#source: former professor and librarian

[haleths]

LotR/HP AU: Concerning further staff members of Hogwarts

The Blue Wizards feature as siblings Alastair and Pallandina Bluemantle, the former the Librarian of Hogwarts and the latter the Head of Transfiguration (she's also co-Head of Ravenclaw in all but name as poor Erestor was really thrown for a loop when Elrond up and left and he can't be both Deputy-Headmaster *and* Head of Charms while also seeing to the students of his house and Merlin damnit, Gandalf, did you and Elrond think any of this through!? The point is, he needs help and she was happy to lend a hand).

Halbarad Northman is, as previously mentioned, Head of DADA and Gryffindor House, and currently, the only member of the department because all the teachers he hires keep dying or resigning on him (maybe there is something to that supposed jinx on the position), and he's at his breaking point because he can't teach all these students at once! He's not Pengolodh, for pity's sake! Merlin save him...

Speaking of Pengolodh, or rather Prof. Percy Pengolodh, he's the Head of History, teaching the History of Magic and most of its subspecialties (exempting Muggle History) for the past three hundred years. Being a ghost with no need for rest and plenty of time on his hands has a great many advantages, chief of them being he can continually teach students all through the week! That doesn't make it any less of a chore to sit through for the students in question...

George Maggot was one of the Herbology professors who taught during the First Wizarding War and during Bilbo's time as a student. Like Pallandina, he's also been something of a co-head of Herbology and Hufflepuff House during Radagast's tenure (oh Radagast, lovely professor, not particularly good at paperwork).

Sibyl Mithrellas is Head of Astronomy. Due to the crossover between astronomical studies and divination, someone from this department usually takes on the Divination position, but there was no one currently residing on staff suitable for the role.

Grima Wormtongue is, unfortunately, Potions Master and Head of Slytherin House, and a former teacher of Eowyn's (poor girl; Potions Class was *not* fun for her), and Gimli's superior in the hierarchy (Gimli hates him, to the extent that he's daydreamed of murder. He could get away with it, he just needs to ensure it's the right potion that can't be traced back to him. Maybe Legolas could help him source a few herbs). Gandalf did try to fire him, but Saruman intervened to keep Grima in his post (gee, I wonder why?).

Beruthiel Blackwood is a Transfiguration professor and currently teaching the Hobbits this term. She can often be found slinking around campus in the form of a cat.

Lindir Silverstream is the Music Teacher, Ioreth Lossarnarch is Matron of the Hospital Wing, and Tom Bombadil is the Keeper of Keys and Grounds.

*manic shrieking* aahhh there's so much going on here i don't even know where to start hELP!!!

mostly i'm just losing my mind over all these minor characters you've managed to work in so perfectly, but also ohmygod poor erestor!! somebody help the boyyy 🥺🤧 gandalf and elrond should really think this stuff through jesus christ!! halbarad desperately needs to work on hiring more DADA professors as well....

professor maggot teaching herbology is ingenious by the way, and ohh radagast bless you. it's a good think you've got someone there picking up the slack on that paperwork. and very suspicious that grima was allowed to keep his position even though gandalf wanted him gone... hmmm HHMMM. but also eowyn my love i'm so very sorry. here's hoping gimli and legolas find a way to get rid of the asshole

part 1 | part 2 | part 3 | part 4

[savewritingnsw]

Save Writing NSW

An open letter to Create NSW and the NSW Minister for the Arts

We, as writers and active members of the literary community, were dismayed by Create NSW’s decision not to grant Writing NSW Multi-Year Organisations Funding in their latest round, despite the fact that Writing NSW was recommended for funding.

This decision demonstrates the ongoing devaluation of literature within the Australian arts funding landscape. We know literature is the most popular artform in the country, with 87% of Australian reading some form of literary work in any given year, yet in this round Create NSW offered only 5.7% of their ongoing funding to literature organisations.

The decision to defund Writing NSW carries a particular sting. Writing NSW is the leading organisation representing writers in a state with a long literary history and one that is home to many of Australia’s leading publishers, writers, literary agents and other core participants in the Australian literary industry.

Writing NSW is an important stepping-stone for writers at the beginning of their careers, providing high quality professional development programs, and it also employs emerging and established writers to deliver and lead these programs. For decades the organisation has provided high-quality courses, seminars, workshops, festivals, events, grants and literary prizes. In putting such programs at risk, Create NSW is jeopardising both an entry point and an ongoing support system for writers.

Macquarie University research shows that the average income of an Australian author from their practice is $12,900. The current economic crisis caused by the coronavirus pandemic makes the situation of writers even more precarious. Writing NSW offers key employment opportunities to writers, through teaching, publication, speaking engagements and both curatorial and judging positions. The removal of these opportunities will mean many writers will not be able to maintain the other income streams that support their writing careers.

The removal of $175,000 from a single source would be catastrophic for any business – not-for-profit or otherwise. For a government funding body to enact such a blunt economic withdrawal in the midst of a global pandemic and without concern for the economic flow-on effect to hundreds of industry professionals is deeply distressing.

We call on Create NSW to reverse this decision and ask them to reveal their future strategies for arts funding and how they plan to rectify the disparity in funding between other funded artforms and literature.

As writers, we will never accept the loss of a vibrant, essential cultural network such as Writing NSW.

What you can do We invite anyone affected by Create NSW’s decision – writers, publishers, literary agents, illustrators, readers alike – to co-sign this letter. You can copy and customise this letter to draft a version from your own point of view on this matter to send to a Member of Parliament.

To co-sign this letter, add your name here: shorturl.at/dERX6

Signatories

Pip Smith, Writer, creative writing teacher Sam Twyford-Moore, Writer and arts administrator Fiona Wright, Writer, editor, critic, reader Gabrielle Tozer, Author, writer, editor Brigid Mullane, Editor Jules Faber, Author, Illustrator Dr Christopher Richardson, Author and academic Liz Ledden, Author, podcaster, book reviewer Kate Tracy Ashley Kalagian Blunt, Writer, reviewer, reader Julie Paine, Writer Nick Tapper, Editor Belinda Castles, Writer and academic Simon Veksner, Writer Amanda Ortlepp, Writer, reader, reviewer, High School English Teacher Bronwyn Birdsall, Writer, editor Robin Riedstra, Writer, reviewer, reader, English teacher Dr Delia Falconer, Writer, critic, academic Robert McDonald, Author, writer, creative writing teacher Dr Kathryn Heyman, Author Wai Chim, Author Kirsten Krauth, Writer, editor Tricia Dearborn, Poet, writer, editor Dr Mireille Juchau, Writer Gail Jones, Writer Dr Jeff Sparrow, Writer, editor, academic Linda Jaivin, Writer, editor, translator Adara Enthaler, Poet, editor, literary arts manager Keighley Bradford, Writer, editor, arts and festival administrator Nicole Priest, Reader and aspiring writer Shamin Fernando, Writer Andrew Pippos, Writer Bianca Nogrady, Writer and journalist James Bradley, Writer Ali Jane Smith, Writer Dr Eleanor Limprecht Idan Ben-Barak, Writer Jennifer Mills, Writer Nicole Hayes, Writer, podcaster Michelle Starr, Writer/journalist Phillipa McGuinness, Writer and publisher Vanessa Berry, Writer and academic Blake Ayshford, Screenwriter Emily Maguire, Writer Sarah Lambert, Screenwriter Anwen Crawford, Writer Sarah Bassiuoni, Screenwriter Jackson Ryan, Writer, journalist, academic Simon Thomsen, Journalist, editor, other wordy stuff Ivy Shih, Writer Miro Bilbrough, Writer, filmmaker, screenwriting teacher, script editor Graham Davidson, Writer, artist, festival director Christos Tsiolkas, Writer JZ Ting, Writer, lawyer Susan Francis, Writer, teacher Suneeta Peres da Costa, Writer Dr Harriet Cunningham, Writer, critic, journalist Adele Dumont, Writer, reader Sheree Strange, Writer, book reviewer, book seller Phil Robinson, Reader Ashleigh Meikle, Reader, writer, book blogger Naomi RIddle, Writer, editor Cathal Gwatkin-Higson, Writer, book seller Hannah Carroll Chapman, Screenwriter Angela Meyer, Writer, editor Steve Blunt, Reader, supporter Ambra Sancin, Writer, arts administrator Michelle Baddiley, Writer, reader, archive producer Dinuka McKenzie, Writer, reader Catherine C. Turner, Writer, reader, freelance editor and publisher, arts worker Hilary Davidson, Writer, poet, academic, reader Dr Eleanor Hogan, Writer Nicola Robinson, Commissioning Editor Kim Wilson, Screenwriter Jane Nicholls, Freelance writer and editor Lisa Kenway, Writer Virginia Peters, Writer Sarah Sasson, Physician-writer and reader Dr Joanna Nell, Writer Laura Clarke Author / Copywriter Nicole Reddy, Screenwriter Anna Downes, Writer Sharon Livingstone, Writer, editor, reader Lily Mulholland, Writer, screenwriter, technical editor Benjamin Dodds, Poet, reviewer, teacher Markus Zusak, Writer Alexandria Burnham, Writer, screenwriter Sam Coley, Writer Marian McGuinness, Writer Selina McGrath, Artist Adeline Teoh Natasha Rai, Writer Catherine Ferrari, Reader Jessica White, Writer & academic Zoe Downing, Writer, reader, creative writing student Amanda Tink, Writer, researcher, reader Lisa Nicol, Children's author, screenwriter, copywriter Aurora Scott, Writer Gillian Polack, Writer, academic Susan Lever, Critic and writer Denise Kirby, Writer Michele Seminara, Poet & editor Meredith Curnow, Publisher, Penguin Random House David Ryding, Arts Manager Catherine Hill Genevieve Buzo, Editor Hugo Wilcken DJ Daniels, Writer Linda Vergnani, Freelance journalist, writer and editor Tony Spencer-Smith, Author, writing trainer & editor Dr Viki Cramer, Freelance writer and editor Petronella McGovern, Author, freelance writer and editor Jacqui Stone, Writer and editor Talia Horwitz, Writer, reader & writing student Sophie Ambrose, Publisher, Penguin Random House Rebecca Starford, Publishing director, KYD; editor and writer David Blumenstein, Writer, artist Rashida Tayabali, Freelance writer Sheila Ngoc Pham, Writer, editor and producer Rosalind Gustafson, Writer Alan Vaarwerk, Editor, Kill Your Darlings Gillian Handley, Editor, journalist, writer Karina Machado Isabelle Yates, Commissioning Editor, Penguin Random House Michelle Barraclough, Writer Natalie Scerra, Writer Melanie Myers, Writer, editor and Creative Writing teacher Emily Lawrence, Aspiring Writer Nicola Aken, Screenwriter Jennifer Nash, Librarian, writer Clare Millar, Writer and editor Kathryn Knight, Editor, Penguin Random House Linda Funnell, Editor, reviewer, tutor, Newtown Review of Books Stacey Clair, Editor, writer, former events/projects producer at Queensland Writers Centre Virginia Muzik, Writer, copyeditor, proofreader, aspiring author Lisa Walker, Writer Sarah Morton, Copywriter, aspiring author, Member of Writing NSW Board Laura Russo, Writer and editor Vivienne Pearson, Freelance writer Justin Ractliffe, Publishing Director, Penguin Random House Australia James Ley, Contributing Editor, Sydney Review of Books Alison Urquhart, PublisherPenguin Random House Debra Adelaide, Author and associate professor of creative writing, University of Technology Sydney Magdalena Ball, Writer, Reviewer, Compulsive Reader Anna Spargo-Ryan, Writer, writing teacher, editor, reader Charlie Hester, Social media & project officer, Queensland Writers Centre Mandy Beaumont, Writer, researcher and reviewer Chloe Barber-Hancock, Writer, reader, pre-service teacher Dr Patrick Mullins, Academic and writer Wendy Hanna, Screenwriter Chloe Warren Dianne Masri, Social Media Consultant Jane Gibian, Writer, librarian, reader Dr Airlie Lawson, Academic and writer Karen Andrews, Writer, teacher, reader Tim Coronel, General manager, Small Press Network and Industry adjunct lecturer, University of Melbourne Tommy Murphy, Playwright and screenwriter Evlin DuBose, Editor, writer, screenwriter, director, poet, UTS's Vertigo Magazine Tony Maniaty, Writer Emma Ashmere, Writer, reader, teacher Alicia Gilmore, Writer Suzanne O'Sullivan, Publisher, Hachette Australia Jacqui DentWriter, Content Strategist Rachel Smith, Writer Intan Paramaditha, Writer Cassandra Wunsch, Director TasWriters (The Tasmanian Writers Centre) Meera Atkinson Eileen Chong, Poet, Writer, Educator Debra Tidball, Author, reviewer Beth Spencer, Author, poet, reader Lou Pollard, Comedy writer, blogger Bronwyn Stuart/Tilley, Author and program coordinator, Writers SA Gemma Patience, Writer, illustrator, reviewer Amarlie Foster, Writer, teacher Dr Felicity Plunkett, writer Angela Betzien Drew Rooke, Journalist and author Michael Mazengarb, Journalist RenewEconomy Katrina Roe, Children's author, broadcaster, audiobook narrator Liz Doran, Screenwriter Arnold Zable, Writer. Tom Langshaw, Editor, Penguin Random House Brooke Maddison Monica O'Brien, ProducerAmbience Entertainment Jacinta Dimase, Literary AgentJacinta Dimase Management Jane Novak, Literary AgentJane Novak Literary Agency Sarah Hollingsworth, Arts Organisation ManagerMarketing and Communications Manager, Writers Victoria Barbara Temperton, Writer Sandra van Doorn, Publisher Red Paper Kite Alex Eldridge, Writer Karen Beilharz, Writer, editor, comic creator Esther Rivers, Writer, editor, poet Jane Pochon, Board Member, lawyer and reader Zoe Walton, Publisher, Penguin Random House Eliza Twaddell Alison Green, CEO, Board Member, Pantera Press Emma Rafferty, Editor Sarah Swarbrick, Writer Dayne Kelly, Literary Agent, RGM Léa Antigny, Head of Publicity and Communications, Pantera Press Jenny Green, Finance, Pantera Press Sarah Begg, Writer Mark Harding, Writer, Brand Manager, Social Media and Content Specialist Shanulisa Prasad, Bookseller Katy McEwen, Rights Manager, Pantera Press Olivia Fricot, Content Writer/Bookseller, Booktopia Jack Peck, Writer, Open Genre Group Convenor, Writing NSW, Retired Kathy Skantzos, Writer, Editor Serene Conneeley, Author, Editor Kerry Littrich, Writer Merran Hughes, Creative Cassie Watson, Writer Lisa Seltzer, Copywriter, Social Media Manager and Marketing Consultant Gemma Noon, Writer and Librarian Tanya Tabone, Reader Laura Franks, Reader, Editor, Writer Dani Netherclift, Writer Who to contact We urge you to join us in advocating for Writing NSW and the state of funding for Australian literature, by contacting Create NSW, your NSW Member of Parliament, and the NSW Minister for the Arts.

Chris Keely Executive Director, Create NSW Email: chris.keely@create.nsw.gov.au

The Hon. Don Harwin, MLC Phone: (02) 8574 7200 Email: office@harwin.minister.nsw.gov.au

Who to else to contact

The Hon. (Walt) Walter Secord, MLC Shadow Minister for the Arts Phone: (02) 9230 2111 Email: walt.secord@parliament.nsw.gov.au Ms. Cate Faehrmann, MLC Greens representative for Arts, Music, Night-Time Economy and Culture Phone: (02) 9230 3771 Email: cate.faehrmann@parliament.nsw.gov.au A full list of names and contact details for NSW State MPs is available here.

[ao3feed-ineffablehusbandz]

Tarnished

by bilboswaggins

"Even at its freshest, straight from the pot, the coffee was thick and sludge-like, tasting burnt and so bitter even the cream couldn’t save it. He wasn’t a big believer in bad omens, but that can’t have been a great one."

Crowley is a former attorney just now starting a new job as a professor, and he hates every moment of it. Aziraphale - Azira - works as the librarian for the campus library. For some reason, Crowley continually hides out in the library to get away from the school, but he won't tell Azira why.

Eventual Ineffable Husbands; Inevitable Gabriel-being-a-Dick, albeit a well-meaning dick.

Words: 4377, Chapters: 1/?, Language: English

Fandoms: Good Omens - Neil Gaiman & Terry Pratchett, Good Omens (TV)

Rating: Not Rated

Warnings: No Archive Warnings Apply

Categories: Gen, M/M

Characters: Aziraphale (Good Omens), Crowley (Good Omens), Gabriel (Good Omens), Dagon (Good Omens), Beelzebub (Good Omens), Sandalphon (Good Omens), Uriel (Good Omens)

Relationships: Aziraphale/Crowley (Good Omens)

Additional Tags: Alternate Universe - College/University, Librarian Aziraphale (Good Omens), Professor Crowley (Good Omens), Other Additional Tags to Be Added

source http://archiveofourown.org/works/20726222

[howwelldoyouknowyourmoon]

Is America Governed by a Cult?

Several books suggest that President Trump is a cult leader. Is he really?

Psychology Today    Posted February 8, 2020

Darcia F. Narvaez Ph.D. is a professor of psychology at the University of Notre Dame and the former executive editor of the Journal of Moral Education.

LINK to the complete article: https://www.psychologytoday.com/gb/blog/moral-landscapes/202002/is-america-governed-cult

Some people have accused supporters of President Trump of having selective inattention, suggesting that even when he does the opposite of what he promised or what his statements claim, they say they support him wholeheartedly. Several scholars, journalists, and Republicans, too, have likened this behavior with that of cult members (see here).

For example, Steven Hassan (2019), former Moonie cult member and now cult deprogrammer, wrote the book The Cult of Trump. He uses the titled focus to discuss cult membership generally, suggesting that there may be around 5,000 cults in the United States, from political or religious ones to sexual, educational, and even psychotherapeutic ones.

What are the characteristics of cults?

Cults are totalist groups (Lifton, 2014) that control their members’ minds and behavior in ways that seem voluntary. Some point to Hitler as a cult leader. Hannah Arendt, in The Origins of Totalitarianism (1951), discussed the societal characteristics of totalitarianism, which include a personality cult of the leader. She apprehended how the totalitarian regimes of both Hitler and Stalin, supported by personality cults, were based on the citizenry’s loneliness, a sense of not belonging—which she identified as one of the most desperate experiences a person faces.

U.S. citizens may be among the loneliest in the world (e.g., Cacioppo & Patrick, 2008), and it is only getting worse, according to sociological studies showing that more people have fewer confidants (the modal response was “none” in the most recent study, down from “3” three decades ago). Also, see here and here.

In contrast, Jon Young describes the lifestyle of the San Bushmen, who represent our most ancestral society (over 150,000 years old; Suzman, 2017), as highly connected, all day long having the whole band (about 25 people on average) as confidants.

For the last 50 years or so, the U.S. has seen a reduced social connection. U.S. culture and pressures on both parents to work and to leave behind extended families have led to many babies and young children spending much of their early life in daycare settings, where it is more difficult to receive full support for basic needs (our evolved nest). One child care worker at an excellent group-based care setting recently told me that 2-year-old children were dropped off at 7:30 a.m. and stayed until 5:30 p.m.

According to Alexandra Stein, scholars studying cults and related structures agree that there are at least four aspects to growing cult members. These are usually studied within the cult landscape, but it seems likely that the American landscape itself also contributes.

1. Isolate victims from their prior connections. ...

2. Destabilize their identities. ...

3. Cultivate a new, submissive identity. ...

4. Immerse them in a rigidly confining group and worldview. ...

Another View of Cults From Robert Jay Lifton ...

How to Counteract Attractions to Cults?

Stein notes that all respected scholars in her field have repeated endlessly that the way to protect ourselves from cults and totalism is through knowledge.

We are all susceptible to fake news and misinformation, even based on cognitive style, especially with Facebook tolerating political fakery in its postings. So, let’s look at expert advice on media literacy and how to deal with fake news:

Consider the source (find out the mission and biases of the source).

Check the author (credible, real?).

Check the date (old stories aren’t necessarily relevant today).

Check your biases (are they affecting your judgment?).

Read beyond the headline (get the whole story).

Check the supporting sources (are they reliable, supporting the claims?).

Is it a joke? (if it is too outlandish, it might be satire, so check the source.)

Ask the experts (a fact-checking site, a librarian).

References

Arendt, H. (1973). The origins of totalitarianism. New York: Harcourt, Brace and Jovanovich.

Cacioppo, J.T., & Patrick, W. (2008). Loneliness: Human nature and the need for social connection. New York: W.W. Norton.

Hassan, S. (2019). The Cult of Trump. New York: Free Press.

Klein, E. (2020).  Why We’re Polarized. New York: Simon & Schuster.

Lifton, R.J. (1961/2014). Thought reform and the psychology of totalism: A study of brainwashing in China. Raleigh: University of North Carolina Press.

Narvaez, D. (2014). Neurobiology and the Development of Human Morality: Evolution, Culture, and Wisdom (Norton Series on Interpersonal Neurobiology) New York, NY: W.W. Norton.

Narvaez, D. (Ed.)  (2018). Basic needs, wellbeing and morality: Fulfilling human potential. New York: Palgrave-MacMillan.

Suzman, J. (2017). Affluence without abundance: The disappearing world of the Bushmen. New York: Bloomsbury.

Wallach, L. & Woodall, P. (2004). Whose trade organization?: The comprehensive guide to the WTO. New York: The New Press.

________________________________________

Why Is the Trump Presidency of Extreme Psychological Interest?

Is America Governed by a Cult? Several books suggest that President Trump is a cult leader. Is he really?

How totalism works The brainwashing methods of isolation, engulfment and fear can lead anyone to a cult. I should know – I was in one.  by Alexandra Stein

[girlforlorn]

taissa farmiga + cis female + she/her.┊ ❛ ━ hey, is it just me or do you hear “goodbye mr. a” by the hoosiers playing in the distance ? oh, that’s just melanie “molly” watson, a twenty-three year old assistant research scientist working with the sector of humanity. according to my sources, i heard she can be neutral good and is meticulous, but also desperate. that’s probably why they remind everyone of a thrift shop cardigan two sizes too big, cooking shoplifted hot dogs over a burning garbage can, & a light at the end of the tunnel bright enough to damage your eyes. anyway, make sure to keep an eye out, the doves are more powerful with them on their side ! ( nina, 21, est, she/her )

howdy everybody! my name’s nina and i’ve been thirsting to join this rp ever since lis reblogged one of the first pre-opening promos onto my dashboard! this is my very depressed and shy child molly, who is going to be quietly watching and taking notes as your mutant muses scream in the experimentation lab. 🤠

BIOGRAPHY !

Melanie Watson was born to a very poor and very dysfunctional family, in a rural town in Sapphire state, where supervillains knew there was plenty of land to set up a base secluded from Crystalline. The majority of the population’s tax dollars went not to the school systems, but to reparations on the destruction caused by the supervillains hiding out on the outskirts of the town, the local mutants with no control over their abilities, and the hot-shot superhero who made monthly rounds to the town to bust villain operations. 

While raising their daughters in a town with the lowest life expectancy in the state, the Watsons always did what they could to make sure Molly and her twin sister, Valerie, would have a way out. So they pushed their kids to work toward scholarships, and when Molly was revealed to be a particularly bright student, they cut critical corners to help pay her tuition to a private school one town over, in their only chance to give her an education that could compete with kids from more affluent neighborhoods in Sapphire.

Economic strain from paying for schooling caused the kind of stress that would send the twins’ parents to an early grave--- two deadly strokes within one year of each other--- but by the time they passed away, Molly had earned her scholarship to Staurolite College, and Valerie insisted that she didn’t let all of their parents’ sacrifices go to waste. They shipped off to Crystalline together, and saved money on Molly’s boarding by renting a cheap apartment above a rowdy pub in the Jade District.

Things went well for most of Molly’s schooling, with grief over the loss of their parents quelled by a change in scenery and a sense that they had a bright future ahead of them. Molly majored in biophysics with a minor in engineering, and worked a year-round part-time job shelving books at Crystalline Library, while picking up an additional jobs waitressing during the summers. When she started to feel more comfortable, she’d abandoned most of her anti-mutant politics in favor of keeping her head down and staying out of trouble.

--

Tragedy struck again shortly before Molly’s graduation, when a superhero’s pursuit of a villain escalated to a destructive brawl across rooftops in the Jade District, and the hero’s desperate outburst of power led to the complete decimation of Molly and Valerie’s apartment, with a hungover and housebound Valerie being fatally crushed in the rubble.

An uninsured Molly was left without a home, without a family, and without a purpose in life; powerless and hopeless. The end of the school year meant that she couldn’t even couch surf in her friends’ dorms for long, and after exhausting her savings and local resources in under a month, she was left on the streets in a near-catatonically traumatized state. 

--

After months passed with no response to his emails, a former professor of biophysics looked into whatever happened to the student of his who lost her apartment days before receiving her diploma, and he spread the harrowing results of his investigation to his colleagues. Word of Molly’s story eventually piqued the interest of politicians looking for anecdotes about the devastating downsides of letting mutants walk the streets of Crystalline, and it wasn’t long before Molly Watson became a person of major interest for the movement. 

With Autumn creeping in, cold nights and shivering skin shook Molly out of her depressed stupor, and the pressure to escape her situation started to weigh on her. So when she was tracked down by a scientist with the Sector of Humanity who had done extensive research into her history, she didn’t have enough endurance or dignity in her to turn down his proposition. In exchange for her to share her story with their journalists and make a few public appearances, he offered her his guest room, a guiding hand to get her education back on track, and an opportunity for her to work as an assistant research scientist in the Sector’s labs while she earned her Master’s degree at Staurolite.

While the gesture seemed nothing short of charitable and empathetic to a girl who fell through the cracks, more wisely cynical eyes would immediately realize that she was recruited to the doves for PR purposes. Her story was easily exploitable for anti-mutant hit pieces (a pretty, white, bookish, doe-eyed and angelic orphan who worked so hard to pull herself up by her bootstraps and pursue the American Dream™, only to have her future #RIPPED #AWAY by these ReCkLEsS mONsTErS!!!), and she already had a small grassroots following in the news cycles from other working-class non-mutant people who could relate to the plight of living at the mercy of superheroes, who made insurance unattainable and had no accountability behind their anonymity.

Though she is exceptionally bright, and a fast learner in STEM fields, the doves didn’t recruit a 22-year-old because she was the most qualified candidate for the position, but because the philanthropic act of “rescuing” fallen angel and giving her a cinderella story would be good for their image; it softened their reputation among skeptical humanists who thought their organization was too focused on tearing down the mutants and not concerned with uplifting the common people. She’s being used in marketing to bring in a younger generation of Doves, and they’re making sure her name and face is becoming more public than any allegedly brutal scientists on board, who may have some controversial scandals under their belts.

PERSONALITY !

Molly before she became an only child, a.k.a. Molly for her first four years in Crystalline, as a student at Staurolite and a part-time page at the Crystalline Public Library:

Molly was a sweet girl-next-door type, with a quaint small town charm that made her shy in a big city. A studious mom friend and perfectionist. She was used to being the voice of reason to keep her wild child of a sister from doing anything too dangerous, and that carried over into her friendships.

Because of her bashful nature, the strange and dry sense of humor that comes out when she gets comfortable ends to catch new friends off guard. She’s had a few people in her life that she’s been close enough to to playfully bicker with, and she holds her own in a way you wouldn’t expect. She has a taste for weird kitsch and earnestly terrible movies and pulp fiction, and always tried to make it to the Uptown Cinema’s weird midnight screenings of Ed Wood movies.

Always aspired to be a librarian, but never thought it was an ambitious enough career path when she expected she would have to make enough money to support her whole family and all of their massive debts. She’s always gravitated to working part-time jobs at libraries to make some extra cash, and used to shelve books at Crystaline Public Library for four years while she was an undergrad. She has a big affinity for genre-bro fiction; authors like Bradbury, Salinger, Faulker, Gaiman, Pratchett, Palahniuk, Alan Moore, and especially Vonnegut. Veered into more pretentious russian authors for the sake of conversational fluency when she hung around literature majors, but she’s always preferred her boyish fiction.

She never had a car, and always tried to save money on public transportation by riding her longboard to get from place to place whenever possible. More interested in the utility of skating than the #Thrasher culture. Came off as a bit of a spectacle when she was shredding across the city in a turtleneck dress and stockings.

Molly among the monsters, a.k.a. Molly as a Dove:

After she lost her home, an already timid Molly had completely retreated into herself, and the girl who could a least smile and laugh and go out to parties seemed to abandoned any range of emotion beyond numb absence and melancholic despair--- and that's the narrative the Doves try to push, to both the public and to Molly, erasing any history of wholesome hijinks or moments of genuine joy and solace she may have had while travelling in the same circle as plucky street urchin and jokester magician Jett Hawkins.

Since finding shelter and making her way back into academia, she’s at least made the appearance of coming back out of her shell. 

While her mental health is recovering from the toll that the streets’ harsh physical conditions were taking on her, she may not be healing properly. A mind left vulnerable and weathered is, of course, the easiest to mold and manipulate. And as her surface levels personality traits of calm smiles and composure come back, there’s something fundamentally different about her at her core.

Molly always had political leanings toward a preference for regulation of superheroes, and agreed with some canvasing her more radical sister did for government-enforced superpower blocking medication, but she never got too involved, for fear of getting on the bad side of gods walking among tiny mortals. 

With a lack of research into the fringe opposition to the Doves, she was too naive to truly understand what she was getting into in this organization, and it was easy for her to let her guard down when the scientists who saved her life were subtly priming her for the human rights atrocities she was about to witness in the labs.

Now, there is still a part of her core humanity and nuturing personality that may have survived her roughest days, and it still screams out in moral objection to what she's seen done to the mutants, but the survival instinct she developed knows that she's locked in with the Doves, and it knows that she doesn't exactly have anywhere else to go, and especially wouldn't be able to make it anywhere else if her betrayal of the anti-mutant scientific community gets her blacklisted from future job opportunities in Crystalline, or compromises her ability to finish her Master's degree.

She considers herself trapped in enabling inhumanity and doesn't have the emotional fortitude or stability to take a stand, still disturbed at heart, still waiting on a moment to exhale and truly mourn her sister. She holds it together on a surface level, and lets her shyness come off as icy silence, but anyone who can pay close enough attention might notice that she's the only scientist in the lab who flinches or has to subtly avert her eyes when one of the "test subjects" is being electrocuted. Fortunately for her, most of them seem to distracted by unimaginable agony to notice the wallflower in the back of the room.

WANTED CONNECTIONS!

THE SCIENTIST WHO TOOK HER IN TO HIS/HER/THEIR HOUSE!!!!!! I might send in an official wanted connection for this, but the gist is someone who's very tied to the anti-mutant cause and sees Molly either as a genuinely sympathetic victim of the mutants, or as a very useful prop to use to political pathos (possibly both!). This would be her closest contact in life, since they saved her from the darkest moment in her life, and she probably sees them as a surrogate family while her brain tries to cope with the realization that she has no biological kin left.

People who may have encountered her while she was bouncing between shelters or sleeping in playground tunnels. At the time, she was basically catatonic from the trauma, and probably easy prey for the thieves and the cretins lurking the streets. There’s definitely room for someone who picked up on that and either exploited it or tried to help her out. (The only condition is that it’s important that she wasn’t assisted by anyone who would actually help her get a permanent shelter, since it’s crucial to her story that she was a vagrant at the time that the Doves found her.)

People! Who! Knew! Valerie! Maybe Val’s former coworkers? Someone who traveled in the same anti-mutant activist circles as her? I haven’t decided what she did for a living yet, but I can tell you that she worked at least two jobs and was the more wild and outgoing of the twins, and definitely hung out in harder party scenes, so this could be any connection to Val, from a short-lived fling, to a best friend, to a coworker would work. I’m thinking Val might have worked at the dive bar below their apartment? 

And speaking of that dive bar, someone who used to frequent that pub in the run-down Jade district and might recognize Molly or Valerie from there would be cool, too! Maybe someone who got into a fight on the street in front of the place that Molly had to break up to get back inside, or even someone who got her to stop and smoke a cigarette outside the pub with them after a particularly stressful day.

CLASSMATES!!! CURRENT (Staurolite grad students) OR FORMER (undergrad Staurolute students)! Or just people in her age group who would hang around the same places the college students would chill at, like the bowling alley or The Neon Room. I think most characters went to Crystalline University while Molly went to Staurolite College, but maybe there’s an area between Staurolite and Crystal U where students from both campuses used to coalesce for housing and hanging out. People she used to tutor! People who used to drag her out of her shell and bring her to parties! People she used to stay in with to drink tea and study together! People who helped her rural ass assimilate to city life; and the flipside: people she would drag out of the city to go pumpkin picking every autumn!

She’s very inexperienced in the field of romance, so I can picture her having maybe one serious romantic relationship in her life, that she probably still thinks about a lot. So maybe someone who dated her a few years ago? Any gender ~

A N Y T H I N G there’s such a range of unique characters in this group, i feel like i can’t even begin to touch on all the possibilities in one WC section, so just shoot me a message and i’ll write up a list of ideas for your character to be connected to Molly, either through history together or a future plot!

[reomanet]

Remembering the Howard University Librarian Who Decolonized the Way Books Were Catalogued

Remembering the Howard University Librarian Who Decolonized the Way Books Were Catalogued

Remembering the Howard University Librarian Who Decolonized the Way Books Were Catalogued Dorothy Porter challenged the racial bias in the Dewey Decimal System, putting black scholars alongside white colleagues Dorothy Porter in 1939, at her desk in the Carnegie Library at Howard University. (Moorland-Spingarn Research Center, Manuscript Division, Howard University) smithsonian.com November 26, 2018 In a 1995 interview with Linton Weeks of the Washington Post , the Howard University librarian, collector and self-described “bibliomaniac” Dorothy Porter reflected on the focus of her 43-year career: “The only rewarding thing for me is to bring to light information that no one knows. What’s the point of rehashing the same old thing?” For Porter, this mission involved not only collecting and preserving a wide range of materials related to the global black experience, but also addressing how these works demanded new and specific qualitative and quantitative approaches in order to collect, assess, and catalog them. As some librarians today contemplate ways to decolonize libraries—for example, to make them less reflective of Eurocentric ways of organizing knowledge—it is instructive to look to Porter as a progenitor of the movement. Starting with little, she used her tenacious curiosity to build one of the world’s leading repositories for black history and culture: Howard’s Moorland-Spingarn Research Center . But she also brought critical acumen to bear on the way the center’s materials were cataloged, rejecting commonly taught methods as too reflective of the way whites thought of the world. Working without a large budget, Porter used unconventional means to build the research center. She developed relationships with other book lovers and remained alert to any opportunity to acquire material. As Porter told Avril Johnson Madison in an oral history interview, “I think one of the best things I could have done was to become friends with book dealers… . I had no money, but I became friendly with them. I got their catalogs, and I remember many of them giving me books, you see. I appealed to publishers, ‘We have no money, but will you give us this book?’” Porter’s network extended to Brazil, England, France, Mexico—anywhere that she or one of her friends, including Alain Locke, Rayford Logan, Dorothy Peterson, Langston Hughes and Amy Spingarn, would travel. She also introduced to Howard leading figures like the historian Edison Carneiro of Brazil and pan-Africanist philosophers and statesmen Kwame Nkrumah and Eric Williams. As early as 1930, when she was appointed, Porter insisted that bringing Africana scholars and their works to campus was crucial not only to counter Eurocentric notions about blacks but also because, as she told Madison, “at that time . . . students weren’t interested in their African heritage. They weren’t interested in Africa or the Caribbean. They were really more interested in being like the white person.” Howard’s initial collections, which focused mainly on slavery and abolitionism, were substantially expanded through the 1915 gift of over 3,000 items from the personal library of the Reverend Jesse E. Moorland, a Howard alumnus and secretary of the Washington, DC, branch of the YMCA. In 1946, the university acquired the private library of Arthur B. Spingarn, a lawyer and longtime chair of the NAACP’s legal committee, as well as a confirmed bibliophile. He was particularly interested in the global black experience, and his collection included works by and about Black people in the Caribbean and South and Central America; rare materials in Latin from the early modern period; and works in Portuguese, Spanish, French, German, and many African languages, including Swahili, Kikuyu, Zulu, Yoruba, Vai, Ewe, Luganda, Ga, Sotho, Amharic, Hausa, Xhosa, and Luo. These two acquisitions formed the backbone of the Moorland-Spingarn collections. Porter was concerned about assigning value to the materials she collected—their intellectual and political value, certainly, but also their monetary value, since at the time other libraries had no expertise in pricing works by black authors. When Spingarn agreed to sell his collection to Howard, the university’s treasurer insisted that it be appraised externally. Since he did not want to rely on her assessment, Porter explained in her oral history, she turned to the Library of Congress’s appraiser. The appraiser took one look and said, “I cannot evaluate the collection. I do not know anything about black books. Will you write the report? . . . I’ll send it back to the treasurer.” The treasurer, thinking it the work of a white colleague, accepted it. This was not the only time that Porter had to create a workaround for a collection so as not to re-impose stereotyped ideas of black culture and Black scholarship. As Thomas C. Battle writes in a 1988 essay on the history of the Moorland-Spingarn Research Center, the breadth of the two collections showed the Howard librarians that “no American library had a suitable classification scheme for Black materials.” An “initial development of a satisfactory classification scheme,” writes Battle, was first undertaken by four women on the staff of the Howard University Library: Lula V. Allen, Edith Brown, Lula E. Conner and Rosa C. Hershaw. The idea was to prioritize the scholarly and intellectual significance and coherence of materials that had been marginalized by Eurocentric conceptions of knowledge and knowledge production. These women paved the way for Dorothy Porter’s new system, which departed from the prevailing catalog classifications in important ways. All of the libraries that Porter consulted for guidance relied on the Dewey Decimal Classification. “Now in [that] system, they had one number—326—that meant slavery, and they had one other number—325, as I recall it—that meant colonization,” she explained in her oral history. In many “white libraries,” she continued, “every book, whether it was a book of poems by James Weldon Johnson, who everyone knew was a black poet, went under 325. And that was stupid to me.” Consequently, instead of using the Dewey system, Porter classified works by genre and author to highlight the foundational role of black people in all subject areas, which she identified as art, anthropology, communications, demography, economics, education, geography, history, health, international relations, linguistics, literature, medicine, music, political science, sociology, sports, and religion. This Africana approach to cataloging was very much in line with the priorities of the Harlem Renaissance, as described by Howard University professor Alain Locke in his period-defining essay of 1925, “ Enter the New Negro .” Heralding the death of the “Old Negro” as an object of study and a problem for whites to manage, Locke proclaimed, “It is time to scrap the fictions, garret the bogeys and settle down to a realistic facing of facts.” Scholarship from a black perspective, Locke argued, would combat racist stereotypes and false narratives while celebrating the advent of black self-representation in art and politics. Porter’s classification system challenged racism where it was produced by centering work by and about black people within scholarly conversations around the world. The multi-lingual Porter, furthermore, anticipated an important current direction in African-American and African Diaspora studies: analyzing global circuits and historical entanglements and seeking to recover understudied archives throughout the world. In Porter’s spirit, this current work combats the effects of segmenting research on Black people along lines of nation and language, and it fights the gatekeeping function of many colonial archives. The results of Porter’s ambitions include rare and unusual items. The Howard music collections contain compositions by the likes of Antônio Carlos Gomes and José Mauricio Nunes Garcia of Brazil; Justin Elie of Haiti; Amadeo Roldán of Cuba; and Joseph Bologne, Chevalier de Saint-Georges of Guadeloupe. The linguistics subject area includes a character chart created by Thomas Narven Lewis, a Liberian medical doctor, who adapted the basic script of the Bassa language into one that could be accommodated by a printing machine. (This project threatened British authorities in Liberia, who had authorized only the English language to be taught in an attempt to quell anti-colonial activism.) Among the works available in African languages is the rare Otieno Jarieko , an illustrated book on sustainable agriculture by Barack H. Obama, father of the former U.S. president. Porter must be acknowledged for her efforts to address the marginalization of writing by and about black people through her revision of the Dewey system as well as for her promotion of those writings though a collection at an institution dedicated to highlighting its value by showing the centrality of that knowledge to all fields. Porter’s groundbreaking work provides a crucial backdrop for the work of contemporary scholars who explore the aftereffects of the segregation of knowledge through projects that decolonize, repatriate and redefine historical archives.

Read More…

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[littleredroseonthevalley]

An Opera on Separation - Chapter 3

Prologue | Ch. 1 | Ch. 2 | CH. 3 | Ch. 4 | Ch. 5 | Ch. 6 | Ch. 7 | Ch. 8 | Ch. 9 | Ch. 10 | Ch. 11 | Ch. 12 | Ch. 13 | Ch. 14 | Ch. 15 | Ch. 16 | Ch. 17 | Ch. 18 |

Summary: Emily settles in to her new life in the city, while having a fortunate encounter with Zig at the teacher’s lounge. Queenie join the ranks of the New York drug dealers.

Rating: M -  Not suitable for children or teens below the age of 16 with non-explicit suggestive adult themes, references to some violence, or coarse language.

Notes: Howdhy-ho, everyone! How’s Monday for you? How did you like the (shitty) TJ finale?

Today we have a Michael Jackson classic as theme song, so give it a listen. Also, I don’t bite (hard), so subscribe to the taglist and to my blog for all the juicest updates!

Smooth Criminal

The days passed by quickly, and soon enough it was Thursday. Emily barely noticed her first week of employment go through her, mostly because she has been so busy trying to get a footing of her new teaching career, all in the while juggling a burden in form of a parent and the set-up of an apartment.

All on her own, mind you.

She sure felt tired, but the weekend was impending, and she surely wouldn’t mind sleeping the Sunday away. It was cheap entertainment, after all.

The woman was jolted back from her thoughts by a voice coming from behind her back: “Hey, Emily.”

“Oh, hi, Zig!” She smiled at him. “I don’t see you since the meeting.”

“Yeah, I use my lunch time to have my office hours, but my students decided to give me a reprieve today.” His pearly whites flashed at her. “How are you doing, Emily? We barely had any time to talk these last few days.”

Zigmund Ortega. Only brother to four sisters. The bad boy of the Hartfeld Knights. Connecticut’s Double Threat. He was a friend from college of Emily’s, a dear one at that. They met back on her freshman year, when he worked as a barista on her favorite coffeeshop on campus.

Zig was the first recipient to the Second Chance Scholarship Program, sponsored by the now-former-NFL player and current Senator for Maine, Christopher Powell. As students, she and Chris were close friends, and when he decided to put forward Zig as a test student for the endowment.

Since Chris’ choice was due much to her own insistence, Emily felt highly-responsible about the young man. While she admits to her own hovering, it did forge a lasting relationship between them.

After Graduation, not unlike most of her relations back then, the friendship between them faded slowly, both immersed in their own lives. However, she did know that he majored in Mathematics, achieving his degree with honors and high praise amongst the New English academic community.

“I’m fine. I’m a little overwhelmed with the move and New York City, but I’m really pumped up.” Her lips turned up and her eyes shone. “It’s my first experience as a teacher. I won’t lie, it has been really hard, but I’m loving it so far!”

“Heh, that’s the feeling, alright. It’s that kind of profession you give your all, and it’s so worth it!” He smirked in response. “But, tell me, why Mrs. Sterling chose this school out of all others to teach?”

Her expression dimmed. “I’m Ms. Harper, now. Nathan and I got divorced back on Spring.”

The hazel eyes widened. The man sure wasn’t expecting that. “Jeez, Em, I’m sorry. I didn’t know!”

“Don’t worry. It’s not like it was on the papers or anything. We agreed we preferred to keep it discreet.” The redhead dismissed. “But tell me, Mr. Dean’s List, I could ask you the same question. You could teach anywhere you wanted. Why Lydia Child?”

“Well, sure I could teach at some college or at that Lanes prep school. Heck, I sure would earn a lot more cash than I do here.” He pondered. “But, those students have a whole bunch of opportunities. Here in Rosewood Creek, we’re all these kids got. I just feel I’m more needed here than anywhere else.”

“That’s… that’s very noble of you.” Emily said, surprised and admired with his reasoning. “I’m sure you’re very appreciated around here. I mean, I don’t interact much with the younger pupils, but the GED students love your classes, and the other teachers all seem to sing you praise in the halls.”

Zig let out a self-conscious laugh. “I don’t do this for being praised.”

The woman’s head nodded. “I know. That doesn’t mean you don’t deserve it.”

“I suppose it’s nice to be recognized for it.” He conceded.

Before long, the bell rings. “Well, that’s me.” The redhead said.

“I’ll see you around, then.” He responded.

She beamed at him. “You sure will.”

Queenie Rhodes was a rightful mess.

With the hair tied on a wide, straight bun on top of her head, a muddy-colored dress she borrowed from her daughter’s bland wardrobe and no make-up whatsoever, she looked just like some Human Sciences professor.

It was a necessary evil, however, as she had to blend in the crowd that attended Columbia’s library.

She strutted confidently to the reference desk and said to the librarian: “Good morning. Could you tell me where the metaphysics books are located at?”

“It’s all the way in the back, to your left.” The aide pointed. “Do you want me to accompany you?”

“There’s no need, thank you.” The older woman smiled and walked away.

Queenie walked over to the aisle, her short heels tapping on the sleek floor. The wide windows of Butler Library let in the soft sunlight from the outside, as the day was overcast.

Her sources say that particular area of the library was used for all sorts of shady deals and exchanges. It didn’t come as a surprise, as the place had little attendance, and its positioning within the building did not favor natural lightning.

She found a table and sat next to a young girl, dressed on a heavy coat and fidgeting.

“Did you bring it?” The girl anxiously asked.

Queenie takes the small vial off her book bag and hands it over to the girl. “Twenty doses of focus pills. Two hundred dollars.”

She slides two hundred-dollar bills, which Queenie shoves on the bag. The girl pops a pill and the woman slides the chair back again and stand up to leave.

It was way too easy to sell those stressed students some sleeping pills as amphetamine. Not only that particular brand of sleep medicine was much cheaper than Adderall, it also took weeks for them to realize the problem was the drugs, not the fact they were only too tired for it to work.

By then, they would have forgotten all about her, and they wouldn’t be able to complain.

As she was leaving, she stopped by the reference desk. “Hey, miss? I saw a girl passed out on the desk over at the back.”

The librarian huffed, stressed. “Not this again! Thank you, ma’am, I’ll take care of it.”

Emily unlocked the front door of her apartment and announced, a little too loud for such a small place: “Mom! I’m home!”

As she placed her bag on the kitchen counter, her mother, laid on the couch reading a fashion magazine, greeted her: “Hey, honey. How’s work today?”

“Just fine.” She commented, as she walks into the kitchen. “I had lunch with Zig today.”

“Oh, that hunky friend of yours from college, right?” The older woman asks, captiously. “Shame he ends up on such a filthy place!”

“We ended up in ‘such a filthy place’, as you so gracefully put it.” The redhaired points out, rather annoyed. “It’s not shameful. And, in any case, Zig works at Rosewood Creek by choice.”

“Work dignifies man, and all that crap, I know.” Queenie dismissed. “Why would someone in their right mind choose to work in Uptown Manhattan?”

“He’s a very talented teacher, mom. He thinks the children here would benefit more than the spoilt brats at Park Avenue.” She counters. “I don’t want to have this discussion again with you. How was your day?”

“I picked up the groceries like you asked me to.” She responded.

“And where’s the change?” Emily asks, defying.

“There was no change. The money you left me was short.” The older woman responded, closing her magazine and walking over to the kitchen.

The daughter shook her head. “Mom, there’s no way the money I gave you wasn’t enough for food.”

“Ugh, fine!” Queenie pulled a twenty-dollar bill from her bra. “Here.”

The youngest looked at the money and at the woman. “Are you absolutely sure that’s all?”

“Yes, Emily!” She demeans. “This is all.”

The ginger took the bill and placed it on the purse with a cautious look to the woman. The matriarch held the poker face, mostly because there was thirty more dollars of change she pocketed.

Instead, the woman said: “What’s for dinner?”

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An Opera on Separation - Masterlist

[womenoflibraryhistory]

Frances Lydia Yocom

Today’s post was written by Lorna Peterson, who is also the source of our posts on Betty Jenkins (2017), Clare Beck (2017), Aurelia Elizabeth Whittington Franklin (2016), Leaonead Pack Drain-Bailey (2015), and Clara Stanton Jones (2014). The image above is from “Small in Stature, Great in Spirit: A Tribute to Frances Yocom” by Betty Bolton, which appeared in North Carolina Libraries Volume 22, Number 3 in 1964.

Born in Pennsville, Morgan County, Ohio, on May 13, 1899, librarian Frances Lydia Yocom’s contributions to librarianship are many, but most notably are marked by her thoughtful, groundbreaking works on subject retrieval of research about and by African Americans, her book reviews of works concerning African Americans, and her bibliographies, which preserve for us titles that without her documentation would likely remain lost to future readers.

Her published works provide a bibliographic foundation for understanding the complexity of subject information retrieval, controlled vocabulary, and implicit bias.  Notably, her Berkeley MA thesis published as A list of subject headings for books by and about the Negro, by the H.W. Wilson Publishing Company in 1940 and cited in Arna Bontemps 1944 Library Quarterly article “Special Collections of Negroana is one such seminal work.  Her 1942 review of The Negro Federal Government Worker by Lawrence J. W. Hayes in the Southern Economic Journal minces no words on discrimination and shortcomings of the Civil Service merit system as researched and described by the author Lawrence Hayes.  In the same issue of the Southern Economic Journal Ms. Yocom reviews with great care and praise, Eliza Gleason’s The Southern Negro and the Public Library[1] which in turn has been cited by library historian Cheryl Knott.[2] These titles are just a few of the works published by a scholar who is in need of remembering and deserving of a deep, and rich, biography.

Who was this white woman who worked at historically black colleges and universities as well as predominately white institutions, and was a librarian who used her bibliographic skills in the crusade for racial justice? Who and what shaped her mission to live in a world of racial equality?

The Yocom family moved to Oberlin in 1907, where the father, Eli King Yocom owned a dry goods store with his brother Joseph.  Frances attended Oberlin public schools; she graduated from Oberlin High School in 1917, and graduated from Oberlin College in 1921 with a major in English.  Her obituary lists her having earned the Master of Arts degree from Columbia University Teachers College in 1925. Oberlin alumni magazines from 1927 and 1929 report on Ms. Yocom working at Straight College (a predecessor of Dillard University) as a librarian and also as an English teacher.  Frances Yocom’s interest in librarianship was greater than in teaching, as evidenced by her move back to Ohio to work in a library. She is listed in the 1930 Census as living with her mother and working as a librarian at Oberlin College.[3] She also lived in Cleveland where she earned the B.S. in library science from Western Reserve University (now Case Western Reserve University) in 1931.

From Fisk University, Nashville Tennessee records, she is additionally listed in the teacher records/teacher reports for 1931-32, 1935-37.  It is here that her friendship developed with Fisk University history professor Theodore S. Currier, who was such an important part of the enriched undergraduate education experienced by future librarian Aurelia Whittington, and her future historian husband John Hope Franklin, that Frances Yocom was mentor to Aurelia Whittington.[4]  (Note: Lorna Peterson wrote about Aurelia Whittington Franklin for Women of Library History in 2017. --Ed.)

In 1939, Yocom earned the M.S. in librarianship from the University of California, Berkeley.  Her MA thesis was “List of Subject Headings for Books by and about the Negro,” 1939, M.A. (California) as cited in “Graduate Theses Accepted by Library Schools in the United States from July, 1938, to June, 1945” by Dorothy Ethlyn Cole, Library Quarterly, Vol. 17, No. 1 (Jan., 1947), page 56.  

The January 1946 issue of CRL News, lists Ms. Yocom as a Fisk University associate librarian and cataloger “for a number of years” who has taken a position at Humboldt State College, Arcata CA.[5] From Humboldt State College which is now Humboldt State University, Frances Yocom took a cataloging position at the University of North Carolina, Chapel Hill where she retired from in 1964.  Her career at Chapel Hill was memorialized by Betty Bolton “Small in Stature, great in spirit: A Tribute to Frances Yocom ” North Carolina Libraries, Volumes 22, no.3, Spring 1964, pages 87-89.

After retirement, Frances Yocom returned to Oberlin, Ohio and later, moved into Copeland Oaks Retirement Community, Sebring, Ohio. From her obituary, it is stated she kept up an active correspondence with friends and former colleagues.  One can only hope that the letters, diaries, and photos of this remarkable librarian have been preserved.  This was a life rich in work, education, travel, living in various sections of the United States, and quiet social activism.  She was involved in the American Library Association and attended its meetings. She presented at the Southeastern Library Association once it integrated. She is acknowledged in the works of some the nations foremost civil rights activists and historians—for example, Harry Emerson Fosdick[6] and John Hope Franklin.  She was a librarian dedicated to civil rights and social justice, using the expertise of librarianship to make positive social change. Her story needs to be told. 

Notes

[1] Yocom, Frances L. (1942) Review of The Southern Negro and the Public Library. Southern Economic Journal, 8 (April): 521–2.

[2] Knott, Cheryl The Publication and Reception of The Southern Negro and the Public Library, Race, Ethnicity and Publishing in America pp 51-76, Springer 2014.

[3] 1930 United States Federal Census [database on-line]. Provo, UT, USA: Ancestry.com Operations Inc, 2002; Original data: United States of America, Bureau of the Census. Fifteenth Census of the United States, 1930. Washington, D.C.: National Archives and Records Administration, 1930. T626, 2,667 rolls.

[4] Franklin, John Hope, Mirror to America, 2005, page 47.

[5] “New from the Field” College and Research Libraries, January 1946, vol 7, no 1, page 83.

[6] Miller, Robert Moats, Harry Emerson Fosdick: Preacher, Pastor, Prophet, Oxford University Press, 1985, page 572.

[maryanntorreson]

Introducing the launch of the TED-Ed Innovative Educator Alumni Innovation Projects

TED-Ed Innovative Educators

In 2015, TED-Ed launched the TED-Ed Innovative Educator (TIE) program, a year-long professional development program for dynamic educators who are dedicated to celebrating the ideas of students and teachers around the world. Six years later, we have 104 alumni representing over 20+ countries, constantly thinking of new ways to innovate in education.

2020 brought on unpredictable levels of global change: a pandemic, racial reckoning, and world-wide political upheavals. The traditional system of schooling has experienced significant disruptions in the past year.

These changes signaled a call to action: the TIEs, coming from rural, urban and suburban communities, in roles including classroom teachers, adjunct professors, superintendents, librarians, college advisors, district tech specialists, and more, are coming together to build some solutions.

First, the TIEs identified problems in global education and turned them into four main Opportunity Statements:

1. Redesign instruction: Reimagine how instruction can comprehensively meet the needs of all students. 2. Redesign how we address inequities: Reimagine how to empower teachers and communities to address race, equity, inclusion, and justice issues. 3. Assess innovations in pandemic: Assess how to carry forward the innovations created during the pandemic into full-time in-school instruction (and continue to build a culture of school/district innovation). 4. Reinvest in educators’ well-being: Reinvest in how best to support our teachers and admin, professionally and personally.

Next, each TIE has chosen one Opportunity Statement to work on for their Innovation Project. Follow their journey over this year as they collaborate, design, test, and share their innovations; we will be reporting back through the project development.

Explore why some TIEs are working on their chosen Innovation Project:

Redesign instruction

Alejandra Guzman (Texas, USA)

I have worked in the curriculum and instruction department in two different school districts over the last 6 years. I know that in many schools, some parts of instruction, curriculum, and assessment are out-dated, focused too much on standardized assessments and not on deep learning, making connections with other content areas, and application to solve real-world problems. This type of instruction will strengthen student critical thinking, problem solving, and communication skills. I believe rethinking what instruction should and can look like and creating a realistic instructional model will help many educators go back to focus on what the true meaning of education should be.

Christie Simpson (Perth Western, Australia)

I work at school in a low socio-economic area. We have high rates of poverty and transiency and over 60% of our students have some developmental trauma. Only 35% of our Year 7 students arrive at high school able to read at grade level. 35% are still learning to read with fluency and 30% are still learning to decode words. How do teachers cater for this? Mostly, they try to muddle through the vast amounts of content in our curriculum, often using ineffective – though well-intentioned – discovery or inquiry based learning practices. I know there is great value in those models, but I also know that our students need strong foundational literacy and numeracy capacity as well as concrete background knowledge which they can draw on as they start to inquire. I’d like to see us arm teachers at both ends of the instructional spectrum, so that they can competently and effectively meet their students at their point of need.

Georgios Villias (Athens, Greece)

I honestly believe that living in a world which overwhelms us daily with information, it is humanly impossible to stay focused on something unless it is useful, exciting, and meaningful for you. This reality applies to schools as well. Instruction should be much more than just content knowledge. Instruction should also care about developing skills, showcasing each individual’s unique talents, engaging learners to act in real-life situations, nourishing and inspiring youngsters’ minds, teaching moral values in a social context and so much more. Molding students’ character, encouraging active citizenship, and raising the next generation of ethical problem-solvers always start from family and school. I would be honored as an educator to make even a minor, constructive contribution to my students’ lives towards that direction.

“Instruction should be much more than just content knowledge.”

Kristin Leong (Washington, USA)

Students and teachers deserve more diverse, timely, and dynamic resources and more support. Teaching is hard. Online teaching during a pandemic, a civil rights uprising, and an insurrection is really hard. In addition, the news cycle is relentless. The Sisyphean task of educators to constantly find great resources to build an engaging curriculum that responds to quickly-shifting current events is profoundly challenging. Lastly, our students are increasingly diverse in race, culture, sexual orientation, and gender identity, while our teachers remain mostly white, female, and heterosexual. Connecting with young people across these divides, when you instruct 30+ students at a time, only compounds the challenge of designing original curriculum. As a former QPOC teacher myself, I know teachers need more support and a reliable flow of trustworthy and updated resources by diverse sources to connect their classrooms to current events in ways that inspire students to engage with the world and their learning.

My weekly newsletter ROCK PAPER RADIO is one way I’m offering support to teachers. Every Thursday, I share three multimedia stories by diverse thinkers and creatives delivered via email for free. The newsletter is quick (less than five min to read), and organized by format (an audio feature, an essay or article, a human interest story). All stories are linked to current events and framed for personal engagement.

The Black Lives Matter movement has shaken awake all of the systems that make up society, including our education system. Young people are paying attention and rightfully demanding more inclusive and more current curriculum now. I’m thrilled to be part of this TIE alumni group working to usher in that much-needed change with heart, innovation, and more than a little bit of courage.

Mahrukh Bashir (Tangerang Selatan, Indonesia)

I have encountered instructional models dominated by the ideas of transfer of content and knowledge with the implicit understanding that learners are merely vessels to be filled. This system had, and still has, standardized curricula delivered in standardized ways and the effectiveness assessed using standardized testing. On the other hand, I have been refreshingly greeted by ideas of developing students’ talents and dispositions, differentiation and individual needs. However, the perfect instructional model that takes into account individual needs and delivers academic rigor and deep learning is yet to present itself. I want to explore and implement an innovative model of instruction that comes closest to this, what has effectively become “the holy grail of modern education.”

Reimagine how we address inequities

Craig Zimmer (Ontario, Canada)

I love the fact that we are having some real conversations here. We need to advocate for students and show that, as educators, we are on their side no matter what. In 2021, we have to ensure that education is inclusive and accessible to all students. This is going to require very big changes and it all starts when we go to work to bring about real reform.

Fred Sagwe (Kisii, Kenya)

I believe the approach to inequities on race, equity, inclusion and social justice issues means different things depending on the region and countries. For example in Kenya and most parts of sub-Saharan Africa, the challenges have a gender-based perspective. There was the challenge of FGM among young girls who, after circumcision, are married young, hence dropping out of schools. Also, marginalization in less developed regions in Kenya also hinder favorable educational outcomes. School infrastructure is a concern too, including the availability of reliable internet connectivity. The government is trying to remedy the situations.

Jen Ward (Michigan, USA)

This past year has served to highlight in so many different ways the divides, gaps, and inequalities that are systematized in our educational spaces. I selected this project because I believe as a global group of change-makers, we are able to come together, dig deep, and put forth proposals for real change to ensure that all students have an opportunity to learn, grow, and be heard.

Sandy Chambers (North Carolina, USA)

Working to change a system that perpetuates inequities is my calling. Working with others who believe that change can happen is inspirational and hopeful. As an administrator, I have more “power” than I think. I know we can make a change!

“Empowering starts with radical truth-telling, which means listening to all stakeholders, especially students.”

Shameka Williams (Georgia, USA)

I want better for all students that have unfair disadvantages due to a system that was not historically designed with all children in mind. I want better for each generation, so they do not experience the same setbacks as those before them and have to work harder to prove themselves as equal. Moreover, I want to tackle this problem with others that bring different perspectives so that the narrative and outcomes are inclusive of everyone! One perspective cannot be the solution to this global issue.

Tim Leistikow (Minnesota, USA)

I am not sure how we achieve any meaningful change in our system (I teach in the USA, but I assume similar issues in other countries) until we start telling the truth about the history that led to the inequities that exist and persist today. Empowering starts with radical truth-telling, which means listening to all stakeholders, especially students. I have done a project with students on creating the ideal education system for the past 10 years, and every cohort sees addressing inequities around race, gender, religion, sexuality, socio-economic status, and more, as being a primary first step to making schools a better place for students.

Wiputra Cendana (Tangerang, Banten, Indonesia)

Equity and equality become great challenges especially for the students who have learning difficulties, connectivity issues, and other variables. This project is to give a new learning model as I synthesize from a particular current teaching experience. I truly hope the project will be a small sparkle and idea which can equip educators around the world to confront these issues. Entrust the learning essence and ‘meat’ will be absorbed well by the students across the world. Let’s think globally, connect intentionally, share clearly, and act locally.

Assess innovations during the pandemic

Lisa Winer (Florida, USA)

I found that during Hybrid teaching, I couldn’t see my students’ work – they used to work on whiteboards or I could walk around and see how well they understood. But even then, I didn’t hear from or see everyone. For my capstone project for my EdD, I am researching how to add ed tech to the classroom to help capture student thought and to include the voices of the students who are quiet or who aren’t risk-takers. I want to hear from all students and showcase them all as well. This was something brought forth from the pandemic because never before had I not been able to see the work of my students as they were thinking.

Maggie Muuk (Kching, Malaysia)

I would want to know more about innovation as many of my students were left behind by this pandemic. Many of them do not have sufficient access to gadgets or internet to enable them to stay aligned with the lesson. Currently, we are only using WhatsApp to communicate. I’m looking for low technology to make them want to study.

Małgorzata Guzicka (Legnica, Poland)

I truly believe that because of the pandemic, we have rediscovered online learning. Teachers are learning how to use different platforms and educational apps to enhance online learning; students are doing projects in groups using educational websites. I think it would be awesome if students and teachers from different countries could work and learn from one another, do projects together and meet online. I am thinking about a project that could help teachers and students learn from one another about their cultures.

Shawn T. Loescher (California, USA)

The pandemic has represented a time of tremendous learning for our educational and social institutions. Within the pandemic, nearly 1.5 billion children around the world have had disruptions to their typical educational environment. Through this disruption, we have learned that there are multiple modalities and ways of learning. To me, the challenge we face as we emerge from the pandemic is which of the many successful lessons we’ve learned should be adopted and institutionalized to advance academic performance, address inequities, and redesign our schools, in order to create a more human-centered experience that is sustainable in scale and scope.

“The students we will meet on the other side of this pandemic will deserve better than a return to the ‘old normal.’”

Susan Herder (Minnesota, USA)

Educators and students were forced to change suddenly in the midst of the pandemic, often without adequate support. I chose this project because as we return to a combination of in-person and online classes, teachers need to be able to let go of the practices that are not effective and continue to use innovations that engage students and close gaps and eliminate inequities.

Tim Couillard (Virginia, USA)

Well frankly, there is no going back. The students we will meet on the other side of this pandemic will deserve better than a return to the “old normal.” I suspect (and secretly hope) they will demand it. Amid the toll and tragedy of this past year, I hope we find a way to get education “unstuck,” to shed the lockstep factory model of learning once and for all. Let’s hope that necessity is still the mother of invention. I suspect that we have all had a chance to cultivate some new habits of mind that will be as useful in-person as they are at a distance. I’m excited to see where that leads us.

Lastly, I hope that we abandon, or at least push back against, the anxiety-fueled march of “more is more” when it comes to education. Students are people first, learners second. They are more than the test data the system can coax from them to tout their “success.” If we truly believe in social and emotional learning, we need to reject it as a mere tool to boost productivity. We need to not only mean what we say, but ask ourselves if our actions match our words. Ultimately, I hope we can look back on all this and say, tired as we are, we still found the strength to work for a world where what we have gained from this pandemic will be greater than all we have lost.

Umar Anjum (Lahore, Pakistan)

I am working on this as I have seen that inequalities and gaps in the education system have been growing and merely adding more resources is not helping. That is why I believe the answer is hidden in the Innovations.

Reinvest in educators’ well-being

Sarah Harkin (Shanghai, China)

Self-care isn’t just a buzzword; it’s critical. So much is asked of teachers. I hope to find real ways to help build teacher capacity and systemic support within schools in order to better prioritize teacher well-being, specifically mental health and work-life balance.

“Self-care isn’t just a buzzword; it’s critical.”

Sharon Hadar (Raanana, Israel)

During the pandemic, most things have become accelerated – emotions, thoughts, worries, health issues, financial difficulties, and more. On top of this, education systems and educators have been put under the microscope. We get so much criticism from parents, the media, politicians, our administrators, and more.

We, the educators, are the foundation and base for our communities. Our well-being is essential for our communities; teachers have to support each other, be strong, and stay united. It is also making sure there is a way to release and vent, while at the same time find the strength to continue doing our job the best way we can. I want to find the right way to do this, together with the rest of the TIEs, as a part of a strong and cohesive group that can change people’s viewpoint about teachers. It’s time for us to take care and support each other. I am sure that with this project we will find the best way to achieve this!

Introducing the launch of the TED-Ed Innovative Educator Alumni Innovation Projects published first on https://premiumedusite.tumblr.com/rss

[mubahood360]

Former UCU Librarian Succumbs to COVID-19

Former UCU Librarian Succumbs to COVID-19

Professor Fredrick Mukungu, one of the longest-serving staff at Uganda Christian University (Mukono), has succumbed to COVID-19.  Sources near him say he passed on Friday afternoon and had tested positive for COVID-19.  Prof. Mukungu, worked at UCU for about 23 years, as a librarian; before joining Muni University.  He was a librarian at Muni University, at the time of his death.  He was also the…

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[twopoppies]

I got a fic request from one of my followers to give her a list of Larry fics with “a touch of art, medicine, and/or magical creatures". 

It got awfully long mostly because I love magic fics, so I’ll put the recs under the cut. Also, I’m ashamed by how few Medical fics I’ve read! 🙈 Anyway, I hope you find some you enjoy!

Magical Creatures

May We Stay Lost On Our Way Home by loadedgunn

Harry thought he had a handle on things. He hasn’t gotten papped in over a month, even the most zealous of fans have given up on finding his location, the Fortress is starting to look hospitable, and Niall just learned how to make shrimp bisque. Even having a massive crush on a gorgeous mythical woodland creature was working out for him.

Most of the time.

On March 31st, Harry Styles disappears. Though many speculate, only two people know where to find him: Niall, his former guitarist, and Zayn, who follows where Niall leads.

The fact the biggest boy band in the world broke up two weeks earlier might be related to the disappearance. The fact Harry meets a fairy named Louis in the woods is a whole other matter.

(Liam is a centaur.)

Through Eerie Chaos by MediaWhore @mediawhorefics

For as long as anyone can remember, Old Hillsbridge Manor has always been believed to be haunted. Everyone in the village agrees and keeps a respectful, fearful, distance. New in town after a bad breakup and an internship that led to disappointment rather than a permanent job, Harry Styles figures taking pictures of the decrepit building could be a great new creative project. Or at least a much-needed distraction while he searches for a job and crashes at his parents’ new house. No one warned him about the apparitions though; about the music, the laughter, the people who flicker and vanish when you call after them, the echoes of a past that should be long gone… Harry has never believed in spirits but even he can admit that there’s something weird going on. What starts as mere curiosity evolves into a full-blown investigation and soon enough, Harry finds himself making friends with an aristocrat from the 1920s and struggling with finding the best way to tell him that he’s dead.

The Ghost Hunter AU where Niall lives to prove ghosts are real, Zayn is a skeptical librarian and Harry gets caught up in a century-old mystery and catches feeling in the process.

Coax The Cold by MediaWhore @mediawhorefics

England, 1897.

English Professor Louis Tomlinson’s passion for the occult has been a source of mockery and derision for most of his life. When he hears whispers of a travelling freak show newly established in London claiming the existence of a monstrous sea hybrid, half-man, half-fish, Louis sees it as his ticket to credibility amongst his peers. The summer he spends undercover working on the show, however, gives him much more than that.

The Devil You Know by Awriterwrites @a-writerwrites

Harry walked slowly to the door, an eerie sense of déjà vu rolling over him. “Who is it?” he called out through the varnished maple.

“Can Harry come out to play?” The voice on the other side of the door was light and airy, musical, with a raspy edge.

Louis.

Harry felt his pulse race a little before he found words. “Harry’s not home right now.” He smirked.

There was a pause and then a light tap-tap-tap on the door, right at Harry’s ear. “Bullshit.”

**** Louis is a vampire. Harry is probably too curious for his own good.

Waiting On You by emma1234 @lads-laddylads

“Vampires,” Louis says with disgust, glaring over at the vampire who is noisily slurping from the woman’s neck nearby.

Zayn gives the neat fang marks on Louis’ neck a meaningful look.

“Can’t live with them, can’t live without them,” Louis finishes, ignoring Zayn when he rolls his eyes.

Louis takes a long sip of his milkshake, presses his fingers against the marks on his neck, and definitely doesn’t think about the vampire who left them there. 

love is divine by stylinsoncity ( @alienproof )

Being a witch doesn't help when it comes to unrequited love.

as we move slowly by snsk

"You know what color your wings are?" Harry asked conversationally, on his stomach at the tattoo parlor, while Louis played absentmindedly with one dangling hand and flipped through some designs.

// Alternatively: Louis grows wings. Harry is the only one who can see them.

Domestic Monsters (series) by @g-uttertrash

Harry is a witch from a long line of power, an ancient line that’s one of the strongest left alive in their hemisphere. He can cast spells without a word if need be, fly on a broomstick, and has a black cat (a kitten, really) named Felix that is his animal familiar. He can shape galaxies in his cupped hands and can destroy them just as easily. He can choose exactly how to use his power, for encouragement and support, or for more nefarious causes if he wishes to.

And as fate would have it, he’s scared of haunted houses.

(Harry is a witch who carries around a stuffed pumpkin, Louis is a vampire with too much time on his hands, and their best mates Zayn & Niall aren't exactly what they seem...

I Will Never Rust by stylez

What was Harry meant to say? Yes Louis, I’d date you. I want to make you come repeatedly so that must mean I have a thing for you yeah? No. Because it doesn’t mean that, because Harry refuses to get attached to anyone he wants to fuck.

or

Harry wants to suck more than just Louis’ blood but Louis refuses to sleep with Count Dickula.

Among The Humans by @the-cheshire-pussy-cat

A gothic, modern day vampire romance between a young human named Louis Tomlinson, and Harry Styles, ancient vampire and gentleman.

Creatures of the night come with more trouble than they wish to make it seem.

finding you was hard (but loving you is easy) by togetherwecouldbealright

An incredibly shameless vampire!AU filled with stupid jokes, endless dates, flappy bird, a bro man dude pal sleepover thing and there also might be some sex in strange places.

Also known as the one where everyone is a vampire, Louis is oblivious and somewhere along the way it becomes a bit too much like Twilight.

Then a string of thoughts make themselves clear in Louis’ head. First, Harry is a vampire. Second, Louis is a dumbass. Third, Louis is also unconditionally and irrevocably in love with him. Fourth, he’s pretty sure he just quoted the back of the Twilight book.

We’ve got the world in our hands by sarcasticfluentry

A mutants/superpowers AU. Louis and his friends attend the Cowell Institute for General Education and Mutant Training in London; when Louis meets Harry, the newest student at the Cowell Institute, he immediately recruits Harry to help play matchmaker for his friend Zayn. Harry and Louis are so caught up in meddling in Zayn's love life, though, that they don't notice that their own friendship is progressing into something more. Meanwhile, an ominous threat up north grows slowly until suddenly, no mutant - or human - is safe.

Magic

because I don’t know that many magical creatures fics, but these ones are magical and are so good as well!

ain’t had none like you in a while by istajmaal

It kind of sucks that instead of using time travel to go back and kill Hitler, Simon Cowell chooses to use it to get his clients to advise younger versions of themselves. Sixteen-year-old Harry's not bitter, it's just that his relationship with Louis was complicated enough before he saw him with hot dad hair.

One day to believe in you by mediaville

A mysterious force compels Louis to tell the truth, the whole truth, and nothing but the truth. Even when it's really inconvenient.

Harry blinks and has the nerve to look surprised. "You think about me when you get off?"

"Yes," Louis says. He wonders how hard he'd need to punch himself in the face to knock himself out.

"Often?"

"Yes, Christ, Harry," Louis groans. "Probably eight times a week for going on six years now. On average, you know. More when we were touring, less when I've been visiting family. Anything else you'd like to know?"

the bearded stranger by @juliusschmidt​

Harry wakes up to a bearded stranger in his bed.

(Make You Want To) Scream by @lululawrence​

While Louis' left hand plays with his nipple, his right reaches down and wraps around his dick and that's when he really knows something is wrong.

The dick in his hand does not feel like his own.

like a boomerang by @youwill​

AU in which Harry gets trapped in a lift, Louis gets stuck in a Wednesday, and it's always February 2nd. Until it isn't.

I’ll Know My Name As It’s Called Again by pukeandcry

Louis wakes up in Harry's body. This is a problem for several reasons.

the impossible now by stylinsoncity @alienproof​

A wish on Christmas Eve sends Louis to an alternate dimension where Harry is a member of One Direction.

Come Along With Me by darkofthenights @jimmytfallon​

"A little magic can take you a long way." — Roald Dahl or An AU where Harry is a magician and Louis doesn't believe in such a thing.

Fugue by iwillpaintasongforlou

Harry falls asleep a 17 year-old who lives in Cheshire and is probably rockstar Louis Tomlinson's biggest fan. He wakes up 24 with a wedding ring on his finger, two kids, and Louis Tomlinson attempting to wake him up with a blow job. The doctor calls it organic retrograde amnesia, says he might never get back the last seven years of his life. The only thing that feels the same is how he feels when Louis touches him, and maybe that's enough to make him fall in love all over again.

You Are The Blood by sarcasticfluentry

A seventh-year Hogwarts AU in which Niall gets all the girls, Liam goes on a journey of self-discovery, Zayn falls in love, Harry wants something more, and Louis tries to figure out once and for all why he, a Muggleborn, was sorted into Slytherin.

Temporary Tattoos, Hotel Hearts, Horizon Homes by Teumessian

Louis is just 18 and ends up in 2015 for one day at Harry’s request, one day to make sure his spirit is strong and hopeful enough to take him to the X Factor and end him up where he’s supposed to be. Aka, the one where Harry makes sure Louis knows how amazing he is.

my heart is breathing for this moment in time by usedtothebeach

When Louis first saw Harry at the 2010 X Factor Auditions, he thought he was watching a peculiarly special stranger. But Harry has known Louis ever since he was five years old.

Because Louis has a rare genetic disorder that causes him to Time Travel to important moments in his past and in his future - and to Harry, always to Harry. When they're put into a band together, it seems like everything Harry has been waiting and wishing for has finally come true. Except for the small fact that Louis doesn't know that Harry is in love with him- that Harry's always been in love with him. Fate, it would seem, is just getting started.

A story about growing up and growing together, and the impossible love that makes it all worthwhile.

feel the chemicals burn in my bloodstream by togetherwecouldbealright

“Alright, alright. No need to bite,” Harry says, holding his hands above his head in a general gesture of surrender.

Louis quirks an eyebrow and his foot nudges Harry’s as he moves to sit straight. “If that’s what you think biting is, you’ve got another thing coming, Styles.”

Harry blinks at him before he feels his face flush and inside the marrows of his bones there’s pulses of heat, pulses of fire spreading through him. “Is that a threat, your Highness?”

“That’s a promise,” Louis answers just as the car halts to a stop. “One I intend to keep.”

Harry is a journalist with a lot of secrets and Louis is the future king of the United Kingdom; they live together for 60 days.

Art 

I included one where the art involved is writing/poetry because the fic in question does such a lovely job of discussing art as a concept that I just couldn’t resist...but otherwise, I only included ones where the art referenced is painting/drawing etc. I’m sad that I don’t know more!

Little Technicolor Things by @tekhnicolor

Louis is a poor writer and recent university graduate, depressed, anxious, and living in London when he meets Harry, an artist with a secret who likes to paint sunrises and pretty boys from California.

I would name the stars for you (I would take you there) by impetuous

"Harry Styles is a poem waiting to happen, Louis thinks, eyes tracing peach flesh and the undercurrent of blue veins. He wants to write him all down, to capture the image of green eyes and red lips and skinny wrists... dark ink spilled across the page."

Or a vaguely Notting Hill-like AU (or that made for TV Disney movie Starstruck if you’ve seen it… no? Just me?) starring popstar!Harry and bookkeeper/soulful poet!Louis; and including guest appearances by Fate, a wise elderly aristocrat, and lots and lots of pining.

Starry, Starry Night by xxSterre (WIP)

Artist AU based on a tumblr prompt by youngandmadeof.

AU where Harry’s getting a degree in fine arts but he’s always envied street artists their freedom and the thrill coming from illegal activity. One day, he notices a particular graffiti and decides to paint into it. Louis does graffiti. One day, somebody starts messing with his murals.

Medicine

why do I only know one?

Lonesome When You Go by 13ways @13ways-of-looking

Harry, Louis, Niall, and Liam are surgeons-in-training at the most prestigious program in the United States.

More than that, Harry and Louis have a history unknown to the others, a history that involves dogs and God, anatomy lessons, food fights, vinyl jazz records, and one hell of an oyster tour.

A story of trust and friendship, of poetry and rock and roll, pink-tinged dawns and the darkest nights.

A tale of portraits, tattoos, and everlasting love.

Edit: How did I forget you @afirethatcannotdie?

Do Not Go Gentle 

“This is all a game to you, isn’t it? Well, it’s not for me. This is a real life or death situation,” Louis says, spitting the words at him. “And I just don’t think you’re cut out for it.”

For a moment, they stare at each other in complete silence. Harry can feel his blood thrumming between his ears, can see Louis glaring at him, feels red-hot anger. And then all he feels, oppressively and desperately, is lust.

Suddenly Louis is surging up to him to press his lips against Harry’s. Harry walks the two of them backwards, pressing Louis back against the door. Louis oomphs in surprise and brings his hands under Harry’s scrub top, scratching at his lower back.

“Lock — oh — lock the… fucking door,” Louis mutters.

When Harry Styles starts his first day as a surgical intern, he expects a lot of things: to treat patients, to observe a surgery, to feel a bit overwhelmed. What he definitely doesn't expect, however, is that the handsome guy he kicked out of his bed this morning is also an intern.

A Grey’s Anatomy AU where tensions are high, Harry and Louis are hooking up in secret, and no one has time for love. Or do they?