#BookHour: Reading the Literatures of the Americas in Public

I am really pleased and excited to be part of a recent initiative led by U.S. Studies Online called #bookhour. Basically it is a monthly discussion on Twitter about a pre-selected title, usually a new/recent release or an American Classic that has been re-released in a new edition. I was asked to join the #bookhour team by U.S. Studies Online co-editor, Michelle Green, who I met at the FWSA Biennial Conference in 2013. It just goes to show how valuable conference attendance can be in terms of the people you meet. Michelle asked me to come on board knowing my background in Chicana/o literature. There are a small number of us working in Chicana/o studies in Ireland and the UK, so I am always eager to find ways to promote the area, and to encourage people to read Chicana/o authors.

manana-201x300The first text I have selected for #bookhour is Mañana Means Heaven by Tim Z. Hernandez, an historical novel about “the Mexican girl” in Jack Kerouac’s On the Road. I have had this one on my “to read list” for a while. But I also chose this book because it poses a good opportunity to bring together Chicana/o and American literature scholars, being a story that rests on the border between those two areas, as well as being a story that takes place near the border between the U.S. and Mexico. One of my favourite quotations about the literatures of the Americas comes from Paul Jay who states that American literary “criticism can best be revitalized by paying more attention to locations that are between or which transgress conventional national borders—liminal margins or border zones in which individual and national identities migrate, merge, and hybridize” (167). If this is the case, then #bookhour is going in the right direction, considering that in the first half of this year it includes works by American, Nigerian, Chicano and Canadian authors.

My first #bookhour will take place on the 28th of April at 9pm. The discussion leaders who will be joining me are Niamh Thornton (Liverpool), a senior lecturer in Latin American studies with a focus on Mexican film and literature, Eilidh Hall (UEA), a doctoral researcher in Chicana literature and culture, and Nicola Moffat (UCC), a doctoral researcher in English literature with a focus on monstrosity and performativity.


Works Cited

Hernandez, Tim Z. Mañana Means Heaven. AZ: U of AZ P, 2013. Print.

Jay, Paul. “The Myth of America and the Politics of Location: Modernity, Border Studies, and the Literature of the Americas.” Arizona Quarterly: A Journal of American Literature, Culture, and Theory 54.2 (Summer 1998): 165-192. Project Muse. Web. 17 April 2015.

Kerouac, Jack. On the Road. 1957. NY: Penguin, 1999. Print.

Building a Bibliographic Database Using Viewshare

I am currently a research assistant for a project titled “Scholarship of Teaching for Transitions: A Review of Teaching for Transitions-Related Teaching and Learning Research and Activity.”* This six month project is based in Ireland, and is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. It “aims to provide a snapshot of existing national and international scholarship on teaching for transitions, with a particular emphasis on pedagogies for transitions. The research will concentrate on the student’s journey as it relates to Higher Education, i.e. transitions in, through and out of third level.” One of my key duties is to create an online bibliographic database based on the theme of the project. As this is a six month project the initial challenges were to find an efficient way to gather the relevant resources for inclusion, to organise the results, and finally, to locate suitable software for the creation of the database. This post focuses on the latter of those three, how to build and showcase our database.

In the initial planning stages the team used spreadsheets to help organise bibliographic information that resulted from a systematic review of related literature. It made sense, given the project schedule, to consider software that would be compatible with these. Viewshare stood out immediately as an interesting possibility (as well as spreadsheets, users can generate views using an XML file conforming to the MODS schema, Dublin Core Data, JSON Data, or  a ContentDM Database). Created and managed by the Library of Congress, Viewshare is “a free web application for generating and customizing unique, dynamic views through which users can experience cultural heritage digital collections. The intended users of Viewshare are individuals managing and creating access to digital collections of cultural heritage materials.” While the task at hand is to create a bibliographic database rather than a cultural heritage collection, Viewshare’s visualisation element poses interesting and useful applications for the “Teaching for Transitions” project.

Viewshare offers a range of visualisations, including interactive maps, timelines, and graphs. It also allows users to add a range of widgets in the header and sidebars such as lists, sliders, tag clouds, ranges, search bars, logos and text. Adding any number of these to the “view” you are creating develops layers of searchability to your data. This is a key consideration in terms of the “Teaching for Transitions” project. There are a wide range of bibliographic databases available. What we are creating is a “snapshot” that curates existing published research in the area of teaching for transitions between 2000 and 2015. However, to make this data meaningful, we need to go a step further than simply compiling a list of references. Thus, the possibility of visualisation is key to adding a unique edge to the database.

To ensure that this software is the right fit for the project, I ran several tests to see what functionality was available for the creation of a bibliographic database. The following are screenshots of a test featuring several visualisations and widgets available:

In the next few weeks I will be creating the final database which will contain hundreds of bibliographic entries under the theme of “Teaching for Transition.” These references have been curated from EBSCO, and each entry will contain the original URL in order to guide our database users to the source information. If users come to our database only to be redirected to another, why create this database in the first place?

Firstly, the database provides a focused snapshot of research on transitions in higher education. It comes at a point when teaching for transitions is quickly gaining prominence as an area of research in the scholarship of teaching and learning during a particular period of time. . The team members have made a number of annotations to the references that will be included, allowing users to ask an array of questions of the data. Therefore, we are providing a useful resource for those wishing to undertake their own research in this area.

Moreover, the use of visualisations to aid users in their searches provides a range of avenues through which users can gain meaning from the snapshot of research that this database will showcase. For example, the use of bar charts and pie charts can portray such information as the breakdown of journals publishing work on transitions, or the percentages of articles that focus on particular types of pedagogies used in teaching for transitions. A timeline is useful for plotting the development of the scholarship over the 15 year period that we are focusing on, highlighting any surge or dearth of scholarship at any point in the date range. The possibilities are as plentiful as the data you choose to upload.

To conclude, we hope that the use of visualisation-based software will cast the existing research on teaching for transitions in new relief. While this database will provide bibliographic information in a traditional list format, we hope that the range of visual search formats will also be of benefit to scholars. This database will be live and ready to use by the end of May 2015. In the interests of transparency we will also make the metadata available for researchers who wish to build on the groundwork we lay. To find out more about how Viewshare has been used to showcase other projects, click here.


*This project is led by Dr Bettie Higgs (Geology, Teaching and learning, UCC), and the team includes Daniel Blackshields (Economics, UCC), James Cronin (Arts, Social Sciences, Continuing Education, UCC), Dr Marian McCarthy (Education, Teaching and Learning, UCC), Prof. Tony Ryan (Medicine and Health, UCC), Dr Catherine O’Mahony (Teaching and Learning, UCC), Prof Shane Kilcommins (Law, UL), Dr Kathryn O’Sullivan (Law, UL).


Navigating Social Media as a Researcher

Here is the 2015 Social Media Map (thanks to Lucy Lyons for sending it to me):


It is vast, varied and has something for everyone! But it can be overwhelming. It reminded me of a question I was asked in a recent class discussion about social media for researchers: What are the top 5 social media platforms for researchers? This is actually a tough question to answer, because everyone’s needs are different and social media should be used to showcase a person’s work in the most germane way. While the social media map shows a wealth of platforms, we found ourselves focusing on the most well-known ones: Twitter, LinkedIn, Academia.edu, Storify, and one that reflects on your individual needs as a researcher (i.e. if your work involves visuals, visualisations, etc, then try something like Instagram).

So, why these?


When I started blogging, all of a sudden I had another outlet to talk about issues and ideas that matter to me. It was my own forum that I could shape as I wished. I could develop a tone and style that suited my needs. It was an instant means of getting my thoughts on a page and then sharing them publicly. It was also a great way to keep up the practice of writing, particularly during those times that my research was focused more on reading and note-taking rather than writing up chapters. A blog is your very own corner of the research world. I like to show my students this diagram of a blog as a House:


Twitter is fast, short and simple. It forces you to crunch your thoughts down and use hashtags, links and images cleverly to relay a point. Twitter is a conduit for showcasing events as they happen (live tweeting conferences etc). Hashtags can be invented and used to generate rich and interesting conversations (see #saturdayschool for example). Twitter doesn’t require heaps of time and input. You don’t need to spend an age updating your profile, filling in one section after the next. Moreover, Twitter is the place to be for scholars during November when Academic Writing Month takes place (#AcWriMo)!


I’ll start by saying that LinkedIn’s “Job-seeker Premium” option that allows people to, among other things, skip the queue and be placed ahead of people who may be more qualified for them when applying for jobs horrifies me! But, despite this major flaw, LinkedIn is great for managing your CV. The fact that it is public places more pressure on users to keep their information up-to-date. This pays dividends when you need to update your offline CV after a few months of neglect. Moreover, there are some really good groups that you can join and discuss common interests with other professionals in your field.


Again, this is another way of managing your CV with the added public pressure of making sure you are always looking your professional best. Academia allows users to upload entire papers which can boost the likelihood of citation and amount of times your papers get cited. Of course, there are debates ongoing about the wisdom behind such open sharing of research. It’s really up to the individual. What I tell students is to upload abstracts, and wait until the paper has been published elsewhere before uploading it with full citation details (check copyright issues with your publisher first!). Basically, this platform is useful for scholarly networking: connecting with other academics in your field and letting them know what you are doing. Furthermore, Academia.edu tracks Google searches and gives you the stats, so you know how many people are looking and where they are based.


This is one of my favourites! Whether you want to record an online conversation/debate/event or create a “story” based on a particular theme, Storify allows you to harvest resources from various corners of the internet and arrange them to tell some kind of story. This one is good for disseminating research, livening up your blog with an embedded Storify here and there, and also as a teaching and learning resource. I already wrote a post about this one.

So, these four plus one other that suits your individual needs forms a basic social media toolkit for researchers. Before concluding, I want briefly highlight another area of social media that may be useful for researchers. Medium is listed under “Content Discovery and Curation.” Medium is a place to share stories and ideas online. In short it is a writing tool, and a variation of the blog. Medium is just one of a few options available to those who want to write and share. Hi is another interesting option that unites concepts from blogging, Instagram and Twitter. More recently Altonito has released its beta version on an invite-only basis. Not only does this signal a new offshoot from the traditional blog, but also new methods of so-called “non-traditional” dissemination.

The Social Media Map this year is massive. It will, no doubt, continue to expand. Because I am generally intrigued by all that social media has to offer (and because I teach social media skills) I tend to dabble in various platforms to see what’s what. It’s hard to upkeep more than a handful and the ones listed above really are a good place to start.


Teaching: Digital Skills for Research Postgraduates in the Humanities and Social Sciences

I recently co-taught a module on Digital Skills for Research Postgraduates in the Humanities and Social Sciences (PG6011/DH6014) with my colleague Paul O’Shea in University College Cork. We designed and delivered this one day intensive workshop aimed at introducing research postgraduates (MA MPhil, PhD) to a range of digital tools and skills that they can use to enhance and disseminate their research. Paul and I also co-taught Editing Skills for Research Postgraduates in the Humanities and Social Sciences (PG6010/DH6014) in the first semester. These modules are co-ordinated by Orla Murphy.

When I began my PhD I took this module and it transformed the way I viewed and approached my research. A few years later, it was a pleasure to oversee the module alongside Paul. We designed a schedule that balanced conceptual discussions with practical activities. The challenge was to produce a curriculum that would be palatable for those who needed a complete introduction as well as challenging for those who already used digital skills and tools for their research. To this end we decided to use a crowdsourcing project as part of the practical element. Using Letters of 1916, students were asked to transcribe several letters in class and as part of their assessment (many thanks to Karolina Badzmierowska for joining us via Skype to introduce the project). Students who already had knowledge of XML would see it in use in an interesting way, and be able to consider the challenges of encoding letters written in various formats. Students with no prior knowledge of XML would be presented with a gentle but challenging introduction.

 Paul and I decided to live tweet the class using #TeachTEI as our main hashtag, as well as #TeachingInPublic and #Letters1916. Given the collaborative nature of our approach, and our feeling that digital humanities represents a democratic turn in research practices and dissemination, we see #TeachingInPublic as part of that transparency. In the Prezi he made for the workshop Paul calls this “breaking out of the box.”

Additionally, live tweeting allows us to take the conversation outside of the classroom. To this end, I created the following Storify which gives more details of the workshop contents.

Dark Circles Are Your Friends: Finishing a PhD Thesis

There are lots of posts out there offering useful hints and tips about finishing a PhD thesis. Having recently submitted my own, I decided to write about my experience of finishing. Rather than provide a “top 10 tips” type of article I’ll highlight a few of the major moments and experiences I had.

There she is!

There she is!

Firstly, I had been told many times about “the fear” and “the pressure” that would plant itself without warning in my mind and push me towards the finish line. It’s real. Although I was working towards my final deadline (January

Coffee helps!

Coffee helps!

2015) for about a year before, it was in August of last year that a real drive towards the finish line kicked in. All of a sudden I was banging out 1,000+ words a day, and ploughing through books and articles I needed to read. I organised Shut Up and Write sessions in my university. These were great, not only for the amount of writing and editing I did in them, but also because they allowed me to meet up with my friends and colleagues, thus taking the edge off the sometimes painful loneliness that the majority of us feel at the end. #AcWriMo conveniently fell just two months before my submission date and this motivated me to tie up some loose ends and do a heap of editing. I wrote to the point where my arm ached. I strapped on a TENS machine and just kept going.

I think this maniacal rush to the end is responsible for something that surprised me the most. I insurmountable wall of stress that I expected to be confronted with never really happened. Mostly, my stress manifested itself in some of the weirdest dreams I ever had! I think I was so tired at the end of each day that the only outlet my stress had was within my subconscious mind. To give a sample of my stress dreams, one involved the devil who appeared to me horned, with red skin glowing like hot coals, and a big porn star moustache (thanks Orange is the New Black). He told me he had come to take me to hell because I was finishing my thesis, and pronounced a dear friend of mine who had recently finished hers, “the epitome of evil.” Madness! Another involved me running into my supervisor’s office to beg for help, only to find her sitting inside a glass box, motionless and unresponsive. The most disturbing one involved me sitting at my laptop to write my introduction only to find that my fingers started to fall off, popping off one by one and bouncing of the screen. There were many others, as well as, my Fiancé informed me, a lot of sleep-talking. But my waking hours were spent machine-like at my computer pulling my thesis together.


Give yourself a break if you can!

Once I had the full draft, one of the best decisions I made was to get it proofread. My colleagues Gwen Boyle and Paul O’Shea were incredibly generous with their time and spotted various errors and inconsistencies that my, by then, weary eyes would not have found. I also proofread it, looking closely at a chapter per day. I read it aloud and this really helped me to find typos and awkward phrasing. I also took a few days off – something I did not think I would be able to do! I was at the proofreading stage over the Christmas holidays and giving four full days to festivities was one of my better decisions as a PhD candidate. Not only was I able to enjoy Christmas, but I returned to my thesis refreshed and ready for the very final push. The break also put a degree of objective distance between me and the thesis. This is essential when proofreading your own work. Over-familiarity only leads to oversights!

Finally, the day came when I was ready to draw the line and submit. I had been told that there would be mixed emotions, but in those final weeks I couldn’t imagine anything other than joy at the end. When I pressed send and my thesis went to the printers my heart sank and I felt like I had lost a limb. For a few hours after I was in a daze. I couldn’t believe it was done and I couldn’t imagine being without it! The next day I submitted it and felt underwhelmed but pleased. It took a few days before I could fully appreciate and enjoy the feeling of submitting my thesis. I was of course helped along by a few luxurious lie-ins and that new Stephen King novel I had saved for my post-submission read!



Going Out of Print in a Digital World

What does it mean to go out of print in a digital world? This is question I had not thought about until I joined Authors Alliance today. I learned about this group through my colleague, Dr Orla Murphy. Authors Alliance is a group based on the promotion of “authorship for the public good by supporting authors who write to be read. We embrace the unprecedented potential digital networks have for the creation and distribution of knowledge and culture. We represent the interests of authors who want to harness this potential to share their creations more broadly in order to serve the public good.” Basically, I agree with the aims and I fully support anything that helps to promote readership and protect the rights and freedoms of authors.

So I started exploring their blog and watched the following video:

This was shot at an event in Harvard University called “Authorship in a Digital World: How to Make it Thrive.” Even just the first 20 minutes made me think of so many issues I had never really considered in too much depth before now: what happens when book goes out of print? How does this impact the rights of the author/s? How does e-publishing effect contracts and ownership?

Source: Wikimedia Commons. Click image for further details

Source: Wikimedia Commons. Click image for further details

The first speaker, Katie Hafner, told her story of how she became involved with Authors Alliance while trying to regain the rights to her book after it had gone out of print. Her attempts were complicated by a clause in her contract that stated that if her book sold 250 ebooks  or more then it was not technically out of print. Firstly, I did not know that authors would have any right to regain control of their book if it went out of print. Secondly I had never considered how e-publishing could have such an impact author’s rights. Hafner’s story also highlighted the importance of reading publishing contracts thoroughly.

Something that also came through in this talk  was another potential for self-publishing that I had not considered. I usually associate self-publishing with authors who have tried but not succeeded in securing a publisher for their book. However, it would seem that self-publishing is also an option for those authors who did find publishers and, for one reason or another, found that their book went out of print.

However, there is still the issue of e-publishing and the complications it presents to the author when trying to regain rights to one’s book. Perhaps this will be one of the positive things than can come out of an organisation like Authors Alliance: greater clarification in contracts for authors of the roles of print and e-publishing, and clearer definitions of what it means to “go out of print” in a “digital world.”

“Banana Envy”: Notes on a Global Obsession

abortionbananaschoolsThe banana is one of the most popular and ubiquitous fruits in the world. Walmart sells more of them than any other product. The word “bananas” has entered our language not just to refer to the fruit, but also as a slang word for something crazy or bizarre. In terms of imagery it’s slippery skin has become a comedy staple. Moreover, its phallic shape has given rise to a myriad of sexual connotations. However, the banana is the eunuch of the fruit world being sterile after thousands of years of human interference. Despite being an ongoing hotbed of mirth and eroticism their lack of genetic diversity leaves them highly susceptible to disease, and therefore constantly on the brink of extinction.

Furthermore, the phallic banana is most often placed in the company of women of colour. A dangerous triad of primitivism, imperialism and racism have brought about a long history of associating people of colour and other colonial subjects with primates (think of monkeys often depicted with a banana in hand), and women of colour as highly sexed and deviant. Let us not forget the disturbing recent history of human zoos that haunt the world over in which Africans and Native Americans were held in captivity and placed on public display, often alongside other animals. Consider these racist stereotypes and you unearth a long history of discrimination that has seeped into pop culture.

Of course it must be noted that not all iterations of the banana are racist or even erotic. Some, like Gwen Stefani’s idiomatic use of bananas in “Hollaback Girl” is simply surreal and evades definition. However, the pairing of women of colour and the popular yellow fruit is rarely innocent and usually for the purpose of entertaining and, in some cases, “educating” armchair geographers whose knowledge of other races and cultures is rendered and shaped through biased publications.

In light of this I have compiled a Storify of just a few of the cultural expressions of the banana. These range from the innocent and comedic to the erotic and racist:

Storify and Scholarship: Education, Research and Dissemination

I was first introduced to Storify early in my doctoral studies as a tool for telling the story of a conference. To do this, the conference or event needs to have a strong online presence via live tweeting, blogging, etc. So, in the time since then I have used Storify solely in this manner. Recently, however, I have begun to think about Storify in new ways.


Here’s the first one I ever made for the annual School of English Bookends Conference (June 2012) which I co-organised with my colleague, Michael Waldron:

More recently I made this one to tell the story of a charity poetry reading which I co-organised with my colleague,  Niamh O’Mahony:

As I have noted in a previous blog post, using Storify in this way captures a moment in [real/social media] time and preserves it like a kind of digital memento. Now I am considering other possible applications of Storify for scholars, and how we can use this platform to maximise productivity and aid in research.

What is it?

Storify is a way of collating information from across the web and organising in a particular manner be it chronologically, thematically, etc. It allows you to search various social media and audio-visual distribution platforms and extract the items you need to create a story. Therefore, the possibilities are endless. Aside from storifying conferences and other scholarly events, a researcher can use Storify to create lesson plans or collate online sources for a research project.


For several years I have been a regular participant in #SaturdaySchool, a weekly teach-in on Twitter founded by Rhonda Ragsdale. The teach-in always generates great discussion and many people share links to relevant articles and resources. A different topic is addressed each week and the tweets are storified to provide learning resources for teachers, students, or anyone interested in the issues discussed. Without Storify, these teach-ins along with the useful resources shared would inevitably be whisked away on the great Twitter conveyor belt. Instead, they are preserved and transformed into an open access teaching and learning resource. I have yet to use Storify in this way, but I hope to incorporate it into my teaching in the future. Click here for an article about how students can be encouraged to use Storify.


Given that any Storify can be saved indefinitely as a draft, this platform can be used privately as a research tool. My research has recently required me to explore pop culture references to a particular issue. Storify has allowed me to gather a range of audio-visual resources, articles, and digital archives pertaining to my research and organise them in a manner that makes sense to the project. Therefore, I have bypassed tired, one-dimensional bookmarking of web pages in favour of something that not only allows me to collect data, but also to insert my own summaries, notes and pointers. Storify allows me to embed links into my notes as well as displaying the collected resources in the usual Storify manner. Thus, it is a more interactive method of gathering research data.

Why Not Pinterest?

Arguably, one could do something similar with a  Pinterest account. Pinterest boards allow users to “pin” images under particular themes, add short descriptions, and even add another “pinner” to a board for collaborative purposes. However, it does have its limitations:

  • Pinterest is solely image-based, whereas Storify allows for a collection of images, text, videos, audio, and gifs.
  • “Pins” do not stay order chronologically on a board which poses problems if you want to use it to help structure an argument or case study. This also becomes an issue if users want to publish their Pinterest board as part of disseminating their research.
  • While Pinterest allows you to create “secret” boards which are kept from the public eye, users can only have a maximum of three, whereas Storify has no such limit on drafts.

Click here to read about PrezPics, a research project that used Pinterest as  a research tool.

Review | Audre Lorde: The Berlin Years

I first saw Audre Lorde: The Berlin Years (2012) when it was screened at the FWSA Biennial Conference in June 2013 at the University of Nottingham. The film focuses on the time the African American, feminist, lesbian, warrior, poet, Audre Lorde spent travelling back and forth to Berlin between 1984 and 1992, and her influence on the Afro-German community.

The documentary is made up of home movie footage taken by Dagmar Schultz (director), and after the screening, a member of the audience asked  Schultz if she had filmed Lorde with the intention of making a film with it; Schultz told us that she just felt that Lorde’s presence was important, her time in Berlin was important and she was moved to record it. I am thankful that she did, because Schultz has presented us with something very important: a historical document of a period in Lorde’s life that many of us knew little about, a view of a transformative moment in Afro-German History, and also a fascinating, warming, and healing exchange between a transnational feminist sisterhood.

"Audre Lorde: The Berlin Years", DVD cover (USA).

Audre Lorde: The Berlin Years, DVD cover (USA).

The film is a collage of dinner parties, social events, public lectures, and planning meetings for several Afro-German community groups Lorde inspired. This is peppered with audio sequences set to still photographs in which Lorde is no longer speaking with her friends or to an audience within a particular shot; instead her voice is stripped of its original setting and she becomes the most prominent narrator of this posthumous documentary, signalling the longevity of her prose, poetry, thinking and activism.

The Berlin Years also gives generous time to Lorde’s significance as a unifying figure; many scenes feature Lorde discussing the notion of difference and encouraging her listeners, both onscreen and the viewers, to approach differences of race, gender and sexuality in positive and progressive ways. We see Lorde as muse who inspired many Afro-German women to write about their experiences and record their cultural history, for example, Showing Our Colors: Afro-German Women Speak Out (eds. May Opitz,  Katharina Oguntoye, Dagmar Schultz). More importantly, the documentary represents the exchange of knowledge and ideas that Lorde encouraged.

At the heart of The Berlin Years is the woman-centred community that Lorde fostered during her time in Berlin. As her health deteriorates the most striking scenes are those in which she is surrounded by women who care for her, comfort her and listen to her. We see Lorde taking simple pleasure in activities such as making necklaces or preparing and serving food for her friends at a time when her appetite was waning. All of these moments involve sharing and giving back in some way (the extras included in the DVD provide even more of these scenes). Ultimately we see the kindness and generosity, as well as activism, that can flourish when women come together to, in Gloria Anzaldúa’s words, “do the work that matters” (The Gloria Anzaldúa Reader, 314).

Check out some reactions to Audre Lorde: The Berlin Years at the FWSA conference here:

Every Academic Book Should Have an Index!

The index is the Ctrl f of print books

Is there anything more annoying that getting that book that will almost certainly be an essential part of your Works Cited/Bibliography only to discover that there is no index!? We all know that we can not read every single book we cite from cover to cover. We don’t have the time, and quite frankly, we don’t always have the patience! Therefore, when someone tells you that you should read the bits about the theme of X in Book Y it is natural to flip to the back of the book and check the index unless all the information is contained in one or two chapters. Of course, with Google Books at our fingertips it can make the search through an index-less book a bit easier. But we all know the limits of the preview. Oh, how cruel the world can be!

Quite simply, indexes speed up the research process. We cannot always rely on chapter titles, or even book titles, to tell us exactly what a given book discusses. Often, these cleverly punning chapter titles are fun to read, but give little away about their actual content. A well-stocked index can lead the researcher to the sections s/he needs while at the same time giving an overall flavour of the book and demonstrate connections between various subjects addressed within which may even lead to full cover to cover read.

Indexed books are happy books!

Something almost as frustrating as no index at all are name indexes…..no themes, keywords or other issues….just names! That’s great if you are looking for a person, but otherwise what is the point! Therefore, not only should all academic books have indexes, but they should have fully comprehensive indexes that cover all the potential needs of the reader. Academic books are being priced more and more out of reach of many scholars. When you scrape together a week’s rent to buy that must-have new monograph or edited collection an index is at least a small and useful consolation prize.