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Neal Baker
Library Director

Neal Baker is Library Director, coordinating a team of librarians that also teach in the curriculum, lead off-campus programs, and handle instructional technology software for the campus. His published articles and book chapters slot into either library research or scholarship about the science fiction/fantasy genres.

Contact Info

Campus Mail
Drawer 198

Phone
765-983-1355

E-mail

Office
Lilly Library

Programs/Departments

  • Lilly Library
  • Film Studies

Degrees

  • M.A., University of Iowa
  • M.A., University of Iowa
  • B.A., Carleton College

Most recent:

“Mission Renewal: Information Literacy as a Campus Diversity and Inclusion Program” (co-authored with Kate Blinn and Bonita Washington-Lacey) in Colleen Boff and Catherine Cardwell, eds. Leading Change in Academic Libraries. Chicago: Association of College and Research Libraries, 2020 (in-press).

“Mapping Tabletop Game Convention Characteristics: Transmedia, Teaching, and Learning” in Jennifer Grouling and Stephanie Hedge, eds. Essays on Transmedia Storytelling, Tabletop Role-Playing, and Fandom. Jefferson, NC: McFarland, 2020 (in-press).

“How Librarians Can Improve Retention through Outreach and Immersion” (co-authored with Amy Bryant, Karla Fribley, José-Ignacio Pareja and Bonita Washington-Lacey) in Christine Bombaro, ed. Diversity and Inclusion in Action. Chicago: American Library Association, 2020 (in-press).

“Demonstrating the Value of ‘Library as Place’ with the MISO Survey” (co-authored with Katherine Furlong, David Consiglio, Gentry Holbert, Craig Milberg, Kevin Reynolds, and Joshua Wilson). Performance Measurement and Metrics 19.2 (2018): 111-20.

“Secondary World Infrastructures and Tabletop Fantasy Role-Playing Games” in Mark J. P. Wolf, ed. Revisiting Imaginary Worlds: A Subcreation Studies Anthology. New York: Routledge, 2017: 83-95.

I’m fortunate to be an administrator who teaches. Regardless of whether it’s in a first-year seminar, an upper-level film course, or an on off-campus study program, I appreciate the opportunities to learn from Earlham students in different contexts.

This is the one question I’ve never been able to answer about Earlham; any stab at an answer seems reductive.

Arguably the best possible way for students and faculty to get to know each other; off-campus study entails a set of daily challenges that range from logistical to existential. Daily reflection seems to be a key design element that brings many elements of complex place-based experiences together.

Fitness, reading, and painting Warhammer miniature figurines.

Earlham College, an independent, residential college, aspires to provide the highest-quality undergraduate education in the liberal arts and sciences, shaped by the distinctive perspectives of the Religious Society of Friends (Quakers).

Earlham College
801 National Road West
Richmond, Indiana
47374-4095
1-765-983-1200 — Main Switchboard
1-800-EARLHAM (327-5426) — Admission


NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS

Earlham admits students of any race, color, national and ethnic origin, age, gender and sexual orientation to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin, age, gender and sexual orientation in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.