by Kerry Magruder

On Monday morning Janux, OU’s new digital course platform, launches with the following courses, all of which offer free public enrollment:

  • Native Peoples of Oklahoma
  • Practical Importance of Human Evolution
  • Chemistry of Beer
  • Understanding and Detecting Deception
  • Power and Elegance of Computational Thinking
  • Introduction to Computer Programming
  • Administration of Adult and Higher Education
  • Introduction to Water
  • Hydraulic Fracturing and Water Resources
  • Physical Geology for Science and Engineering Majors
  • History of Science to the Age of Newton
  • Civil Rights and Civil Liberties
  • Introduction to Sociology

Go on over to the janux.ou.edu site and take a look. Sign up for any that interest you. On Monday morning, join thousands of other people around the world who will interact together as they explore these courses.

The Janux platform offers numerous features tailored to promote engaging learning opportunities, including text annotations, student interaction through forum discussions, and high-impact videos including interviews and on-location documentaries. Courses range the gamut across the sciences and humanities, offering anyone around the world access, without charge, to the intellectual resources of the University of Oklahoma.

One reason posting to this blog has lagged in recent months is because the Janux platform will include my own course, History of Science to the Age of Newton. But the truth is that this course no longer seems really my own: It began with the interested support of Dean Rick Luce and my colleagues in the Department of the History of Science, who encouraged me to engage the platform even during a time when we have other significant, large-scale digital initiatives afoot. It has been produced by a team of remarkable people with whom I have been privileged to work, whose skill and graciousness have inspired me. My debts to them are inestimable: Angie Calton, course design assistant; Grey Allman and the programming team, who have slaved away many late nights to implement new platform features to support high-quality online pedagogy; and Chris Kalinsky and the rest of the videography team (Meleah, Pat, Matt, Darren, & Jaynan), who are artists of light and shadow and have invested extended hours in filming the books – those treasures from the vault – on location in the History of Science Collections. Without their insight, initiative, skill, dogged labors, teamwork, collegiality and perseverance, my course would not be included in that list.

The launch of Janux is an exciting time for OU and for all of those involved. My hat is off to everyone who made it possible, and now the countdown to Monday morning begins…

Posted in Digital projects | 1 Comment

Galileo’s World exhibition: Galileo-L

Galileo's World

If you have been hearing about OU Library’s new approach to exhibitions, or about the Galileo’s World exhibition that will open in August, 2015, we invite you to become involved. Plans are still in a very early stage, and you can watch this blog for announcements and further information as the scope and shape of the project become more clear.

We have created an email listserv to coordinate development and foster communication about the Galileo’s World exhibition. To subscribe, go to lists.ou.edu and search for “Galileo-L”. Then click the subscribe button on the website, and confirm it by replying to an automated email message.

By subscribing to the Galileo-L listserv, you will be kept informed of exhibit developments as our plans come together. For example, we will link to digital resource prototypes as they are being produced for your feedback and discussion. The listserv will be far more than just a venue for us to make announcements, however: it’s a virtual commons in which we invite you to participate in the exhibit development process from the ground up, to suggest ideas and work with other collaborators to see those ideas come to reality. For example, we invite educators to join with us in developing lesson plans and exhibit-related activities. We invite astronomers and amateur astronomers to join with us in planning exhibit-related activities. And it’s not just for scientists: we invite musicians, artists, engineers, philosophers and lovers of literature to get involved as well. The exhibition will provide active-learning pedagogical opportunities for university classes and area school groups from across a broad spectrum of the natural sciences and humanities, including physics, astronomy, science and music, science and art, science and religion, science and literature, manuscripts and printing, meteorology, geology, botany, zoology, microscopy, all branches of engineering, and mathematics. No matter what your field of study, or area of expertise, we believe you will find connections with the Galileo’s World exhibition. So if you’re interested in working with us to prepare for the Galileo’s World exhibit in 2015-16, come share and discuss your ideas on the Galileo-L listserv.

Watch this blog for future announcements regarding Galileo’s World.


Posted in Exhibits and events | 1 Comment

Boldly explore

by Kerry Magruder, Curator

Camille Flammarion, L'Atmosphere: Météorologie Populaire (Paris, 1888), p. 163.  Colorized by Susanna J. Magruder. Courtesy History of Science Collections, University of Oklahoma Libraries.
Camille Flammarion, L’Atmosphere: Météorologie Populaire (Paris, 1888), p. 163. Colorized by Susanna J. Magruder. Courtesy History of Science Collections, University of Oklahoma Libraries. Download: jpg | tiff
Creative Commons License

More than a decade ago, in 1996, I prepared a small website telling the story of the above woodcut and tracing its first appearance to Camille Flammarion in 1888. That old website remains available, largely unchanged: “This is not a medieval woodcut.” It explores the image as visual rhetoric, concluding that its enduring appeal lies not so much in the flat Earth myth but as an icon of our common quest of discovery and exploration, the challenge of “boldly going where no one has gone before.”

Many colorized versions of the woodcut appear on that site in low resolution, with permission and according to fair use. However, wouldn’t it be great if there were a colorized version available in higher resolution which educators and anyone could freely use? This is why my daughter, Susanna J. Magruder, created the colorized version of Flammarion’s woodcut shown above, which she is distributing with a CC-by license. Enjoy! You can put it on your website, a t-shirt, a coffee mug, or print out a copy on quality paper for your wall.

I’ve already taken advantage of Susanna’s work by using her version as the icon for my spring 2014 course, “History of Science from Antiquity to the Age of Newton,” which will be available on OU’s Janux digital course platform. It’s already announced there, so take a look (and watch the course overview video, if you’re curious). To me, this woodcut is the ideal icon for the course, and I used it before for the same purpose.

If you’re interested in the longer story of the shape of the Earth, here is a 45-minute video I made some years ago that features the woodcut.

The original black and white illustration by Flammarion is available from our Online Galleries.

Thanks, Susanna!

Posted in Images recently digitized | 2 Comments

Wikipedia in the Classroom

Guest post by John Stewart

  • John’s twitter is jstew511.
  • Come to the brown-bag discussion Friday 8/30 at noon in the Collections (calendar).

Galileo’s signature on this collection’s copy of the Sidereus Nuncius serves as the banner for this blog. If you would like to know more about this landmark book, I encourage you to look it up on Wikipedia or Google it, which amounts to the same thing. It may surprise you to find out that the article you will read (Sidereus nuncius) is largely the work of OU astrophysics senior Jodi Berdis.

In my History of Science to the Age of Newton course this past summer, I asked Jodi and her classmates to identify Wikipedia articles related to the history of science that needed improvement and to revise them. They edited a diverse array of articles including biographies ranging from the Greek philosopher Cleostratus to the 17th century German female astronomer Maria Clara Eimmart. The students also updated articles on Iatrochemistry, Psychology in medieval Islam, and Kampo, a Japanese adaptation of traditional Chinese medicine. By working with Wikipedia to publish their descriptive research essays, the students shared what they learned in my class with a worldwide audience.

My class was the first at the University of Oklahoma to use Wikipedia’s Education Program package. Despite its capabilities for knowledge creation and sharing, Wikipedia has been met with ambivalence from many professors. The articles lack the forms of authorship and peer-review standardized by academic journals and presses. As a reference tool, the articles can lack the context and sophistication of an academic text. Misuse by students is also a concern. In a particularly infamous case from 2006, sixteen students in one University of Oklahoma history of science class plagiarized material for the final exam, nine of them copying sections from Wikipedia (OU Daily).

In response to this 2006 case, Assistant Provost Greg Heiser said, “I think that since the beginning of the Internet as a research tool, we have seen a dilution of the idea of what writing should be” (OU Daily). However the lecturer in the 2006 case took an alternative lesson from the episode. “‘The university needs to do more formally to teach its students about information literacy,’ said Katherine Tredwell” (OU Daily).

As with the media revolution sparked by the printing press, the internet has diversified the “idea of what writing should be.” My approach to teaching writing across the curriculum is to move beyond the rigid academic paper to include an element of media literacy. Students tweet and text and read the internet more than newspapers or academic monographs, so I want my course to contribute to what the Center for Media Literacy calls a “framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet.”

In their case studies from former classes, Wikipedia notes five learning objectives common to their course assignments:

  1. Writing skills development;
  2. Critical thinking and research skills;
  3. Collaboration
  4. Media literacy; and
  5. Wiki technical and communication skills.

The first two learning objectives mirror those for any descriptive essay, but the last three provide the argument for the pedagogical value of a Wikipedia assignment.

In my class, students collaborated both with each other and with the broader community of Wikipedia editors. One student made a minor edit to the article on Newton, only to have it deleted in less than six hours. However, using the talk board for the article, the student and the other editor discussed the changes and agreed upon a revised version of the student’s information (related to Newton’s aether theory) and a detailed citation. Watching the student take ownership over his research and collaborate with someone completely unrelated to the class confirmed my hopes for the project and provided the class with a valuable learning experience about the expectations of the Wikipedia community.

Publication to a worldwide audience also has obvious advantages over the traditional term paper and its audience of one. Collaboration and exposure provided an external motivation for students to produce an article that they could be proud of. Jodi’s article on Sidereus Nuncius has received more than fifteen hundred page views a month (stats). This article, as an exercise in knowledge creation in the classroom and knowledge sharing beyond it, offered a potential self-efficacy unrivaled by more traditional college writings.

In evaluating the quality of existing articles and actively making edits, students learned to analyze the production and consumption of knowledge. Learning the language of Wikipedia demystified the coding of a particular website and at the same time provided insight into the authority of online information. In participating in an edited encyclopedia project and researching with more traditional secondary sources, the students utilized multiple forms of media. This active engagement with academic publications, an edited online encyclopedia, and unedited online sources is invaluable for media literacy, an essential skill that our students must learn as they make their way through the height of the Internet Age.


  • Cf. Kerry Magruder, “Wikipedia: Ready reference vs. Research literature“: “Why not incorporate group activities to improve Wikipedia into class assignments for undergraduates? If you show your students how to leave their mark on Wikipedia, you will inspire them to change the world.” Thanks, John, for changing the world!
Posted in Class aids | 1 Comment

See the Living Library exhibit through September 14

There are three weeks left to see the Living Library exhibition!

Living Library exhibition

The exhibit will be open through September 14. Visitors should come to the welcome desk of the History of Science Collections on the 5th floor of Bizzell Memorial Library. Admission is free. Individuals need no appointment; instructors and group leaders may contact Carilyn Livesey, Outreach Coordinator, to reserve the Exhibit Hall for exhibit-based instruction and group tours. See our Visit Us page for contact information and directions. Hours are 9 a.m. to 4 p.m. Mondays through Fridays, and noon to 4 on Saturdays (except for gamedays, when the exhibit will be open until an hour before kickoff).

QR CodeVisitors will be supplied with iPads containing an interactive guidebook to the exhibit, including photographs of additional pages of the works on display. If you have an iPad, the guidebook may be downloaded for free from either of two places:

See the Exhibit Hall page for a suggested activity using the iPads for class instruction.

Galleries in this exhibit include:

  • Ancient astronomy, including the first published edition of Ptolemy’s Almagest.
  • Egypt, including a star map from the ancient temple of Dendera.
  • China, including the memoirs of Matteo Ricci and the first map of China published in Europe.
  • Medicine and the life sciences, including a 16th-century study of body ornamentation and an 18th-century guide to midwifery and family medicine.
  • Charles Darwin, including an autographed letter.
  • Technology, including a photograph of Thomas Edison in the scrapbook of his daughter’s wedding.
  • Bonus: several display cases have been recently added, featuring treasures from the history of Geology.

This exhibit features a remarkable variety of subject areas and chronological time periods. Authors represented include Hildegard of Bingen, Galileo, Johann Kepler, Maria Merian, Buffon, William Smith, Tycho Brahe, Francesco Hernandez, Maria Cunitz, Anna Comstock and many more.

More than half of the volumes in the History of Science Collections were acquired after 1976, when a catalog of holdings was published. None of the more than 100 beautiful works on display were included in that catalog. The History of Science Collections of the University of Oklahoma Libraries is a living library, and that means exciting prospects lie ahead.

Posted in Exhibits and events | Tagged

BL5 Calendar

Wish to schedule a tour, class visit or special event?

Update: As of May 16, 2014, we are closing to prepare for renovation for Galileo’s World, which will open in August 2015. Researchers and students are still welcome and will be accommodated, but we will not be scheduling tours or class visits until we re-open the 5th floor, perhaps in May 2015. Contact our Outreach Coordinator, Carilyn Livesey, for more information.


The BL5 Room Calendar below may help you anticipate scheduling conflicts, but be forewarned that these spaces may not be available on a given date and time, even if they appear available on this calendar.

Posted in Class aids | 1 Comment

National Holocaust Remembrance Day

Guest post and display by Elizabeth Livesey

Einstein, General Relativity (Yiddish, 1921).

In recognition of National Holocaust Remembrance Day this Monday, April 8th, several works will be on display on the 5th floor of Bizzell to commemorate the persecution and genocide of approximately six million Jews.

Taken from the History of Science Collections and the Bass Business History Collections, the works showcase only some of the internationally significant contributions made by European scientists of Jewish descent in the early twentieth century, as well as the opposing force of the science of eugenics and the deadly social movement it produced.

Among the pieces on display are those by Nobel Prize winning scientists Niels Bohr, for his discoveries in atomic structure and quantum mechanics, as well as Albert Einstein, via a rare edition of his Theory of Relativity in Yiddish (description).

These books can be viewed at the History of Science Collections on the 5th floor of Bizzell Memorial Library, Monday-Thursday 9 AM -7 PM, Friday 9 AM-5 PM, and Saturday 12-4 PM. For more information, see the Visit link above, or call (405) 325-2741. While there, you may also view the Galileo display and the Living Library exhibition which features more than 100 rare works from the History of Science Collections.

The contributions to science made by Europeans of Jewish backgrounds before and during the Holocaust are remarkable for their breadth and influence even today. Einstein’s and Niels Bohr’s groundbreaking discoveries within the fields of physics won them Nobel Prizes in 1921 and 1922, respectively. Sigmund Freud’s enormously significant work in neurology and psychoanalysis throughout the early 20th century is similarly showcased here through a beautiful allegorical drawing of the unconscious.

However, despite the internationally recognized and honored impact that these works hold today, the work of Jewish scientists was not received or appreciated in the same light immediately after Hitler’s rise to power. In contrast to these notable Jewish scientific achievements during this period, the equally pervasive science of eugenics influenced Nazi ideology and undercut these discoveries. One of the most harrowing and ironic cases involves the German-Jewish chemist and 1918 Nobel Prize winner, Fritz Haber, whose work in developing poisonous gases eventually produced the deadly weapon Zyklon gas. Haber, among the other scientists recognized within this case, was stripped of his position in the university under the Nazis, and his books were burned and denounced in favor of “Aryan” science and achievements.

Posted in Exhibits and events