Tea for Two: Providing Offsite Research Assistance in an Informal Setting to Performing Arts Students and Faculty.   Lisa Woznicki, Library Liaison to Dance, Music, and Theatre Arts, Towson University
This pilot project moved Towson University's performing arts librarian out of the library and into the café of the Center for the Arts building for weekly walk-up research sessions.  Project planning, implementation, publicity, and assessment will be discussed in this program. 

Music Collection Development: Past, Present, and Future.  Carl Rahkonen, Music Librarian/Professor, Indiana University of Pennsylvania

A Next-Generation Catalog for Music: The Music Lens.  Erin Mayhood, Head, Music Library, University of Virginia
Explore new functionality in the "music lens" of the University of Virginia's next-generation catalog - VIRGObeta (built upon U.Va.'s open source Blacklight project). Learn about user-centered design techniques used to build the catalog, issues with mapping music MARC records, and recent user feedback to this innovative way of presenting library materials to music users

Implementing WorldCat Local.  Steve Henry, Music Librarian, Michelle Smith Performing Arts Library, University of Maryland

Implementing AquaBrowser.  Carlos Pena, Theodore M. Finney Music Library, University of Pittsburgh

Double Lives: Exile Composers in Los Angeles.  Alexander Kahn, PhD., Assistant Professor, Director of Orchestral Activities, Gettysburg College
As the result of Hitler's ascendancy to power, many German and Austrian composers fled Europe to settle in America during the late 1930s. One of the largest destinations for the exiles was Los Angeles, where composers found work composing for the film industry and teaching at the local universities and colleges. This presentation gives an overview of the topic of Los Angeles exile composers and a summary of the resources available to scholars interested in the field. 

Learning Teaching Learning: The Artful Musicologist.  Marta Robertson, PhD., Associate Professor, Musicology, Gettysburg College
In the Leonard Bernstein Artful Learning community students, teachers, and librarians, among others, are engaged observers, constructing meaning together in a learning-centered environment. Not only is there power in letting students make meaning from their experience, but learning science also documents that learning inevitably proceeds in this way. Starting from the learner creates a recursive loop taking the musician into other disciplines and conversely inviting other disciplines to make meaning out of music. Constructing teachers and librarians as both master practitioner and learner disrupts the expert/novice power differential that results in rote learning. Articulating differing frameworks challenges participants to negotiate underlying assumptions central to advancing understanding. Exploring the minuet as a Bernstein Masterwork, participants will engage disciplinary perspectives from math to politics and gender studies to analyze our dance and its notation.