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FAQ

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What is a "collection?"
A collection is an interview, and as such, it is assigned a specific collection number, such as 4700.1234. There can be several recordings (indicated by a unique Tape #) within one collection if the person was interviewed on more than one occasion by the same interviewer. A collection is an interview, and as such, it is assigned a specific collection number, such as 4700.1234. There can be several recordings (indicated by a unique Tape #) within one collection if the person was interviewed on more than one occasion by the same interviewer. Answered by: Jennifer Cramer
Who can access LSU Special Collections?
Everyone! You do not have to be affiliated with LSU to access our collections. We do suggest that you create an account so that you can begin requesting materials. Create a Special Collections Request System account at the link below. Create a Create a Special Collections Request System Account Everyone! You do not have to be affiliated with LSU to access our collections. We do suggest that you create an account so that you can begin requesting materials. Create a Special Collections Request System account at the link below. Answered by: Kelly Larson
Processed vs unprocessed collection--what's the difference?
A processed collection has gone through several steps to become a cataloged record, thus available to the researching public. Those steps include a thorough vetting of copyright and restrictions, a verbatim transcription or thorough indexing of the interview including time-stamped calibration, the opportunity for the interviewee to review the transcription, the creation of a finding aid that includes important metadata about the collection, the preservation and optimization of audio files, the creation of user-copies, and cataloging. This process requires the efforts of several LSU Libraries staff members and it has been calculated that for every hour of recording, it takes 35-50 hours to fully process. For a detailed breakdown of the stages and fees associated with archiving oral histories, please see The Oral History Budget. All processed collections are found in the catalog record and many are available on the Louisiana Digital Library. An unprocessed collection is one that has not reached the final stage of completion and is not yet ready to be cataloged. Depending on the stage of processing, more or less of the interview will be available to patrons. See below for the availability of unprocessed collections. An unprocessed collection is not in the catalog record nor the Louisiana Digital Library. A processed collection has gone through several steps to become a cataloged record, thus available to the researching public. Those steps include a thorough vetting of copyright and restrictions, a verbatim transcription or thorough indexing of the interview including time-stamped calibration, the opportunity for the interviewee to review the transcription, the creation of a finding aid that includes important metadata about the collection, the preservation and optimization of audio files, the creation of user-copies, and cataloging. This process requires the efforts of several LSU Libraries staff members and it has been calculated that for every hour of recording, it takes 35-50 hours to fully process. For a detailed breakdown of the stages and fees associated with archiving oral histories, please see The Oral History Budget. All processed collections are found in the catalog record and many are available on the Louisiana Digital Library. An unprocessed collection is one that has not reached the final stage of completion and is not yet ready to be cataloged. Depending on the stage of processing, more or less of the interview will be available to patrons. See below for the availability of unprocessed collections. An unprocessed collection is not in the catalog record nor the Louisiana Digital Library. Answered by: Jennifer Cramer
What are Special Collections?
Special collections refer to unique materials that provide both primary and secondary sources to people conducting original research. Our collections are special due to their scarcity or rarity, historical value, monetary value, or research value. Archives are collections of original records created throughout the lifespan of a person, family, organization, or business. These materials essentially provide evidence of the activities, events, functions, and/or responsibilities of the creator(s). Archives and special collections differ from libraries in the types of materials collected and the ways in which they are acquired, organized, described, and made publicly accessible. These differences prompt us to create specific policies and procedures to ensure that our collections can continue to be used for decades or even centuries to come. Special collections refer to unique materials that provide both primary and secondary sources to people conducting original research. Our collections are special due to their scarcity or rarity, historical value, monetary value, or research value. Archives are collections of original records created throughout the lifespan of a person, family, organization, or business. These materials essentially provide evidence of the activities, events, functions, and/or responsibilities of the creator(s). Archives and special collections differ from libraries in the types of materials collected and the ways in which they are acquired, organized, described, and made publicly accessible. These differences prompt us to create specific policies and procedures to ensure that our collections can continue to be used for decades or even centuries to come. Answered by: Kelly Larson
Do I have to come to campus to view the materials that I need?
The short answer is yes. Most of our special collections are only available in their physical formats. However, we do have some digital collections online, which are made available through the Louisiana Digital Library. We do participate in interlibrary loan services for select materials (typically microfilm) and we offer a variety of duplication options. Find out more about the Louisiana Digital Library: https://lib.lsu.edu/special#louisianadigitallibrary (https://lib.lsu.edu/special/CC/digital) View our duplication policy: https://lib.lsu.edu/special#specialcollectionsduplication (https://www.lib.lsu.edu/special/services/duplication) View our operating hours and maps: https://lib.lsu.edu/hoursandmaps (https://lib.lsu.edu/about/hours/sc) Answered by: Kelly Larson
How do I access an oral history interview?
The Louisiana Digital Library has selected interviews available. Visit LSU Libraries Special Collections: since all cataloged interviews are housed in Special Collections at Hill Memorial Library, you may visit the Reading Room where staff will provide access to a dedicated, self-guided public computer where you can access cataloged digital files during office hours. You may request a copy of the interview. See above for instructions. A copy of the interview may be jointly housed in another repository, so be sure to double-check that information in the catalog record. Answered by: Jennifer Cramer
Can I scan, photocopy, or photograph materials?
Yes, we allow researchers to make personal research copies of many of our materials using a photocopier, overhead scanner, or personal camera. A photocopier and book scanner are provided in the Reading Room. Manuscript materials may not be self-duplicated with the book scanner or the photocopier. We also do not permit portable scanners in the Reading Room. If you choose to take photographs, you will be provided with a Camera Use Policy form to complete and sign during your visit. We also offer duplication services in which a staff member can copy and send qualifying materials to you. Find out more about our LSU Special Collections duplication services: https://lib.lsu.edu/special#specialcollectionsduplication Answered by: Kelly Larson
Hi! Can students of LSU Online use ILL?
Hi Ben! Yes, LSU Online students can use interlibrary loan. Here are our Borrowing Policies (https://lib.lsu.edu/borrowingpolicies) for LSU Online from our website: "Request books and other physical items through your interlibrary loan account (https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Flouis…) . Borrowing books from other libraries requires transit time. A minimum of 2 to 3 weeks is usually required, and you are responsible for the cost of shipping the material back to LSU Library. For this reason, we recommend using your local librarys interlibrary loan service for books and physical items, and using LSU Libraries Interlibrary Loan service to request journal articles and book chapters, which are delivered digitally." Jacob Fontenot LSU Libraries Interlibrary Loan Hi! Can students of LSU Online use ILL? From an LSU Online student Answered by: Jacob Fontenot
How do I cite materials from LSU Special Collections?
LSU Libraries Special Collections requires that materials be accompanied with a proper citation and/or credit line in the applicable format below. Our recommended citation style is also listed in each library catalog record and in collection inventories (finding aids). For manuscript collections: Name of the Manuscript Collection, Mss# [manuscript number], Louisiana and Lower Mississippi Valley Collections, LSU Libraries, Baton Rouge, La. Louisiana and Lower Mississippi Valley Collections must be spelled out the first time a collection is cited. Thereafter, the abbreviation LLMVC may be used. For University Archives: Name of originating office followed by "Records", RG# [record group number], Louisiana State University Archives, LSU Libraries, Baton Rouge, LA. Louisiana State University Archives must be spelled out the first time a record group is cited. Thereafter the abbreviation LSUA may be used. Answered by: Kelly Larson
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Database Listing

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State Papers Online 1509-1714 Part 3: The Stuarts 1603-1714: State Papers Domestic Digital Archive
State Papers Online, 1509-1714: Part III: The Stuarts: James I to Anne, 1603-1714: State Papers Domestic is a collection of English government documents originating primarily from the seventeenth century. The Stuarts' internal struggles come to life through a wealth of primary source documents from one of the most compelling and turbulent eras in Britain's social, political, and religious history. Among the more than one million pages of manuscripts, researchers will find accounts of the English Civil War, the execution of Charles I, and the invasion of William of Orange.
ProQuest Dissertations and Theses: Global
ProQuest Dissertations and Theses: Global (PQDTGlobal) is the world's most comprehensive collection of full-text dissertations and theses. As the official digital dissertations archive for the Library of Congress and as the database of record for graduate research, PQDTGlobal includes millions of searchable citations to dissertations and theses from 1861 to the present day together with over a million full-text dissertations that are available for download in PDF format.
Mass Observation Project: 1981-2009
Welcome to Mass Observation Project. Launched in 1981 by the University of Sussex as a rebirth of the original 1937 Mass Observation, its founders' aim was to document the social history of Britain by recruiting volunteers to write about their lives and opinions. Still growing, it is one of the most important sources available for qualitative social data in the UK. This collection consists of the directives (questionnaires) sent out by Mass Observation in the 1980s and the thousands of responses to them from the hundreds of Mass Observers.
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Discovery

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Catch Me If You Can: Signal Localization with Knockoff E-Values
We consider problems where many, somewhat redundant, hypotheses are tested and we are interested in reporting the most precise rejections, with false discovery rate (FDR) control. This is the case, for example, when researchers are interested both in individual hypotheses as well as group hypotheses corresponding to intersections of sets of the original hypotheses, at several resolution levels. A concrete application is in genome-wide association studies, where, depending on the signal strengths, it might be possible to resolve the influence of individual genetic variants on a phenotype with greater or lower precision. To adapt to the unknown signal strength, analyses are conducted at multiple resolutions and researchers are most interested in the more precise discoveries. Assuring FDR control on the reported findings with these adaptive searches is, however, often impossible. To design a multiple comparison procedure that allows for an adaptive choice of resolution with FDR control, we leverage e-values and linear programming. We adapt this approach to problems where knockoffs and group knockoffs have been successfully applied to test conditional independence hypotheses. We demonstrate its efficacy by analysing data from the UK Biobank.
The Chasing Dragon: To What Extent and How Does China Catch Up with USA under Global Value Chains?
An indisputable fact in Global Value Chains (GVCs) is the rapid catching-up of China with U.S.A.; however, the convergence speed and depth have yet remained to be explored. On the one hand, the heterogeneity of different business functional activities, i.e., management, R&D, marketing and fabrication, is barely discussed. On the other hand, the international income transfers further complicate catching-up issue, since wedge between value-added and national income exists. Taking account of both them in a global multi-country input-output setting enables us to better understand the speed and depth of catching-up for China vis-a-vis U.S.A. China has made progress on narrowing the gap, albeit slowing down in the mid-2010s, but far from complete. This convergence speed is unevenly proceeded across business functions/industries. Similar catching-up finding holds for our new national income approach, but to a lesser extent. GVC participation scale enlarging and productivity improvement jointly lead to this catching-up, wherein scale contributes more than does productivity. We also find that the scale role is quite heterogeneous across business functions and industries. Despite catching-up in productivity at all levels, but starting from an extremely low level, a major lagging productivity gap remains. Also, the increasingly important role of productivity is observed.
Catch Me If You Can: Informal Tourism Employment of Locals in Scenic-Oriented Rural Communities
The expansion of the tourism industry has generated a plethora of informal job opportunities. However, existing literature has not thoroughly explored the extensive involvement of local residents in rural areas in informal tourism employment. This study focuses on the Fujian Tulou villages in China and employs the fieldwork method to investigate the phenomenon of informal tourism employment among local residents in scenic-oriented rural communities. The findings indicate that the dearth of employment prospects in rural areas, coupled with China's distinctive rural land ownership system and the support from the rural social network, are the primary drivers motivating locals to participate in informal tourism employment. Locals employ tactics such as camouflage, tacit collusion, lurking, and covert actions to engage in informal tourism employment while navigating the regulations imposed by scenic area management. In efforts to standardize management within scenic areas, both local governments and tourism management companies are implementing measures such as offering formal employment opportunities and profit-sharing arrangements to incentivize the regularization of local employment in the tourism sector.
How to catch a ghost? Comparing two camera trap-based monitoring methods for elusive small mustelids in the Italian Alps
Small mustelids are increasingly recognized as species requiring conservation attention. In recent years, several camera-based methodologies have been developed to study them, but studies comparing different methods are still rare. To identify the most effective method to study small mustelid populations, we compared two camera-based monitoring methods in the Italian Alps. We also examined the effects of sampling session and habitat type on the occupancy probability and tested the “umbrella effect” of these methods for rodents. After superimposing a 700 × 700 m grid on an Alpine valley (Maritime Alps Natural Park, northwestern Italy), we surveyed 36 cells over three separate 45-day sessions from June to October 2023. In each cell, we employed (1) an “Alpine Mostela”, a foldable PVC box containing a camera trap and a PVC 9 cm Ø tube, and (2) a stand-alone trail camera. All devices were located at least 150 m from the others, and salmon oil was used as bait in half of the cells. To compare the methods, we used a single-season Bayesian occupancy model. The detection probability of stoats was higher with unbaited Alpine Mostelas and baited external cameras. We found the highest occupancy probability in the second session and non-forested habitats. Bait use positively affected the number of non-target videos. In this study, unbaited Alpine Mostelas and baited external cameras demonstrated reliable performance in detecting stoats. However, with the Alpine Mostela accomplishing slightly better results with much fewer non-target videos, it emerged as the preferred choice for long-term stoat monitoring.
Weaving a web to catch them all: inclusive pedagogies in mathematics
Inclusion is an area of strategic importance in Aotearoa New Zealand and internationally, requiring that all learners have access to quality education. Nonetheless, children with disabilities in our schools are often excluded from rich learning opportunities, particularly in mathematics. Teaching through inclusive pedagogies, by contrast, supports teachers to plan for and teach all children; however, we know little about how teachers may apply these approaches to their teaching of mathematics. In this article, we report on a case study of one teacher’s practice as we develop a ‘research lesson’ approach that enhances the engagement and learning of all children, including those who are most at risk of being excluded in mathematics lessons. Participants described challenges to inclusive teaching mathematics such as differentiation, engaging contexts, children’s experience of anxiety, and children’s comfort with oral language and discussion. We found that research lesson reflections enabled solutions to be found for these challenges as part of the process of identifying them. We argue that an approach focussed on inclusion is a tool with potential to help teachers to rethink their mathematics classroom organisation and planning. Inclusive teaching may be enacted differently depending on the context; however, we found the key teaching practice to be planning for inclusion at the outset, followed by focussed reflections on teaching. Further, we suggest that research into innovative mathematics pedagogies is most likely to be successful when there is a focus on inclusive pedagogy.
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