This year, as we prepare to write our final papers in quarantine, it will be extra tough to locate the sources we need for our research. Without in-person access to campus libraries, this Dean’s Date will require some new strategies for accessing research materials. To help with this process, I’ve collected a few virtual research resources from my weeks of quarantine thesis work, as well as the beginnings of my Dean’s Date research (also check out Alec’s recent post for more tips):
Do not underestimate the library catalog. A lot of sources are available online, especially with the University’s new partnership with the HathiTrust Digital Library. Through this partnership, millions of scanned books have been made temporarily available to students—in addition to Princeton’s many existing online holdings. To see if a book is available online, just search for it in the Princeton library catalog. If you don’t see a digital edition listed, try clicking on a print edition and seeing if a scanned version is available through HathiTrust (if it is, there will be a link just below the book’s title and general information). You can also click the “Request” button under “Copies in the Library,” then “Help Me Get It” and a librarian will do their best to send you a digital copy—if it’s available—within a few days.
For this year’s Winter Seasonal Series, entitled Research Resources: Unsung Heroes, each correspondent has selected a faculty member, staff member, or peer working for a research resource on campus to interview. We hope that these interviews will provide insight into the variety of resources available on campus and supply the unique perspective of the people behind these resources. Here, Kamron shares his interview.
A few weeks ago, I interviewed Sara Howard, the Gender and Sexuality Studies and Student Engagement librarian. I’ve found that I often don’t use all the available research resources to my benefit. Given that we have all recently transitioned on an online learning community, consider meeting with your librarian over Zoom!
[Note:This post was written before COVID-19 reconfigured our library access. Interlibrary Loan is no longer accessible for students, but its sister program, Article Express, is still running at full speed!]
Every so often, when reading sources for my thesis, I come
across a citation for a book or article I can’t find in the Princeton library catalog.
Of course, given the size of Princeton’s holdings, these moments are rare—though
somewhat more frequent as I’ve entered the fine-grain stages of my research
project. In the past, a dead end in the library catalog was enough to convince
me to give up on a source. However, the exigencies of my last month of thesis writing
have pushed me to use what might just be the most magical tool in the Princeton
library toolbox: Interlibrary
Whereas Borrow Direct and Recap only provide access to books listed in the Princeton library catalog, Interlibrary Loan can provide access to… pretty much any source you could possibly need. ILL has two main request options: Article Express (for scans of specific articles and book chapters) and Interlibrary Loan (for larger sources, like books, audio/visual materials, and microreels).
In a recent post, I wrote about submitting an extended version of my R3 to the Gender, Work, and Organization Conference in the United Kingdom. Although I’m very excited to attend the conference, a new challenge has recently presented itself to me: securing funding.
In this post, I’ll detail some of my experiences finding funding for my conference. Considering that many of you have recently applied for Princeton Research Day and may be considering submitting your manuscripts for publication in a journal or for a conference, I hope this post is helpful!
My most recent post focused on gearing up towards your senior year and finding a thesis adviser. I decided to continue this mini “preparing for your senior thesis” series by providing some tips on funding your research! The infamous senior thesis is such a daunting thing to think about as a junior because it is not always clear how early you should begin to plan for it and what steps you should take. At the beginning of the year, I attended an information session through the Woodrow Wilson School regarding thesis research funding. During that meeting, the speakers told students that they should start working on applications for funding as soon as possible if they wanted to receive money for their endeavors.
The second time I met with my independent Junior Paper adviser this semester, I was nervous. I had decided following our first meeting that I wanted this JP to be the continuation of research I had, at that point, started nearly two years before (that project on the 1848 revolutions that keeps popping up in my posts), and I was apprehensive to present ideas that I felt might be stale; at the time, I struggled to think of ways to expand the project to something more mature than what I had begun as a first year student. Plus, I was feeling reluctant to be finishing up a project I had been working on for most of my college career.
My adviser and I discussed some of these concerns of mine, and right before I left, he smiled and said, “Alec, have fun with it.” He repeated this phrase at many of our weekly meetings, especially if I came feeling overwhelmed by often self-imposed worries. It was usually paired with a reassuring statement: “You know more than you think you know.” I knew more than I think I knew, and I was going to have fun.
It can be difficult to find the perfect place to write. When I leave my afternoon classes, I often find myself standing on the sidewalk, unsure of where to go next. There are so many study spaces on this campus, but some days nothing feels right. (For some ideas, check out Nanako’s post about finding the perfect space for you)
The space where I work matters. And frustratingly, what I
need in a study space is in constant flux, depending both on my mood and the
type of work I need to get done: energetic spaces for sleepy mornings, quiet
spaces for more focused work, and so on. Over my few years at Princeton, I’ve learned
how different study spaces affect me: campus cafes are energizing, but
distracting; Firestone carrels are productive, but isolating; and my dorm room puts
me to sleep within fifteen minutes—no matter the time of day.
With larger projects like a thesis or final paper, though,
it can be even harder to find the right space to write. In my experience,
larger projects require more focus and endurance, making it hard to be
productive in a loud, busy space. On the other hand, the prospect of extended hours
in library isolation is almost always unappealing to me.
As I have written on this blog before, you unfortunately may not find all the material you need for a research project in Princeton’s own library system. Borrow Direct and Interlibrary Loan may help bring items from elsewhere to Princeton, but often with primary historical sources, you may find that you need to travel to an archive to view them. This is especially the case if the source you need is only available in its original form (and thus may be difficult for a peer institution to duplicate or send directly to Princeton), or if you are unsure of precisely what sources are available, and need to browse a collection in full.
I found myself in this position just a few weeks before fall break. As I explained here, I had just expanded my JP topic to consider a broad range of American antislavery responses to the Paris June Days rebellion of 1848. My adviser suggested I look through the manuscript collections of a number of prominent activists of the time. Many of them— such as Wendell Phillips, William Lloyd Garrison, and Theodore Parker— worked out of Boston, and, as I discovered, a number of institutions there now hold their papers. I soon realized I would have to make a trip over fall break if I wanted to view all of these collections.
It’s been almost four years, and the generosity of Princeton faculty continues to surprise me. So many professors here are not just accessible to students, but deeply invested in supporting us in and outside of the classroom. It typically isn’t too hard to find at least one research mentor among our 950 full-time faculty.
Nevertheless, one institution’s faculty cannot possibly cover every sub-field or research topic. This has become especially apparent as I’ve moved towards the specificity required of a thesis project. In my case, no professor on campus studies Vilna, the Eastern European city at the center of my thesis.
Of course, there are ways around this. For one, there is probably a professor on campus whose area of expertise has something in common with your project. My thesis adviser does not work on Eastern Europe, for example, but she is an expert in writing urban histories. So even though Vilna is new to her, she has been invaluable in guiding my methodology and argumentation.
She has also encouraged me to reach out to faculty and graduate students in other departments and at other institutions who might be more familiar with Vilna itself. Connecting with these scholars has turned out to be one of the most valuable aspects of my thesis process thus far. I’ve compiled some tips for accessing the rich academic network beyond your particular department or university.
Choosing a topic for independent work can be a challenging task. It can be difficult to narrow down the seemingly infinite research topics to one that you find compelling (see my post here with tips on how to do that), and on top of that, you have to juggle your research with coursework that may be unrelated. It isn’t always easy to switch gears between, say, literary criticism and your STL. That said, your coursework need not be totally separate from your independent work, and need not even parallel your independent work at the exact time you are conducting it. With courses for the spring semester just released, I want to suggest ways that you can structure your selections to complement (and even supplement!) your own research. This way, next semester, your own independent work may not actually be so “independent” after all.Continue reading Coursework and Independent Work: Using One to Guide the Other