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WHEN the open access method of lending books was first introduced on safe‐guarded lines at Clerkenwell, over twelve years ago, a considerable amount of dolorous prophecy was set free, which sometimes formed rather depressing reading for those responsible for the experiment. As time went on, it became clear that many of the prophets based their vaticinations on imperfect knowledge of the actual arrangements in use, and it was then only a simple matter of allowing complete play to one's sense of humour, while the comedy of errors proceeded. One imaginative prophet pictured the time when painstaking librarians would be supplanted by a uniformed janitor, who would assume the functions of librarian, by the easy process of supervising the filtration of readers through a turnstile, like sheep through a hurdle. Another equally resourceful Quidnunc saw in his mind's eye, all the riff‐raff of London, filing through the little Clerkenwell wicket, like a Cup‐tie crowd at the Crystal Palace, without introduction, guarantee, or slightest degree of responsibility. Probably it was only a humorist, and not a prophet, who forsaw the introduction of weighing machines at both entrance and exit wickets, as a means of preventing wholesale thefts. These, and many other absurd misconceptions of the actual mechanical arrangements employed to overcome various anticipated difficulties, formed a considerable proportion of the prophetic utterances which advertised the open access system in its early days.

The purpose of this research-based philosophical piece is to present a progressive manifesto for public libraries in the 21st century to address gaps in embracing diversity in its holistic dimensions and representing such information in their strategic planning and web documentations.

Content analysis of public library websites in the USA informed the development of a Strategic Diversity Manifesto that includes the “who”, the “what” and the “how” components to describe and discuss diversity-related matters in their strategic planning and web representations.

The Strategic Diversity Manifesto provides a mechanism for individual public library agencies, in their localized context and environment, to strategically inquire, describe, discuss, reflect, analyze and translate into concretized actions their picture of diversity as grounded in the reality of their representative communities.

The Strategic Diversity Manifesto presents a more a comprehensive and consolidated picture of diversity beyond isolated strategies seen in past efforts. It is a broader level of analysis and “picture painting” of the agency’s context, which may not be as detailed as compared to other modes of description, though as a result, it is more holistic instead of fragmentary. The aim is first and foremost to provide a basis for reflective thought and discussion.

Discusses the origin, the purposes, and the development of the Exclusionary Rule and the good faith exception to the rule with special emphasis on the now defunct HR666 (Exclusionary Rule Reform Act, 1995), which would have allowed the admission of evidence not now admissible under the currently recognized exceptions of the rule. Proposes that the judicially created exceptions to the rule have been excessive and suggests that police officers are tempted to violate intentionally the warrant rule, so causing innocent persons to be caught in the net.

This Chapter provides an overview of the field of digital humanities and examines the arguments that are helping to shape it in a variety of ways. This chapter explores the unique difference in perspective between the “code” as the basis of understanding the humanities in general and digital humanities more specifically and the focus of pedagogues, who believe that it is indeed the examination and expression of the humanities that help shape the code, thus giving the code meaning. There are also those who focus more on research within the field and are not conversant on how various tools work but instead why they are chosen in the first place. This chapter also explores how the work of students, as user of that which we in the field code, teach and research, impacts the discipline.

This Chapter is all about communication and the ways we are now able to reach out to others around the world from our personal computers or mobile devices, which were never available before. One might initially consider this section more in line with productivity tools instead of those impacting the digital humanities. I will, however, demonstrate that it is through these tools that the field is expanding, offering interesting ways in which scholars can communicate ideas with one another, share thoughts, research, and collaborate. Additionally, it is through the use of these tools that our ideas are being shared with students and interestingly how students are, in turn, reciprocating our efforts. The chapter focuses on video broadcasting tools, audio conferencing, audiocasting, and collaboration applications, offering examples of how they can be used in a classroom setting.

This chapter takes a look at the Social Web. Humanities scholars are, by and large, a fairly social group. Attend any of the Modern Language Association conferences and you will be inundated with invitations to attend events hosted by publishers, groups within MLA, universities, and alumni organizations. The way we now include apps as an inherent part of our socialization, however, is changing and evolving as a result of some of the tools that are to be associated with the digital humanities, albeit not necessarily as apparently so as some others. This chapter explores the familiar players like Facebook™, Google+™, Twitter™, and others and discusses how they are being used by those in the field, contextualizing them within a variety of disciplines in the humanities through case studies while situating the category alongside theories that make sense of their use. Not as commonly used in academic social networks are vlogging applications along with student blog sites, which are also examined in this chapter. It is in this and subsequent chapters where augmented reality enhancements will be used. Please follow the directions at the beginning of Chapter 2 to access these additions.

This chapter focuses on visualization. Seeing the humanities differently is one of the amazing benefits of working with tools mentioned within this category. Whether it be more traditional visualizations like images or video or that which is considered a bit more advanced like augmented or virtual reality, the enhanced perspective gained through the use of these tools offers digital humanities scholars unprecedented disciplinary perspectives while helping to shape new research areas, questions, and understanding of humanity and culture. In addition to visualization and issues related to it, this chapter also examines gaming and how games and play are impacting the digital humanities in exciting ways.