Library News Blog
The Library’s Special Collections collects Rare Books and Manuscript Collections on criminal justice, broadly defined. We are pleased to announce the following recent acquisitions.
Manuscript Collections recently acquired
The records of the Fortune Society
Approximately 65 boxes of records of the Fortune Society were donated to the Library over this past summer. We are processing the collection now and are happy to report a nearly full run of Fortune News as well as historical correspondence, reports, meeting minutes, publications, and photographs from many of the agency’s offices, programs, and events. Stay tuned for an event and exhibition celebrating the donation of these records. We are now working on processing and describing this collection.
Whitman Knapp files on The Commission to Investigate Alleged Police Corruption
This summer we were given three boxes of files collected by Whitman Knapp as director of the The Commission to Investigate Allegations of Police Corruption (1970-72) and the City’s Anti-Corruption Procedures, popularly known as the Knapp Commission. We are particularly gratified to find that this collection fills in gaps in our already extensive Knapp Commission Records Collection. We thank Mrs. Ann Knapp for donating these papers to us. A finding aid (PDF) to this collection is available.
From the Broadsides Collection, Lloyd Sealy Library Special Collections.
NYPD – Service and pay cards
This fall we were contacted by the archivist of the New York Transit Museum, looking for a home for ten boxes of NYPD pay cards rescued from their previous location on Jay Street in Brooklyn. As you can see from the sample below, these are pretty mundane items recording pay, service, and retirement records of a sample of officers of presently unknown geographic and chronological scope. However, this collection has potentially great value to genealogy researchers with family members who served in the NYPD. We already have two families eagerly awaiting news about whether their relatives’ cards are in this collection. We will be processing this collection very soon.
Parole Violator, B 5491. Samuel Macey. 1913. From the Broadsides Collection, Lloyd Sealy Library Special Collections.
Three parole violator handbills, Philadelphia
This fall we acquired a set of three early 20th century “Wanted Posters” distributed by the Eastern State Penitentiary, Philadelphia, PA. Printed on these 5 x 7 inch sheets of paper are the photographs, prisoner numbers, sentencing details, and physical descriptions (including Bertillon Measurements) of three black parolees named James F. Smith, Samuel Macey, and William H. Wells who all violated parole in 1915. In all three cases, the date of their parole violation is the same as the date of their parole.
A selection from our recently acquired Rare Books
The below selection of new rare books gives a good indication of the range of subjects in which we collect. The first two books are European law books still with their original vellum covers.
1700, Venice. Antonij Concioli, j.c. Cantianensis, Opera omnia. Venetijs: Apud Nicolaum Pezzana.
1705, Venice. De Angelis, Francesco Giuseppe, 1640-1692 Franc. Josephi de Angelis a Scamno Tractatus criminalis de delictis, in tres partes divisus: Cum novo indice titulorum & rerum notabilium. Venetiis: Apud P. Balleonium.
1822, Paris. Guizot, François. De la peine de mort en matière politique. Paris: Béchet aîné ; Rouen : Béchet.
1838, Paris. Brétignères de Courteilles. Les condamnés et les prisons: ou, réforme morale, criminelle et penitentiaire. Paris: Perrotin, Tessier.
1835, New York. Barnard, George G. A full report of the highly interesting breach of promise case: George G. Barnard vs. John J. Gaul and Mary H., his wife, tried before Ogden Edwards, Esquire, one of the circuit judges of the Supreme Court, at the City Hall of New York on the 8th, 9th and 10th days of July, 1835 : containing the whole of the correspondence between the plaintiff and Mrs. Gaul, together with the charge of the judge, and the eloquent speeches of the counsel on both sides. New York: Office of the New-York transcript.
1873, London. Guy. 1773: John Howard, Sheriff of Bedford. London: Henry Renshaw.
1865, London. Saunders, Thomas William. The Prison Act 1865 (28 & 29 Vict. c. 126): Together with an analysis of the Act and the other statutes and sections of statutes relating to prisons still in force. London: H. Cox.
1883, New York. Gray, Landon Carter, M. D. The case of Maggie Keppel, the Brooklyn child-abductor. New York: Reprinted from the American Journal of Neurology and Psychiatry, 1883. [Image on the right scanned from Lloyd Sealy Library's copy.]
1924, New York. Hardie, James. The history of the tread-mill: containing an account of its origin, construction, operation, effects as it respects the health and morals of the convicts, with their treatment and diet; also, a general view of the penitentiary system, with alterations necessary to be introduced into our criminal code, for its improvement. New York: Printed by S. Marks. [Image on the right: Frontispiece detail from copy owned by U.S. National Library of Medicine.]
1934, London. Great Britain. Commission of Inquiry into the Administration of Justice in Kenya, Uganda and the Tanganyika Territory in Criminal Matters. Report of the Commission of inquiry into the administration of Justice in Kenya, Uganda and the Tanganyika Territory in criminal matters, May, 1933 and Correspondence arising out of the report ... London: H.M. Stationery Office.
1953, Turin. Kefauver, Estes. Il gangsterismo in America. Torino: G. Einaudi editore.
1989, New York. New York Lawyers Against the Death Penalty. Memorandum in opposition to S.600/A.1070. New York, New York: New York Lawyers Against the Death Penalty.
To make an appointment to see these or any of our special collections, please contact Ellen Belcher, Special Collections Librarian.
Posted Thursday, December 3, 2015 - 12:52pm
In October, METRO Library Council announced that the Library is one of six winners of the 2015-2016 METRO Digitization Grants. Our project, “Digitizing Policing: Opening Access to Law Enforcement Resources,” will make our deep and extensive historical resources on law enforcement and policing available to a wider audience of researchers, students, and law enforcement professionals. The main purpose of this project is to digitize the periodical Law Enforcement News (LEN), and we will be shipping all 636 issues to the Internet Archive for digitization. Over the next year we will also be undertaking other library digitization efforts: rare monographs, serials, pamphlets, and unique archival objects related to the NYPD and other U.S. Police Departments. There are already hundreds of NYPD and law enforcement related digital items in our Digital Collections and on the John Jay College page of the Internet Archive.
Law Enforcement News was continuously published by John Jay College of Criminal Justice from September 1975 through September 2005. In its 30 years of publication, 636 issues were produced. LEN documented developments in police research, policy, and procedure during the last quarter of the 20th century, from which the roots of the current policing environment were shaped. Each issue presented articles that focused on police policy, practice, research, and innovation nationwide. It promoted the sharing of information among law enforcement agencies and the research community. It provided its readers with news, features, and interviews with police chiefs and policy makers. Although the paper published opinion pieces from readers, it did not publish editorials of its own, allowing readers to draw their own conclusions. It did not report on crime per se, but it did report on police response to crime. For example, it covered community policing, “broken windows,” and CompStat in their infancies and continued to report on these trends as they made their way throughout the nation.
In the intervening years, the Library has regularly and frequently been contacted by police officers and researchers asking for copies of articles. The Library-hosted LEN web page offers only very limited excerpts and selections. Even so, this web page received 4,500+ hits so far in 2015, indicating that people are still looking for LEN articles. Since 1981, LEN has been indexed by Criminal Justice Periodical Index (ProQuest). Most articles remain inaccessible to the original user base – law enforcement professionals – who are traditionally without access to library resources. We have also heard from libraries supporting new criminal justice programs who would like to include LEN in their collections, but they are neither interested nor financially able to purchase the title in its only available format, microfilm.
Contemporary policing methods and philosophies are (rightly) coming under greater public scrutiny. The intended audiences and end users of these materials include academic researchers studying the policing history of the United States, journalists, students, law enforcement professionals, and interested members of the general public. We cannot accurately foresee how people will use these materials, but we have no doubt that if we build it, they will come. We look forward to providing this material to a wider audience by making it fully open access for all.
We thank Marie Simonetti Rosen, Publisher of LEN, for her assistance on the grant application and for her continuing support of this project.
Posted Thursday, December 3, 2015 - 12:46pm
The Library was happy to host two of Lloyd Sealy’s great-grandchildren, Rochelle, 17, and Aaron (AJ), 15, when they toured the Library this summer. It was the high school students’ first trip to New York City from their home in Lake Tahoe, Nevada. During their visit, they were introduced to news of their great-grandfather, shared stories not previously documented, and reviewed photos from Lloyd Sealy’s life, some of which also hang on walls at home. Rochelle and AJ said their Sealy Library visit was the best part of their trip East.
Posted Thursday, December 3, 2015 - 12:44pm
Some article links may require a John Jay login to view.
Ellen Belcher presented “Breaking the String: Losing Beads in Tight Places” at the North American Theoretical Archaeology Group Annual Conference at New York University in May. This paper featured an ongoing contemporary archaeology research project she has undertaken called “Lost Ornaments of New York,” which can be viewed on the web at lostornaments.tumblr.com.
Marta Bladek’s article, “Mapping Grief and Memory in Joan Didion’s The Year of Magical Thinking,” was published in Biography (37.4). She also reviewed Elena Gorokhova’s Russian Tattoo and Christina Nichol’s Waiting for Electricity (“Staying Home or Leaving It,” Women’s Review of Books, 32.4) and Seth Bruggeman’s Born in the U.S.A. in South Atlantic Review (78.3/4). In addition to her scholarly productivity, Prof. Bladek has contributed a new person to the world: Baby Conrad was born on September 27.
Kathleen Collins published “Food TV” in The Sage Encyclopedia of Food Issues (2015), a review of Su Holmes’ The BBC and Popular Television Culture in the 1950s in Journalism & Mass Communication Quarterly (92.2) and presented “Lending Our Ears: The Evolution of Vicarious Therapy from Radio to Podcasting” at the Northeast Popular Culture Association Conference at Colby-Sawyer College in October.
Robin Davis published two columns in Behavioral & Social Sciences Librarian ("Teaching the Network: A Brief Demonstration of the Internet's Structure for Information Literacy Instruction," 34.2 and "Git and GitHub for Librarians," 34.3) and co-presented “The Library Outpost: Modules, Templates, and Outreach in Blackboard” at the Northeast Connect Conference with Helen Keier.
Jeffrey Kroessler presented on the panel, “A People’s History of Resiliency,” at the Future of Affordable Homeownership in NYC, a conference sponsored by the Center for NYC Neighborhoods. He was also on the panel, “Preserving our Architectural History: The Business Case for Landmarks Preservation,” sponsored by the Landmarks50 Alliance.
Finally, we are happy to welcome Daisy Dominguez, Stefka Tzanova, and Zuwang Shen as adjunct librarians this semester.
Posted Thursday, December 3, 2015 - 12:41pm
The Library homepage has been slightly updated for the Fall semester. You'll notice that we've made OneSearch easier to access from the Articles, Books, and Media tabs. Moreover, Books and Media are now separate tabs — much more intuitive!
Except for media search, the normal functionality in each tab should remain the same. OneSearch is an added option.
(Still want to search for media in CUNY+? You can do this by selecting "Classic CUNY+ Catalog" in the Media tab box, but be aware that not all videos available in OneSearch are included in CUNY+.)
What's OneSearch? OneSearch helps you find print books, ebooks, articles, videos, reference works, and more resources available through the John Jay Library or CUNY. It all starts with one search!
OneSearch is a great place to turn to when you need the fastest, simplest way to get library resources on a topic. (However, OneSearch is not comprehensive. You'll find many, but not all, of the articles you have access to through John Jay's library databases.) OneSearch is especially useful for finding an item by title.
- When should I use OneSearch?
- How do I use OneSearch? (video tutorial)
- Brief technical details & history
September 3, 2015
Posted Thursday, September 3, 2015 - 12:07pm
… wherein faculty share a favorite book with the rest of us.
Bonus material from the Spring 2015 Newsletter
Hannah Howell is the author of fifteen Highland.... romance novels about the Murray clan, published 1988-2015 by various publishers.
An eminent full professor at John Jay, who prefers anonymity, relaxes from the rigors of scholarly work with Hannah Howell’s novels, reading and re-reading them. Our professor recommends them to you, especially Howell’s fifteen titles about the Murrays in 15th century Scotland. The latest is Highland Guard (2015) which falls into the usual format: noble warrior who’s a wonderful, thoughtful lover, an independent, intelligent, beautiful princess, hot explicit sex, loyal servants, a demesne managed with kind care for all inhabitants, a dire threat to the good guys, and the threat overcome.
Howell is wonderful at creating likable characters and odious villains with a few deft descriptions, and then working it all out in action. These knights can cut off a head with a flick of the wrist. In Highland Warrior, there’s comic relief in personality traits, in children, and in unlikely animal behavior. Religion and the local priest are present only when there’s going to be a marriage, usually when the hot knight gets the hot lady and they fall in love. One obstacle to their love, in addition to armies at the gate, is always the question Does he really love me or is it just great sex? Sound familiar? Though Howell’s Highland settings are medieval, the characters and their concerns are contemporary. Our informant advises men to read these novels for their how-to content.
Comments solicited by Janice Dunham
Posted Thursday, May 14, 2015 - 1:28pm
From the Spring 2015 Newsletter
Faculty and content creators often have questions about using copyrighted text in their work. The use of visual images in teaching or writing about art raises a particular set of fair use and copyright issues that need to be considered. The College Art Association recently addressed these issues with the February 2015 release of the Code of Best Practices in Fair Use for the Visual Arts. The code includes questions and guidelines about invoking fair use in analytic writing, teaching about art, making art and providing access to archival collections. This up-to-date code, authored by lead investigators Peter Jaszi and Patricia Aufderheide, professors of Law and Communication Studies respectively at American University, in consultation with practitioners in the field, joins a growing list of best practices in various fields including documentary film, poetry, dance, online video, journalism and academic and research libraries. The codes help guide users of copyrighted material to make their own well-informed decisions about how and what they can use based on the Fair Use section of U.S. copyright law. They also help inform judges – in the case of a legal action – about common practice within a given discipline. The visual arts code as well many others can be found online at the Center for Media and Social Impact (cmsimpact.org).
Posted Thursday, May 14, 2015 - 1:24pm
From the Spring 2015 Newsletter
Applying for tenure or promotion? Consult the Library resource guide
Faculty members preparing their personnel action applications for tenure and promotion are reminded that the library offers a resource and information guide, “Faculty Scholarship Resources,” found in the Subject Guides link from the library home page. The guide includes information on citation analysis, journal ranking, qualitative assessments and altmetrics (alternative ways of measuring the impact of scholarly work). While the process of collecting this information for inclusion in the college’s application forms and self-evaluation narratives is not a simple, one-stop process, the guide can offer tips on finding such information as well as a helpful way to put the emphasis on qualitative and quantitative assessments in context.
Find this guide on the Library’s website or at guides.lib.jjay.cuny.edu/citation.
Stop and frisk: the back story
Jeffrey A. Kroessler
￼The recent controversy over stop and frisk and the NYPD’s aggressive response to relatively minor offenses has engendered criticism of the “Broken Windows” approach to policing (first articulated by George Kelling and James Q. Wilson in The Atlantic in March 1982). How did the NYPD come to adopt this practice? Two interviews in “Justice in New York: An Oral History” provide some insight. John Timoney was appointed Chief of Department by Commissioner Bill Bratton in 1994, and when he became First Deputy Commissioner, Louis Anemone became Chief of Department.
To read the transcripts of their interviews, read through Justice in New York: an Oral History on our Digital Collections. And if you are interested in police corruption, look at the interviews with Joseph Armao, counsel to the Mollen Commission, Judge Harold Baer, member of the Mollen Commission, and Michael Armstrong, counsel to the Knapp Commission.
#Stacksplorations: social media in the stacks
#Stacksplorations! This is a gem for the last week of Poetry Month — "ABC de Puerto Rico" (1968) by Rubén del Rosario, Isabel Freire de Matos and prominent Puerto Rican artist Antonio Martorell. This beautiful illustrated poem names things to love about Puerto Rico, from A to Z (including LL!). This book is notable enough to be in the MoMA collection and was one of AIGA's 50 Books of the Year in 1969, chosen for its gorgeous design. Find it in the Stacks (PQ7434 .R65). The STACKS are the bookshelves containing library books you can check out! Get lost in the stacks at the #johnjaylibrary. #librarylove #johnjaycollege #myjohnjay #puertorico #AntonioMartorell #poetry #poetrymonth
We ‘gram. We post. We tweet. We’re regrammed, reposted, retweeted. We share and we are shared.
The Library loves social media! This semester, we’re showing off gems from the stacks to encourage students to take a walk through our shelves and find a book that calls out to them. Follow our #stacksplorations on Instagram and Twitter at @johnjaylibrary and on our Facebook page.
Posted Thursday, May 14, 2015 - 1:20pm
A new report from Project Information Literacy
From the Spring 2015 Newsletter
Initiated in 2008, the large-scale national study Project Information Literacy (PIL) has been looking at the research practices of “early adults,” or college students and recent graduates. PIL is affiliated with the University of Washington’s iSchool, and in an attempt to cast light on how early adults search and use information in their daily lives, including coursework, PIL researchers have surveyed over 13,000 students and graduates from more than 60 American public, private, and community colleges.
In February, PIL released yet another of its many reports (as all previous summaries, it is available through their portal at projectinfolit.org/publications). Lifelong Learning Study, phase two, offers a glimpse into recent graduates’ lifelong learning habits and strategies. Surveying 2007–2012 graduates from 10 colleges and universities, PIL researchers looked to find out which information use habits and critical thinking skills acquired in college continue to play a crucial role in graduates’ private, civic, and professional lives. Other questions encouraged survey respondents to reflect on their best practices for finding information and meeting the needs for lifelong learning.
Recent graduates do rely on the critical skills learned in college. Almost half of the respondents trusted their ability to find and extract the information they needed. Similarly, evaluating information and presenting it effectively did not present a challenge for 49% of recent graduates. They were also confident in their ability to learn, their understanding deepened by the questions they knew to ask about newly encountered information.
As for best practices, PIL researchers confirmed the habits we are all familiar with: recent graduates heavily rely on search engines, in all aspects of their post-college lives. Not surprisingly, they also partake in a variety of social media and network sites. In the professional context, the reliance on established sources (professional conferences, open access databases, workplace information centers) was comparably high.
Contrary to popular misconception, recent graduates did not exclusively rely on social media, networking sites, and established sources. Almost all of them reported deferring to people in their immediate surroundings—supervisors, co-workers, and friends—to seek help with obtaining needed, often contextual, information. PIL researchers observed a similar preference for direct interaction in recent grads’ favoring of on-the job training (68%) and face-to-face instruction (57%) over individualized online teaching sessions (31%).
PIL researchers are quick to note that this recent study was not extensive enough to be generalizable. The findings are merely informative and offer a quick—albeit incomplete—glimpse at some of the prevalent information practices that recent graduates engage in. PIL is currently conducting further research on this topic, and the more complete findings will become available in the Fall of 2015. For now, this report encourages educators, including classroom instructors and librarians, to consider ways in which course assignments and research activities may be developed to foster students’ lifelong need to navigate the increasingly complex information landscape.
To learn more about PIL, including the full text of the report summarized above, please visit projectinfolit.org.
Posted Thursday, May 14, 2015 - 1:15pm
From the Spring 2015 Newsletter
The Library’s instructional services include the possibility for classroom faculty to bring their students to the Library for a session with a librarian. What that session entails is up to the librarian in consultation with the course instructor with regard to the current assignment. There is no standard script or protocol; each librarian has his or her own technique for library instruction.
For my first six years at John Jay, I generally taught these classes this way: I provided a brief overview of using the Library catalog; then I spent the majority of the time explaining and demonstrating search examples using databases and key terms related to the course assignment or theme; then I left about 15 minutes at the end of the session for students to put what I had shown them into practice on the classroom computers. As far as I could tell, students seemed to be paying attention and hopefully absorbing the information.
Recently, I decided to shake things up to see if I could get a better indication of where students really need help with their searching. I know some of my other colleagues conduct more free-form, active sessions, and while I long thought I should experiment with that approach, it didn’t fit comfortably with my strong desire to control a classroom, dispensing what I believed to be essential information. I couldn’t imagine being able to share all that I wanted to if students were merely casting about with disparate searches all around the room. Having grown bored and frustrated with my earnest but staid attempts thus far, at the start of the Spring semester, I took the leap. After the very first session, I viscerally recognized the value of an almost completely student-driven instruction, and I have no desire to revert to my previous methods.
Now I start the class with a very quick “contest,” to see if students know how to find a book using the catalog. Many classroom faculty assume that students are familiar with this basic skill, but it is far from the actual case, even in 300- or 400-level classes. Then I show a brief video tutorial on “Talking to Databases” (thanks to my colleague, Professor Julie Turley, who introduced me to SchoolTube.com and who is a champion of the interactive class method) which gets across the fundamental principles of database searching much less discursively than I normally do. Then, the students are set free to work on their research questions using databases that I have suggested. For the remaining hour, I move around the room and work with them on their particular problems and answer questions (I also encourage them to ask each other for advice). I can see where the trouble spots are and help them tackle them in the moment. Occasionally, I interrupt the group with a tip when I see common pitfalls. In my previous sessions, students would sometimes have the tendency to wait out the 15 minute working period and not bother trying to engage in the activity. Now they see it as valuable time to get some of their work done.
Another related element that I have emphasized this semester is collaboration with the classroom faculty. While I always encourage the instructor to participate, now I frame the session as one based on co-teaching. So far, this has been highly effective. When the students see their professor taking part in the library instruction – they, too, move around the room with me answering questions and providing suggestions – they recognize the session’s importance to their assignment and in their learning in general.
The faculty I have worked with this Spring have been ideal collaborators. English professor Tara Pauliny says, “I have brought classes to the library for research instruction before, and I found those sessions extremely useful to students. But I think the collaborative workshop strategy worked even better,” she said. “My students all left the session with at least one useable source and they were able to continue the research process on their own.” After reviewing the first draft of her students’ annotated bibliographies, Pauliny says, “The sources they used were appropriate, scholarly, and directly related to their paper topics. Not only was the session a success for my students, but as a bonus, it was fun for me as well!” Likewise, Law and Society professor Michael Yarbrough found the session structure valuable. “Working in teams, students helped each other think of different ways to say what they were searching for until they hit on the right term,” he says. “Searching for secondary sources is a trial-and-error process, so there’s no better way to learn than by doing.”
While I wish I had taken the step to approach sessions in this “lab” format years ago, I am glad I finally broke free of my old habits. Far from feeling a loss of control, I find this method far more engaging and useful for me and the students.
Posted Thursday, May 14, 2015 - 1:12pm