Monthly Archives: March 2014

9th Annual Metrolina Library Conference

Theme: Change
Location: Harris Campus of CPCC, Charlotte, NC
Date: Thursday June 12, 2014
Sessions: We will be considering other kinds of sessions this year, like
workshops and forums, in addition to the usual breakout format.

Consider submitting a proposal today! Proposals will be due by 5 pm on April 4,
2014.  You will find the proposal submission link on the following page:


Library Research Seminar VI: The Engaged Librarian: Libraries Partnering with Campus and Community


WHEN: October 7-9, 2014


WHERE: The University of Illinois at Urbana-Champaign iHotel and Conference Center.


WHO: Hosted jointly by the University of Illinois Graduate School of Library and Information Science, the University Library, and the Library Research Roundtable of the American Library Association.


WHY: 21st century librarianship has witnessed new forms of cooperation between librarians and the communities they serve.  Academic libraries have adopted new roles that span the scholarly communication lifecycle and advance digital humanities, data stewardship, and eScience initiatives. Public libraries have become community focal points for programming that meets the learning needs of children and their families, encourages the creative use of new technologies, and reaches out to include new and diverse communities. Creative school librarians also work with others to examine issues related to the common core standards, the development of programs that promote and complement curricula, and the exploration of new learning and teaching models.


WHAT: This conference will bring together academics and practitioners, including faculty and graduate students from library schools and iSchools, and academic, public and school librarians. The conference will focus on how collaboration and cross-disciplinary research can create new knowledge and chart a course for partnerships with deep and lasting impact. 

Handbook of Research on Scholarly Publishing and Research Methods


Proposal Submission Deadline: March 30, 2014 


A book edited by Dr. Victor C.X. Wang

(Florida Atlantic University, USA)


To be published by IGI Global:


For release in the Advances in Knowledge Acquisition, Transfer, and Management (AKATM) Book Series.


The Advances in Knowledge Acquisition, Transfer, and Management (AKATM) Book Series brings together research on emerging technologies and its effect on information systems and knowledge society.AKATM will provide researchers, students, practitioners, and industry leaders with highlights on the knowledge management discipline, including technology support issues and knowledge representation.



Humans do not live in a vacuum. Humans constantly interact with phenomena and each other. As Habermas (Habermas, 1971, as cited in Wang & Cranton, 2013, p. 30) put it, “we all have needs and interests in life and only learning can satisfy these needs and interests such as getting along well with others, controlling the environment and staying away from oppression within our society.” To cope with phenomena or relationships effectively, humans need systematic investigation to gain knowledge about a particular phenomenon or a relationship. This systematic investigation can be translated into research, the French word ‘recherche,’ meaning to search. There is no one best method of research; therefore, research itself warrants multiple ways of generating and sharing knowledge as well as avoiding errors. 

Western researchers have been advised to employ empirical research methods to address research problems. Specifically, researchers have been following this kind of advice, “if you address the magnitude of a research problem, utilize quantitative analyses; if you address the in-depth of a research problem, utilize qualitative analyses.” Recently researchers have been advised to adopt “mixed methods research” to tackle research problems to achieve a “comprehensive view” of a research problem. 

These research methods are specifically driven by four epistemological positions: postpositivism, constructivism, advocacy/participatory, and pragmatism. Postpositivists believe that knowledge is created by humans conjecturing and that, for learners to create an understanding, it is important that they work with and challenge the conjectures (Bettis & Gregson, 2001). Constructivists assume that individuals seek an understanding of the world in which they live and work. Individuals develop subjective meanings of their experiences–meanings directed toward certain objects or things (Creswell, 2009, p. 8). Creswell further indicates that these meanings are varied and multiple, leading the learner to look for the complexity of views rather than narrowing meanings into a few categories or ideas. Individuals construct different meanings from the same experiences, and those meanings are valid. Some scholars and educators feel that postpositivist and constructivists do not go far enough in advocating for an action agenda to help marginalized peoples in society. Therefore, they developed an advocacy and participatory worldview by drawing on the writings of Marx and Freire (Neuman, 2000). According to Creswell (2009), an advocacy and participatory worldview holds that learners need to become radical philosophers; that is, they need to have an action agenda for reform that may change the their lives, the institutions in which they work or live, and perhaps the larger society. The course instructor’s role is to have learners speak to important social issues of the day–issues such as empowerment, inequality, oppression, domination, suppression, and alienation. Learners are considered to be equals with their course instructors (co-learners). Therefore, learners help design learning questions, collect data, and analyze information together with their course instructors, which may involve the use of technology. Since this epistemological position focuses on the needs of the learners and learners in society that may be marginalized or disenfranchised, the ultimate goal of this position is for learners to develop emancipatory knowledge. The fourth epistemological position is pragmatism, which maintains that a worldview arises out of actions, situations, and consequences rather than antecedent conditions as in postpositivism (Creswell, 2009). Learners are required to use all approaches available to understand problems. To understand problems, learners are free to choose the methods, techniques, and procedures that best meet their needs or purposes. Learners may use multiple methods to understand a particular problem. The emphasis in pragmatism is on hands-on application and practical solutions to problems rather than esoteric or theoretical approaches. 

The four epistemological positions are also supported by deductive and inductive reasoning, which translates into Dewey’s scientific method: 

1. Identify and define the problem based on the existing knowledge. 

2. Determine hypotheses about why the problem exists. 

3. Collect and analyze data. 

4. Formulate conclusions. 

5. Apply conclusions to the original hypotheses or theory. 

Step 5 in Dewey’s scientific method can be explained as knowledge creation or generating new knowledge, and new knowledge must be published to disseminate it to the general public. Within the Confucian tradition to realize one’s inner self or self-actualization, one should be completely free from four things: arbitrariness of opinion, dogmatism, obstinacy, and egotism. Two major tenets of research in Confucius heritage countries (CHC) emerge: (1) Confucian thought of research emphasizes meditation to control oneself, and (2) there needs to be an internal integration between self and nature. The research process that facilitates the development of this meditative and integrated self is to be continually extended through dialogue with others within many different structures of human relationships (Wang & King, 2006). 

While most books on scholarly publishing and research methods focus on a “how to” approach, overreliance upon either quantitative analyses or qualitative analyses or even mixed methods research, very few of these books deviate from Dewey’s scientific method or offer different perspectives from other world major cultures. Why have contemporary theorists and statisticians such as Stephen Brookfield and Patricia Cranton published the most popular books to inform readers and researchers worldwide? The answer lies in publication of their chapters in such a unique book as well as chapters by their close peers to address pertinent issues regarding scholarly publishing and research methods across the disciplines. To attain this goal, I call upon all other theorists and statisticians as well as practitioners to reflect upon their research topics related to scholarly publishing and research methods and think about contributing cutting edge chapters to this unique volume. Instead of specifying chapter titles, which might limit potential research areas, authors are encouraged to send their own suggested chapter titles and a brief (no more than one page) proposal to the editor based on the theme of the book and the introduction.


Objective of the Book

Handbook of Research on Scholarly Publishing and Research Methods will feature full length chapters (around 13,000 words per chapter) authored by leading experts offering an in-depth description of concepts related to scholarly publishing and research methods in this evolving society.


Target Audience

Researchers, scholars, professors, etc.


Recommended topics include, but are not limited to, the following:

Given the theme of this volume, contributing authors (theorists as well as statisticians) may determine their own research topics and send their chapter proposals to the editor for consideration for inclusion in the volume. This volume intends to address all pertinent issues and concerns in scholarly publishing and research methods in our evolving society. Topics in three areas are highly recommended: 

1. Writing and Publishing Dissertations; 
2. Writing and Publishing Journal Articles and Peer-Reviewed Book Chapters; 
3. Fundamentals of Research Methods, covering a variety of methods and approaches, including (but not limited to) quantitative and qualitative analysis.


Submission Procedure

Theorists and statisticians are invited to submit on or before March 30, 2014 a chapter proposal (no more than one page) clearly explaining the mission and concerns of their proposed chapter. More than one chapter proposal from worldwide famous theorists and statisticians is welcome. Authors of accepted proposals will be notified immediately about the status of their proposals and sent guidelines. Full chapters are expected to be submitted by June 30, 2014. All submitted chapters will be reviewed in a double-blind review process. Contributors may also be requested to serve as reviewers for this project.



This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the Information Science Reference (formerly Idea Group Reference), Medical Information Science Reference, Business Science Reference, and Engineering Science Reference imprints. For additional information regarding the publisher, please visit This book is anticipated to be released in 2014.


Important Dates

Proposal Submission Deadline: March 30, 2014 
Full chapter Submission: June 30, 2014 
Review Process: June 30, 2014 –August 15, 2014 
Notification of Acceptance: August 15, 2014 
Full Chapter Submission (publication ready): August 30, 2014


Inquiries can be forwarded to

Dr. Victor C.X. Wang

Propose a chapter for this book


C&RL Book Review Editor

Colleagues – following the unexpected resignation of our Book Review Editor, we are on the hunt for someone new. If you have suggestions (or are interested yourself), please see the announcement at:

Scott Walter, M.L.S., Ph.D.
University Librarian
DePaul University
Adjunct Faculty, DePaul University School of Public Service
Adjunct Faculty, San Jose State University School of Library & Information Science
Editor-in-Chief, College & Research Libraries
2350 N. Kenmore Avenue, 116F
Chicago, IL 60614-3210
773.325.8023 (voice) | 773.325.7869 (FAX)

E-Learning Innovations in Academic Libraries

Call for Chapter Proposals:

Librarians from Appalachian State University invite you to submit a
proposal for a chapter in their upcoming book, E-Learning Innovations in
Academic Libraries, to be published by McFarland Publishing.  This
practical book is intended to be a guide for academic librarians
interested in the creation and uses of e-learning tools.

Examples of relevant topics include:
     Virtual tours
     Instructional games
     Geo-spatial applications
     Virtual reality applications
     Classroom use of technology

For consideration, e-mail a 1-2 page proposal to either of the editors
by April 25, 2014, clearly presenting your e-learning innovation and its
significance. Proposals should include information about the audience
and need for the e-learning tool, the technology used to create it, the
length of time it has been used, assessment, and the transferability to
other libraries.  Final chapters will be 5-7000 words, excluding
endnotes and bibliography. Authors will be notified of the acceptance of
their proposals by May 12, 2014. Complete chapters will be due by August
30, 2014, as we anticipate publishing this book in Summer 2015.

Margaret Gregor, Ed.D., MALS
Associate Professor
Instructional Materials Center Coordinator
Appalachian State University

Scott Rice, M.A., M.S.
Associate Professor
Coordinator of Technology Services
Appalachian State University

RUSA/RSS Discussion Forums -Reference issues

Lead a discussion, see your name in print and find your way to stardom!  Submit a discussion forum proposal to the RUSA/RSS Discussion Forums Coordinating Committee.  Details are below.

Description:   The RUSA/RSS Discussion Forums Coordinating Committee is soliciting topic proposals for discussion at ALA’s 2014 Annual Conference in Las Vegas, NV, June 26 – July 1, 2014.  The purpose of the discussion forum is to provide a venue for reference practitioners to discuss reference related topics of current importance and to exchange ideas.   You know you love to talk about reference.  Here’s your chance to network with other reference fanatics!


What to Include in Your Proposal:

The following elements need to be addressed in your proposal:

         A clear, concise description of the discussion topic’s issues

  • Importance of the topic to reference librarians
  • At least three topic-related sample discussion questions that may be used to facilitate group discussion
  • Strategies and structure that will facilitate a lively discussion (In other words, describe your discussion forum format).  Note that the session is meant to be a discussion, not a presentation.  As such, no A/V equipment will be provided.  The requested room setup is Hollow Square, but could be anything, so flexibility is important.


Scope of Discussion Topics:  Proposed topics should have broad appeal.  Try not to limit your proposal to a specific type of library.   Topical categories can include, but are not limited to:

  • Frontline reference issues
  • Reference methods
  • Reference and information technologies
  • Assessment of reference
  • Management of reference
  • Research in reference

Your topic should be focused enough to be covered reasonably well within the allotted time (90 minutes).


Expectations for Discussion Forum Facilitators:

If your proposal is selected, you, or your designee, will serve as the discussion facilitator, leading the discussion and keeping things on track.  As the discussion facilitator, you must:

  • Be up-to-date and familiar with your discussion topic.
  • Choose a discussion format that allows for maximum discussion.  See our Tips for Discussion Forums ( for examples of possible formats.
  • Create a handout that provides a brief summary of the issue along with a few key references. (optional)
  • Maintain communication with the Discussion Forums Coordinating Committee throughout the planning, program, and follow-up processes.


Process:  The Discussion Forums Coordinating Committee will select 2 proposals for the 2014 Annual Conference.  Proposal topics will be evaluated on: impact, timeliness, relevancy, practicality (that the topic lends itself to a discussion), innovation, evidence of applicant’s knowledge, and clear focus. Proposals must be submitted by March 28, 2014 for ALA Annual in Las Vegas.  Proposal writers will be notified within 2 weeks as to whether or not their proposal was accepted. Facilitators are responsible for their own conference registration and travel expenses.


Forum Dates and Times:  The discussion forums have been scheduled for Sunday, June 29, from 1:00-2:30 p.m. and Monday, June 30, from 8:30 – 10:00 a.m., but the dates and times are not final until rooms are assigned.  If you have a preferred time slot, please include it in your proposal.


Who May Submit Proposals:  Proposals are welcome from any ALA member.


How to Submit:  Please read Tips for Discussion Forums ( before submitting your proposal.  Complete the proposal form located here:  

Deadline for submission is March 28, 2014.

Contact Crystal Lentz ( with questions. 


Global, International, and Cross-Cultural Issues in IS

CFP HICSS minitrack
Track: Internet and the Digital Economy
Hawaii International Conference on System Sciences (HICSS) 48, January 5-8, 2015, Kauai, Hawaii

Papers Due: June 15, 2014 via the HICSS conference system

This minitrack focuses on the sociotechnical dynamics and the ways in which the Internet affects people, groups, organizations, and societies. We are in particular interested in the impact of global, international, and cross-cultural issues on ICT development, implementation and use across the globe.

Globalization has historically been tied to technological innovation, and the present era of a networked information society is no different. Information and communication technologies (ICTs) have provided the infrastructure for multinational businesses, created new cultural connections irrespective of geographic boundaries and distances, and allowed an increasingly mobile global population to be connected to their friends, families, and cultures no matter where they are. The issues surrounding global, international, and cross cultural issues in Information Systems (IS) attracted much scholarly attention and have been explored under myriad contexts.

The minitrack welcomes submissions that relate to all aspects of global IS, or IS research situated in a global, international or cross-cultural context. The minitrack is open to all methodological approaches and perspectives. We are interested in empirical and theoretical work that addresses these and related socio-technical issues. 

Topics of interest include, but are not limited to:
* Research that considers the impacts of cultural values (e.g. on adaptive user interfaces)
* Research on global Cloud sourcing strategies
* Cross-national and cross-cultural comparisons of ICT adoption, use and development (e.g. Internet diffusion and impacts compared between different economies)
* Effects of global social computing on organizational work organization and practices (e.g. pricing strategies)
* Issues relating to globally distributed teams (e.g. the adoption and use of social media by cross-national virtual teams, worker motivation, and human error diversity)
* Issues relating to Internet adoption and the digital society at the national level (e.g. digital infrastructure sophistication across countries)
*Issues relating to global knowledge management (e.g. different knowledge-sharing cultures in multi-national corporations)
*Issues relating to cross-national legislation and regulation (e.g. implications of different regulations governing Green IT in the EU vs. US or Asian countries)
* Issues relating to global ICT governance (e.g. sustainable strategies for standardization and harmonization in evolving business networks)
* Single country studies showing implications for other locations or results different from other contexts (e.g. impact of ICT policies on a transition economy)
* Multi-country studies of ICT adoption, use, and development (e.g. e-commerce adoption involving multiple countries)

* Global impacts of big data on governments, multinational companies, NGOs and other organizations

Minitrack Organizers:

Pnina Fichman, School of Informatics and Computing, Indiana University, Bloomington;

Edward W.N. Bernroider, Vienna University of Economics and Business (WU), Institute for Information Management and Control, Vienna, Austria;

Erran Carmel, Kogod School of Business, American University, Washington D.C.;

Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline

Dear colleagues,
The ACRL Instruction Section seeks to recognize information literacy programs that exemplify the best practices delineated in the document, “Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline.” If your program is exemplary in any of the ten “Best Practices” categories, please consider applying for this honor. Programs that are found to be exemplary by the Information Literacy Best Practices Committee will be showcased on the IS website as part of a new professional development resource.  
To apply, complete the submission form []. Select one or more categories for which you would like your program to be considered, then describe how your program exemplifies each selected category. Be sure to include links to any web-based documentation that will help the committee.
Submissions will be judged using the “Best Practices Evaluation Rubric,” developed by the Information Literacy Best Practices Committee. The rubric includes criteria for each of the ten categories in the “Characteristics” guideline and will assist you in communicating the exemplary nature of your program. The Committee will judge each entry using the corresponding section of the rubric. Whether you apply for one or all of the categories, please carefully review the guideline and the rubric before filling out the Submission Form. Both documents are available on the ILBP website at:
The deadline for consideration before Annual is April 30, 2014.
Please let us know if we can be of further assistance, and we look forward to the receipt of your Submission Form. Send me any questions at
Best regards,
Joe Goetz
Chair, Information Literacy Best Practices Committee

ACRL Women and Gender Studies Section 2014 Poster Session Call for Proposals

The Women & Gender Studies Section will hold its 7th annual Research Poster Session during our General Membership Meeting at the ALA Annual Conference in LAS VEGAS on Saturday, June 28, 2014, from 4:30-5:30 p.m. The forum seeks to provide an opportunity to present newly completed research or work in progress. Both beginning and established researchers are welcome to apply. Participants may receive collaborative feedback and recommendations for future publishing and/or new initiatives.

The potential scope of the topics includes, but is not limited to, teaching methods, instruction, information technology, collection development, interdisciplinarity, and collaboration with academic faculty.* For research ideas, see the newly updatedResearch Agenda for Women and Gender Studies Librarianship

* This year the committee is especially interested in receiving submissions which highlight the ways in which librarians work with faculty and/or establish faculty partnerships. However, as stated above, submissions are NOT limited to this particular theme.      

Applicants chosen to present their work at the poster session are expected to supply presentation materials, including poster boards. Tables for presentation materials will be provided.  Attendees at the forum will find an arena for discussion and networking with their colleagues interested in related issues and trends in the profession.

The committee will use a blind peer review process. 

Selection criteria:

1. Significance of the topic. Priority will be given to Women and Gender Studies Section members and/or women and gender studies topics

2. Originality of the project

Proposal submission instructions:

1. Proposals should include:  

          Title of the proposal

          Proposal narrative (no more than 2 pages, double spaced) 

          Name of applicant(s) 

          Affiliation (s) 

          Applicant Email address(es), Phone number(s)  

          Are you a member of the Women & Gender Studies Section? 

If you would like to become a member, go to:

2. NOTE: Submission deadline: March 31, 2014
3. Proposals should be emailed to: Beth Strickland, Chair, WGSS Research Committee (

4. The chair will notify the applicants by April 30, 2014

World Congress on Education (WCE-2014)

Call for Papers, Extended Abstracts, Posters, Workshops and Tutorials! ============================================ World Congress on Education (WCE-2014) Organised by the University of South Africa (UNISA) September 15 - 17, 2014, Nelspruit, Pretoria, South Africa ============================================ The WCE is an international refereed conference dedicated to the advancement of the theory and practices in education. The WCE promotes collaborative excellence between academicians and professionals from Education. The aim of WCE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The WCE-2014 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. The topics in WCE-2014 include but are not confined to the following areas: *Accessible World - Aging and Disability - Augmentative and Alternative Communications (AAC) - Assessment and Early intervention - Baby Boomers - Building and Sustaining an Inclusive Community - Cognitive Disabilities - Curriculum Adaptation and Modification - Deaf and Hard of Hearing Developmental - Disabilities Disability and Diversity - E-Accessibility - Human Rights/Disability Rights - Legal Issues (Legislative and Policy) - Learning Disabilities - Living In(ter)dependently - Support Services - Postsecondary Education - Public Health, Diversity and Disability - Resiliency Across the Lifespan - Science, Technology, Engineering and Mathematics (STEM) - Study Skills Development - Sustainable Environment - Climate Change *Adult Education - Competitive Skills - Continuing Education - Higher Education - Adult education - Vocational Education - Transferring Disciplines *Art Education - Music Education - Writing Education - Imaginative Education - Language Education - History *Business Education - Educational Administration - Human Resource Development - Academic Advising and Counselling - Education Policy and Leadership - Industrial Cooperation - Life-long Learning Experiences - Workplace Learning and Collaborative Learning - Work Employability - Educational Institution Government Partnership - Patent Registration and Technology Transfer - University Spin-Off Companies *Course Management - Accreditation and Quality Assurance - Academic Experiences and Best Practice Contributions - Copyright - Digital Libraries and Repositories - Digital Rights Management - Evaluation and Assessment - E-content Management and Development - E-content Management and Development. Open Content - e-Portfolios - Grading Methods - Knowledge Management - Quality processes at National and International level - Security and Data Protection - Student Selection Criteria in Interdisciplinary Studies - User-Generated Content *Curriculum, Research and Development - Acoustics in Education Environment - APD/Listening - Counsellor Education - Courses, Tutorials and Labs - Curriculum Design - ESL/TESL - Bullying - Social Networking - Study Abroad Programmes - Faculty Development - Distance Learning: Assessment, Methods and Technologies Teaching and Learning Experiences in Engineering Education *Educational Foundations - Early Childhood Education - Elementary Education - Geographical Education - Health Education - Home Education - Rural Education - Science Education - Secondary Education - Second life Educators - Social Studies Education - Special Education *Interaction and Cultural Models of Disability - Adaptive Transportation - Augmented and Alternative Communication - Gerontechnology - Healthcare Specialists - Hospitality and Tourism - Labor Market Integration - Medical Experts - Sport, Fitness and Leisure - Special Educational Centres - Social Innovation and E-Service Delivery - Social Workers - Student and Adults with Disabilities - Usability and Ergonomics *Learning / Teaching Methodologies and Assessment - Simulated Communities and Online Mentoring - e-Testing and new Test Theories - Supervising and Managing Student Projects - Pedagogy Enhancement with e-Learning - Educating the Educators - Immersive Learning - Blended Learning - Computer-Aided Assessment - Metrics and Performance Measurement - Assessment Software Tools - Assessment Methods in Blended Learning Environments *Global Issues In Education and Research - Education, Research and Globalization - Barriers to Learning (ethnicity, age, psychosocial factors, ...) - Women and Minorities in Science and Technology - Indigenous and Diversity Issues - Government Policy issues - Organizational, Legal and Financial Aspects - Digital Divide - Increasing Affordability and Access to the Internet - Ethical issues in Education - Intellectual Property Rights and Plagiarism Important dates: *Research Paper, Extended Abstract, Case Study, Work in Progress and Report Submission Deadline: May 01, 2014 *Notification of Paper, Extended Abstract, Case Study, Work in Progress and Report Acceptance Date: May 20, 2014 *Final Paper Submission Deadline for Conference Proceedings Publication: July 20, 2014 *Workshop Proposal Submission Deadline: June 25, 2014 *Notification of Workshop Proposal Acceptance/Rejection: July 05, 2014 *Poster/Demo Proposal Submission: June 25, 2014 *Notification of Poster/Demo Acceptance: July 05, 2014 *Participant(s) Registration (Open): April 01, 2014 *Early Bird Registration: February 01 to June 30, 2014 *Late Bird Registration: July 01 to August 15, 2014 *Conference Dates: September 15 - 17, 2014