subject. Why didn’t we have such useful tools in the United States?
Nowadays, it seems pretty clear to me that the difference had to do with how academic projects are organized and funded, and how their merits are perceived when hiring decisions are made. Perhaps, too, there is something in the academic culture that sees particular value in such projects, although I have no idea how one would separate such possible cultural predilections from the institutional organization of scholarship generally and of the discipline of history more specifically.
I do know that my doctoral advisor’s approach to reading lists for our comprehensive exams at Georgetown University in the mid-to-late 1990s was unusual in the history department there. Roger Chickering gave us a massive bibliography for research purposes along with a so-called canon (read: very long list) of the texts that he expected every PhD student to know or at least know about.2 For my reading in Soviet, Imperial Russian, modern French, and modern British history, I had to write up my own reading lists, sometimes with suggestions by the professor, never with the ambitious, perhaps Sisyphean intention of producing a canon.
Roger Chickering, of course, is both product and producer of the American academic landscape, and he has deep ties in the German one too. The above example, however, is not meant to suggest that his approach was in any way related to its proximity to German academic culture. Instead, I mention it in order to underline what I sense is an additional reason for the (to my mind) weaker handbook culture in the United States, at least among historians. Such systematization is hard and its desirability not clear.
The nice thing about this blog is that it does not require massive overhead, although it does seem to have some institutional support. Nor must an entire handbook be conceived and created before anyone can use the knowledge being gathered and produced for it. The blog simply grows over time (since 2011) and can respond to new concerns and concentrations with tweaks to its categories and tags.
I bring this up because I was struck by a recent post on the francophone blog Germano-Fil, a Franco-German production. The post is entitled “Recherche bibliographique en France et en Allemagne” and contains a wonderfully useful list of resources, the kind I would like to have had when I was studying German history. This list would also fit in one of the more traditional handbooks, but it is on a blog and can be accessed easily via the site’s category links, which act like a table of contents. Does such a detailed resource even exist in English for the study of German history? Hard to imagine.
There are other German websites that mirror the old handbook and encyclopedia culture more closely in that they are the products of specific research grants, and they begin with a structure, like a book, instead of waiting for a structure to emerge, as is possible on a blog. In its current iteration, German History in Documents and Images (GHDI), a German–North American project, is organized in chronologically bounded volumes, each edited by a different historian (or team of historians).
Another site, Historicum.net, is a cross between a reference work and a reference library for students of history. Such an undertaking, of course, requires substantial institutional support, at least that is the impression I get from the extensive content, not to mention the logos of the project’s sponsors—the Deutsche Forschungsgemeinschaft, Universität Köln, and the Bayerische Staatsbibliothek.
Docupedia-Zeitgeshichte also recalls a multivolume handbook with a correspondingly large editorial team. Like on GHDI and Historicum.net, Docupedia’s articles contain no tags or links to establish connections across entries. Instead, each piece reads like a traditional handbook article. In other words, the enterprise comports with the traditional research and writing practices of professional historians.
I have been thinking about blogs in terms of academic cultures for another reason as well. The above-mentioned blog has an ISSN, an identifier for periodicals. My encounters with academic blogs in the past decade or so have not involved this kind of identifier. Yet a number of academic blogs in Germany, at least blogs with some sort of institutional support, not to mention all blogs on the Hypotheses portal, are now using the ISSN. Why?
According to the international organization behind this numbering system, “The ISSN role is to identify a publication,” thereby preventing possible confusion with similarly named publications, for example. But this “digital code is without any intrinsic meaning.” The ISSN contains no “information about the origin or contents of the publication,” and, most importantly in the present context, “it does not guarantee the quality or validity of the contents."3 Nevertheless, on the blogs I have been encountering, this number appears to be about making the web publication look more serious or legitimate. In Germany at least, but maybe further afield, the ISSN can apparently make blogs accessible to library catalogs, as well as to an international open access directory called ROAD; however, it is hard to escape the impression that for blogs, the ISSN is more about gaining recognition.4 Academic culture might be a factor too.
Academic cultures with a long and deep history tend to influence the ways in which new media formats are used. Blogs, for example, offer the advantage of speed. One can put pixels to screen and share one’s thoughts almost instantly. Gatekeepers are practically nonexistent. Instead, it is up to bloggers to make clear who they are so that readers can judge for themselves the worthiness and reliability of the blog. In my view, these factors constitute advantages, but they can leave scholars uneasy, steeped as they are in a specific academic culture. Thus, some blogs take on the forms of more traditional academic publications.
See, for example, the impressive and seemingly well-funded Verfassungsblog: On Matters Constitutional, whose posts often even include a DOI, a tool to ensure the long-term availability of a piece, even in the face of changing hyperlinks or dying websites.5 Aside from longevity, this approach might have the merit of making it easier for scholars to include any substantial blog posts they write on their curricular vitae. On the other hand, DOIs would seem to entail a prohibitive amount of extra work for many of us, perhaps militating against the rapid communication of ideas and research results that a blog can make possible.
Many research blogs give me the impression that their authors understand blogging and peer-reviewed journal publications as complementary. The former allows faster publication as well as more provisional and personal writings, but it in no way precludes developing one’s blogged thoughts further toward a peer-reviewed article or book. Conversation can also occur more easily in the blog format, since a response to one blog post can be written and published in a matter of mere hours or days, if that long. The benefits of such speed and interaction would seem to outweigh any need to “legitimize” a blog by adding the trappings of a more conventional periodical.
None of these observations amount to a specific argument or program, but I thought they might be worth sharing in the context of a blog about knowledge. Self-reflexivity should be part of any scholarly undertaking. Moreover, some of our contributors might be new to or skeptical about blogging as a form of scholarly communication and knowledge production.