Comics to Thrill, Chill, and Scare You!

By Jason Larsen

Covers of comics mentioned in this blog post

The University Library comic collection offers an impressive array of comics between the holdings in the Main Stacks as well as those available in the ComicsPlus application! To celebrate the arrival of Fall, and the creeping approach of Halloween, we wanted to share some comic recommendations that we thought might offer up skin-crawling goose bumps, bone-chilling thrills, or dare we say… mind-numbing fear?!

6 Comics Available on the Shelf

BTTM FDRS (Ezra Clayton Daniels and Ben Passmore)

An aspiring fashion designer and her vain friend move to a warehouse in a blighted Chicago neighborhood because the rent is so cheap. They soon find there is something dark and dangerous in the walls of their new home. Using the backdrops of gentrification and urban blight this book is an Afrofuturist-centered tale of horror and cultural appropriation.

The Crossroads at Midnight (Abby Howard)

 An anthology of five stories that each explore what happens when the lonely are willing (or desperate) enough to seek out connections with the things that go bump in the night. Will these creatures be the comfort or true friends they are seeking? Or are they pretending to be a friend to those lonely souls while waiting for the perfect moment to reveal their true natures?

Friend of the Devil: A Reckless Book (Ed Brubaker and Sean Phillips)

In the mid-1980s a former 60s radical, who happened to be a federal agent, has a career as a privately contracted problem solver. When a friend asks him to help find her missing sister, he finds himself thrown deep into the dark underbelly of Hollywood’s 70s occult movement. Will he find the truth behind the missing women or are some things best left buried?

Cover of Friend of the Devil comic

I Breathed a Body (Zac Thompson and Andy MacDonald)

A book that takes social media and influencer culture and mashes it up with body and science fiction horror! The story centers on the world’s largest influencer committing a horrific act online and follows what his social media manager is willing to do to make it a viral sensation… what could possibly go wrong?

Something is Killing the Children (James Tynion IV and Werther Dell’Edera)

In a small middle American town, local children are going missing in a disturbing number yet the town seems largely unmoved by these events. The children who do make it home tell tales of monstrous creatures in the shadows around the town. All hope seems lost until a mysterious woman arrives whose mission is simple, kill all the monsters no matter what the cost.

Stray Dogs (Tony Fleecs and Trish Forstner)

Find out what happens when Silence of the Lambs meets the artistic style of All Dogs Go to Heaven. Sophie awakens to find herself in a strange place with fragmented memories of something horrific. As she starts to figure out where she is and what happened, she also realizes she must find a way to survive. Oh, did we forget to mention that Sophie is a dog?

6 Comics Available in ComicsPlus

Abbott (Saladin Ahmed and Sami Kivelä)

Meet Elena Abbott. She is the toughest tabloid reporter in the city and is recovering from a deep loss. She is on a mission to investigate a series of gruesome crimes the police are ignoring. Not only does she plan to expose the crimes, but also to destroy the dark forces behind them in search for the truth.

Ghost Tree (Bobby Curnow and Simon Gane)

The story of a man seeking shelter from the storms of life in his ancestral home. He discovers a tree on the property that seems to draw in the souls of the dead. Can he find some solace for his troubles by helping the souls of the tree resolve their own traumatic pasts? Or will he find that the unliving can be just as cold as those who remain behind?

Cover of Ghost Tree Comic

Murder Book: A Graphic Memoir of a True Crime Obsession (Hilary Fitzgerald Campbell)

New Yorker cartoonist Hilary Fitzgerald Campbell explores why as a society we are so into enjoying true crime stories. In this memoir, she explores several facets of the genre like armchair sleuthing and high-profile murders cases. And while she does focus on the thrilling aspects, she also takes time to examine the cultural criticism of the genre and the most often forgotten part of these stories, the victims and their families.

The Neil Gaiman Library Volume 1 (Neil Gaiman and Various)

While many readers may be familiar with Neil Gaiman’s seminal comic work The Sandman, many may not know of his other horror/thriller works that he has created outside of his prose novels. This library edition collects four of these smaller graphic novel works into one collection. This volume contains stories ranging from Sherlock Holmes imagined in Lovecraftian terms to an unheard-of murder in heaven and the consequences it brings.

Trese Vol #1: Murder on Balete Drive (Budjette Tan and Kajo Baldisimo)

The debut series from Filipino comic creators Budjette Tan and Kajo Baldisimo focuses on the creatures in the dark and other things that go bump in the night in Manila’s streets. When crimes involving these occur, the police turn to Alexandra Trese for help. Follow Alexandra as she battles these and other terrors of the night in the quest for justice.

Your Turn to Die: Majority Vote Death Game, Vol. 1 (Nankidai and Tatsuya Ikegami)

Life ling friends Sara and Joe are kidnapped and awaken locked to strange tables. As this nightmare world unfolds it becomes clear death is coming. Sara has always known Joe to be selfless and would be willing to take a bullet for her. However, as the disturbing game unfolds, it becomes clear that Joe has the means to save only one of them. Is their wit, trust, and friendship strong enough to save them both?

Cover of Your Turn to Die

6 Comics of Honorable Mention

The below comics, while amazing, just didn’t quite make the…cut. Check them out if you dare!

While the above are our favorite picks, there are many more to choose from between both the catalog and the ComicsPlus application. Some wonderful features about the ComicsPlus Application are it can be viewed on any computer or mobile device and the content is free to all university faculty, staff, and students. We encourage you to not only try out our picks but to explore and find your next new favorite comic.

If you are unfamiliar with the ComicsPlus application, the service provides our students, staff, and patrons with access to over 20,000 comics from 86 different publishers in a digital format. Check out the video links below as they provide additional details on the application.

Welcome to ComicsPlus

How to Locate and Access ComicsPlus

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The Trauma of War and Displacement in the Poetry of John Guzlowski

By Marek Sroka

One of the most interesting examples of traumatic experiences of war and displacement are the poems of John Guzlowski, “arguably the most accomplished Polish-American poet on the contemporary scene.”[1]  Guzlowski, who was born in a displaced persons’ camp in Vienenburg, Germany, after World War II, came with his parents and sister to the United States as “DPs” (“displaced persons,’ the term Guzlowski uses to describe their status) in 1951.  Inspired by the wartime experiences of his parents, the author has been writing poems about his parents’ lives addressing the tragedy of war, the trauma of displacement, and the anguish of immigration.  Moreover, the topics he highlights in his poetry did not disappear after World War II.  Instead, new conflicts erupted that resulted in massive displacement of populations in various parts of the world, including present war in Ukraine.                                                                                                                    In one of his most powerful poems, “Landscape with Dead Horses, 1939,” Guzlowski introduces audiences to the Polish experience of Nazi Germany invasion of Poland in 1939 and confronts them with tragedy of all wars.  Here is the opening verse:

War comes down like a hammer, heavy and hard

flattening the earth and killing the soft things:

horses and children, flowers and hope, love

and the smell of the farmers’ earth, the coolness

of the creek, the look of trees as they unfurl

their leaves in late March and early April

(from Echoes of Tattered Tongues)[2]

Another poem worth mentioning is “Cattle Train to Magdeburg,” in which Guzlowski recreates the experience of his mother’s deportation to Nazi Germany where she would work as a slave laborer.  The poem deals with the universal and often lifelong trauma of displacement caused by wars.  Here is a fragment:

My mother still remembers

The long train to Magdeburg

the box cars

bleached gray

by Baltic winters

 

The long twilight journey

to Magdeburg-

four days that became six years

six years that became sixty

 

And always a train of box cars

bleached to Baltic gray

(from Lightning and Ashes)[3]  

Guzlowski’s poems are emotionally powerful and are anchored in his parents experience as forced laborers and country-less refugees.  Yet, his poetry has universal relevance giving voice to countless refugees displaced and traumatized by wars in the past and current centuries.

Cover of John Guzlowski’s book of poetry “Echoes of Tattered Tongues” (2016)

[1] Thomas Napierkowski, “Lightning and Ashes: The Poetry of John Guzlowski,” Polish American Studies, no. 1 (Spring 2008): 86-93.

[2] John Z. Guzlowski, Echoes of Tattered Tongues (Los Angeles, California: Aquila Polonica Publishing, 2016).

[3] John Z. Guzlowski, Lightning and Ashes (Bowling Green, Kentucky: Steel Toe Books, 2007).

 

 

 

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From Charybdis to Scylla. Personal Reflection on the UIUC Library Hangouts.

By Atoma Batoma

Communication is not what we start out with, it is what we get to.
Françoise Armengaud

In order to ensure the continuation of the library’s work during the pandemic, Dean Wilkin organized in March 2020 weekly “Library hangouts,” online meetings for the library community that provide an opportunity for librarians to share their experience of the lockdown. These are still going on, but on a monthly basis since September 2020. I suggest that when a full record of this unique experiment is written and properly catalogued, two of the many tags we will attach to it as descriptors will be “education” and “dialogue” or, perhaps more appropriately, education through dialogue. In what follows, I will elaborate on the reasons these tags will serve us well; but first, let me give you a brief window into how these hangouts work.
To an outside observer, these digital hangouts might have the appearance of an online substitute for regular library meetings rendered impossible due to the pandemic and the related lockdown; but for me and, I suspect, my colleagues as well, they feel more like family reunions with two parallel tracks. One track is a laser-focused and solution-oriented discussion of serious issues, including those thrust upon the Library by Covid-19. The second track is a more relaxing one, a quasi-festive use of the chat space to stream the more personal experiences of the pandemic and the lockdown. My colleagues generously shared their personal experiences here, and I have always looked forward to this with pleasure and excitement. It is here that I have discovered what I would never have known otherwise. My fellow librarians possess a huge array of personal skills and hobbies. They are seasoned gardeners, amateurs of animal husbandry, and experienced cooks with a wide variety of their own recipes. I even learned some interesting tips, such as how to entrust your haircut to your significant other during the lockdown, and what corner of the house leads to the best results. Those chats revealed to me a spirit of goodwill, open mindedness, and generosity I had never had the occasion to see in my colleagues.
These librarians I work with are involved in vast and amazing research areas, and this became apparent to me a few years back when I sat on the Faculty Review Committee. However, I had never had the opportunity to be privy to the world of their extra-professional activities and hobbies. The hangouts gave me a glimpse of this profoundly human aspect of their lives. Not only did I discover their multifaceted worlds, I also genuinely felt invited into their homes to share their meals, pick flowers in their gardens, virtually pet their beautiful animal companions. Clearly, this was one silver lining of the Covid-19 pandemic and web conferencing technology. I wondered how we could harness and keep this friendship and warmth that permeates these hangouts. How could we continue to cultivate goodwill and genuine human sentiments within the academic structure that our institution desperately needs to function?
In his June 3, 2020 email to the Library, Dean Wilkin shared sentiments that were heart-felt and compassionate in the wake of the killing of George Floyd. He concluded by inviting us to think about steps forward to create an open and inclusive environment for our colleagues and for ourselves. At the June 9th hangout the following Monday, participants responded enthusiastically to this invitation by suggesting educational activities in the form of informal hangouts, reading lists, and discussion groups. Informal hangouts would be designed for us to get to know one another on a more personal, non-academic level, in order to foster a more friendly atmosphere within the library’s workspace. The reading lists would be created to keep us informed and updated on the problems of racism and related social issues. Discussion groups would be a place for us to share our understanding of the issues and, eo facto, ground our individual or collective engagement. Other suggestions were added during subsequent hangout sessions.
As someone who studied both Latin and Greek in high school, when I heard the expression “educational activities” it brought to mind ‘education’ in its quasi- etymological sense. To educate (from Latin ex ducare) is to guide, to lead from one place, say point A, to another place, point B. In childhood education, it is to guide a child from the innocent state of infancy toward the more complex and mature state of adulthood. In humanities in general, it is to lead from a place of confusion, of intellectual uncertainty or insecurity, to a place of less confusion, more clarity or intellectual safety. Whether in child rearing or humanities in general, human experience teaches us that sometimes point B becomes evanescent, becomes a new point A and vice versa. Although this process might look like a Sisyphean task, I see it as merely the manifestation of the unfinished business of the Enlightenment project. Education thus understood offers us pointing arrows and guidelines more than guides. Moreover, education often transforms educators into those being educated and vice versa. In other words, it puts educators and those being educated in the same boat, but a kind of Neurath’s ship that gets reconstructed on the open sea as its sailors go along, unable to start afresh from the bottom.
Our Library-ship, like the ships of other institutions around the world, has been jostled back and forth between the Charybdis of Coronavirus and the Scylla of racism and police brutality. Our Library has nonetheless withstood this jolting in great part thanks to the conversation that animated the weekly hangouts. I believed that these conversations, if maintained and carried forward dialogically, would help guide our institution towards firmer and more prosperous shores.
A lot has been achieved since the beginning of the hangouts, particularly on the front of the struggle against Charybdis: the constant sharing of information, the mutual moral support and encouragement among colleagues, the discipline with which the guidelines and instructions have been followed, all this outcome of the weekly and then monthly conversations has allowed the library to carry out its main tasks. Also, new programs and individual initiatives such as discussion groups and outreach activities have come to light. The results of the hangouts and the decisions made as well as their implementations, are recorded in the minutes and accessible on the library’s employee website. I wish to elaborate here on the less tangible, but not less important aspect of the desiderata of the hangouts, notably the interpersonal communication through dialogue.
We know instinctively and perhaps empirically that dialogue is a core component of the educational process. At the June 9th hangout following Floyd’s murder, several participants shared their experience of encounters with colleagues perceived as micro-aggressions, and which made them feel uncomfortable. Commenting on this, the Dean said, “I hope that when that happens, that there is a dialogue.” Here is the crux of the matter, the “hope” and the “dialogue” in the Dean’s response are inseparably linked, and that link defines the complexity of dialogue as the essential aspect of human communication and the most difficult to achieve. The word ‘hope’ points to the value of the desired thing to obtain or action to undertake, and the possibility of its future achievement. It also expresses an appeal to the mediation of human agency without which the achievable cannot be achieved. The difficulty of achieving authentic dialogue is twofold. On the one hand, it depends on the empirical situation in which the encounters occur, and on the other hand, it hinges on the socio-cultural identities of the those involved in the encounter.
The experiences recounted during the hangout took place in face-to-face encounters. In such situations, the spontaneity of the encounters can provoke rough emotions and, consequently, create obstacles to an accurate assessment of the sincerity of the feelings as well as the intention behind the verbal or physical expressions of the partners of the encounter. Although emotions should not be shoved aside and ignored, for they are one of the vital signs of our existential fabric, interpersonal or social contexts require us to maintain some control over their expression. What we can, and should do in such situations, is be open to other people’s reactions to our words or deeds, and if these turn out to be negative or hurtful, be ready to take them back; honest retraction of our words in emotion-charged or conflict-laden situations is the clearest indication of our good will.
Dialogue is difficult to achieve for a second reason related to the fact that, as stated by several sociologists and philosophers of communication, we never take part in communicative encounters as pure disembodied subjects, but as situated individuals with socio-cultural backgrounds and biographical trajectories. This multifaceted dimension of our identities can influence our viewpoints and impact our perception of others as well as our attitude toward them. In a multicultural community like the U of I community with its multitude of viewpoints and perspectives, this can be a challenge. But if we become aware of it through dialogue, it can be an opportunity for education and growth, for the aim of authentic dialogue is not to reduce this multitude of viewpoints to a common cultural or ideological denominator; the aim of authentic dialogue is to understand where the partners of a conversation come from so that they can search for consensus and build together an inclusive and vibrant community, a microcosm of humanity. As Chancellor Jones reminded us in his October 7, 2020 email, “the diversity of our community and the perspectives, talents, and life experiences reflected within it fuel our creativity, advance deep, critical thinking, as well as the innovations needed to address racism and social disparities to improve the world and lives”.
As suggested above, authentic dialogue may be also defined as a communicative search for consensus, that is, a communicative process by which we try to reach agreement on a set of propositions or claims, be they factual, value, or policy claims. But, as Simone Goya-Fabre warns us, the path to consensus is bumpy and offers no guarantee of success: “even when expressed with alacrity and ductility, the communicative discourse is rarely a linear discourse. It never runs like a quiet river. It is a constant debate” (my translation). But despite its uneven and bumpy nature, dialogue as search for consensus is worth undertaking, for as Francis Jacques puts it, “our conflicts are profound but the search for consensus can have a heuristic value (my translation).”

[1] Expression coined by the Austrian philosopher of science Otto Neurath and popularized in American philosophical literature by the American logician and philosopher of language Willard Van Orman Quine through his x book Word and Object. See also his y autobiography titled The Time of my Life.

[1] As Robert C. Solomon puts it in his book titled True to our feelings. What our emotions are really telling us, “our emotions are engagements with the world, not mere self-enclosed feelings” p.  204

[1] I am not oblivious to the fact that, as the French say, no one is deafer than he who does not want to listen (il n’y a pas plus sourd que celui qui ne veut pas écouter).

[1] Goya-Fabre, Simone. De l’Interrogation ou philosopher autrement. Paris : Les Editions du Cerf, 2011.  « Le discours communicationnel, quelles que puissent être en lui l’alacrité et la ductilité de l’expression, est donc rarement linéaire : il ne coule jamais comme un fleuve tranquille. Il est un constant débat ». P.126.

[1] Jacques, Francis. Consensus et conflit: une réévaluation. In Herman Parret, La communité en paroles: communication, consensus, ruptures. Liège : Pierre Mardaga, 1991. « Nos conflits sont plus profonds et notre recherche du consensus peut avoir une valeur heuristique… ». P. 120.

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The Impact of the 2021 International Studies Research Lab

Through the International Studies Research Lab (ISRL), the Center for Global Studies—in partnership with the International and Area Studies Library and collaborating centers—leverages the campus’ expertise and vast library resources to support the development of international and area studies programming in community colleges across the country, providing access to important US Department of Education Title VI resources to institutions and regions without direct access to these important grant funds. Programs like the ISRL constitute a true national resource that benefits community college students throughout the US.

A map showing that institutions in fourteen states have been impacted by the ISRL.The 2021 ISRL, which took place this past summer, marked the lab’s sixth consecutive year. Following the precedent set in 2020, the 2021 ISRL was completely virtual. It was hosted by the Center for Global Studies (CGS) in collaboration with the International and Area Studies Library; co-sponsors included the Center for East Asian and Pacific Studies; the European Union Center; and the Russian, East European, and Eurasian Center.

What is the ISRL? In a nutshell, it is an opportunity for community college educators to access the University Library’s vast collections—the largest of any public academic institution of higher education in the United States—and to consult with subject experts. Armed with these resources, ISRL participants join the lab with the intent to expand global studies curricula, improve their language programs, broaden the scope of their library collections, or further develop international education programs at their home institutions. The length of the ISRL has varied in the past, but this year, it lasted from May to the end of July. At the end of the lab, participants submit a final project. The projects take many forms; this year, participants submitted white papers, syllabi, teaching units, and bibliographies for library collection development.

The 2021 ISRL hosted 11 scholars from across the country in 2021—as far east as New York, as far west as Washington, and as far south as Texas. Their projects were all designed to benefit students at the scholars’ home institutions. For example, Dedric Lee created a teaching unit about the relationship between the US and Saudi Arabia. He plans to integrate the teaching unit into courses he teaches at Jefferson College in Missouri. Dr. Isabel Scarborough wrote a review about open-access textbooks at community colleges; she plans to use the findings to promote student success at Parkland Community College and develop an open-access Global Studies text. Stacye Fraser Thompson, drawing from her years of experience at Jefferson State Community College, composed a white paper about internationalizing curricula at community colleges. She hopes the paper will help administrators and educators around the US to prepare students for success in an increasingly globalized world.

In total, 9 finished projects were submitted for the 2021 ISRL. These are in addition to projects submitted from past labs, all of which are free to download from IDEALS, the university’s institutional repository. Through IDEALS, ISRL projects are discoverable through various search platforms, including Google Scholar and the University of Illinois’ online catalog. In total, ISRL projects have been downloaded over 18,000 times, and the number only continues to grow.

A graph showing that ISRL materials have been downloaded nearly seventeen thousand times through IDEALS.During the 2021 lab, CGS provided ISRL scholars with more opportunities to connect with each other than in the past. Some participants regularly attended a weekly “coffee hour,” and others communicated via email after meeting during the lab orientation or the final workshop. CGS hopes to optimize the lab’s structure in the future to continue encouraging these interactions. Future plans include reintroducing an in-person component while still offering opportunities for virtual-only participants.

Despite the abrupt transition to a virtual lab format in 2020 and 2021, ISRL scholars continue to voice positive feedback about their ISRL experiences. In this year’s anonymous post-lab survey, one scholar wrote, “This was a great program, and I learned a lot from the other programs and ideas that other participants presented. It was exciting to see the robust ideas circulating among community college faculty.” Another said, “The course [I] designed in the ISRL has expanded our Global Studies Program and has shown the administration that not only is there support, but desire for additional Global Studies curriculum in the faculty.”

More information about the ISRL, along with a list of 2021 ISRL fellows, is available on the CGS website. For notifications about announcements about next year’s lab, please subscribe to the ISRL mailing list. If you have any questions, please email the Global Studies Librarian, Dr. Steve Witt, at swwitt@illinois.edu.

The International Studies Research Lab is made possible through Title VI funds provided by the US Department of Education.

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Curing Academic Homesickness at UIUC

By: Vismaya Jayakumar, Master of Urban Planning 

Along with igniting tremendous trauma in millions of people around the world, COVID-19 pandemic has highlighted various inequities in access to health, education, food, mobility and more. The impact of the pandemic on vulnerable populations has brought to light several previously overlooked issues. One of the most vulnerable groups is international students, yet their issues are often overlooked by decision-makers.

Over the last several years, University of Illinois at Urbana-Champaign has proudly housed thousands of international students (with an average growth rate of 4.6%). International students currently make up more than 22% of the student body at the university (more here), bringing new cultural ideas and prosperity. Amidst the chaos of the pandemic, travel bans, airport closures, rising unemployment rates, overseas money transfer struggles, ICE’s alarming notices, racism and xenophobia, and a feeling of isolation in a foreign country, one other issue the pandemic has underscored is the alienation of international students in academia resulting in, what I call, Academic Homesickness.

A photo of the COVID-19 walk in testing sites at Illinois

COVID-19 testing site at the University of Illinois, Urbana-Champaign
Source: Chicago Tribune (https://www.chicagotribune.com/coronavirus/ct-covid-19-fall-enrollment-illinois-colleges-20200909-goq66touoregdetibhwc5ikiha-story.html)

Coming from a particular educational context, having read a different set of scholarship all through our educational careers, in our initial semesters here, many of us sit and stare at an assigned reading for a class and wonder how different it is. While this variance in perspectives undoubtedly adds to our knowledge, it also reduces opportunities for us to effectively bring our own ideas with confidence. In parallel, we who travelled thousands of miles looking for better education, some for a better life, often find ourselves in a complex state of cultural and educational bereavement. We are either constantly thinking about ways of giving back to the people and place we come from, or feeling guilty about not thinking of home enough. Including familiar scholarship can open up avenues for us international students to chase our dreams in a foreign place while still feeling at home.

Many of us move to the United States after two to three decades of living and studying in our home countries. With that deep-rooted influence, often times we try to bring our global perspectives to classrooms, be it social sciences, business, engineering, public health or art. We ponder on the relevance of previously learned things, and failing to connect them to our work here, we give up and give in to merely meeting graduation requirements. As an Indian student studying Urban Planning here, I believe the COVID-19 pandemic has only highlighted this disconnect in times of quarantine separation from our families, especially for us South Asians who may feel that they have little to no relevance in the academic setting.

With over 15% of the international student population being South Asian, and many of them being doctoral students and researchers, the Illinois Dissertations on South Asia at the International Area Studies library showcases the important past work of our fellow South Asians, and provides the rest of us with much needed inspiration. This collection of more than 140 dissertations and theses has been organized by country and topic for ease and convenience.

Beyond just the South Asian dissertation collection, the International and Area Studies (IAS) Library has an extensive focus on African Studies, East Asian Studies, European Studies, Global Studies, Latin American and Caribbean Studies, Middle East and North African Studies, Russian East European and Eurasian Studies. More broadly, IAS provides monographs, articles, research journals, and digital content in various languages to support research. Due to the pandemic, many library resources including popular materials and other e-books and digital content are available online. For materials not available electronically, hard copies can be made available upon request (more here). Apart from the wide-ranging collection, the IAS library offers personalized orientation sessions for International students, both in-person and online research consultations, bibliographic training sessions, citation verification requests, one-on-one instruction sessions with subject specialists, and. Click here for more information on research consultation services and to contact subject specialists.

The pandemic and current political crises have heightened a sense of dislocation and isolation for many international students. The university is a microcosm of the real-world and with such diverse collections at our fingertips through the Library’s collections, we have tools to bridge intellectual distances, and foster innovative global research. This access cannot only remedy this feeling of academic homesickness, but also give us the confidence to go out and make real change.

Here is the IAS’s Illinois Dissertations on South Asia – Remedy to Academic Homesickness at the U of I.

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