Category Archives: Information Literacy

Currents in Teaching and Learning

Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Fall 2018 and Spring 2019 issues (Volume 10, Numbers 1 and 2).  We consider all submissions that address new approaches to theories and practices of teaching and learning.
 

Each year we release two issues of Currents, an open-ended Fall issue and a themed issue in the Spring.  We welcome all teaching and learning-related submissions for the Fall Issues.

The theme for the Spring 2019 issue is “Globalizing learning.” With the intensifying clash between nationalism and globalization, the issue of how to incorporate consciousness of global issues and trends into college education has become ever more critical.  For this issue, we invite submissions that address this issue from theoretical and/or practical perspectives. Some questions that might be addressed include (but are not limited to): 
·       What constitutes “global learning”, and what implications might this have for the nature, substance, content, and methods of tertiary education? 
·       What kinds of approaches can be used to integrate global knowledge and skills into teaching and learning across the disciplines? 
·       In what ways can global and local forms of knowledge construction be related in classroom and extra-curricular modes of teaching and learning?  

Looking ahead, the theme for the Spring 2020 issue is “Digital Pedagogies.” With their proliferation, diversification, and ever-growing importance in students’ lives, digital technologies present a limitless horizon of opportunities and challenges for educators.  As emerging technologies disrupt established spaces, dynamics, and institutions of learning, it becomes ever more urgent for instructors to reflect critically on how to incorporate digital tools and mediums into pedagogical practices.         

Some questions that might be addressed include (but are not limited to): 

  • How do digital technologies inform issues of accessibility, inclusiveness, and diversity in higher education?
  • In what ways do digital pedagogies shape or reshape dynamics, structures, and hierarchies that are embedded in the academic learning environment? 
  • Are there strategies and concepts that can guide instructors in aligning the bewildering array of emerging technologies with fundamental principles of rigorous learning?
  • How do we pedagogically navigate the intersection of digital media and information literacy?
  • Are there demonstrably effective ways to integrate face-to-face with digital learning environments?
  • What considerations should inform the selection and use of digital technologies in online, hybrid, and/or course design?

Submissions may take the form of:
·      Teaching and Program Reports: short reports from different disciplines on classroom practices (2850-5700 words);
·      Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
·      Book Reviews: send inquiries attn: Kisha Tracy, Book Review Editor. No unsolicited reviews, please.

We welcome both individual and group submissions.  All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.

Submissions Deadlines:
Fall 2018 issue: August 15, 2018
Spring 2019 issue: December 15, 2018

Submissions received after these dates will be considered on a rolling basis and for the following issue.

Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters non-specialist, jargon-free exchanges among reflective teacher-scholars. Published twice a year and addressed to faculty and graduate students across the disciplines, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today.

For essays and teaching and program reports, send all inquiries to Editor Martin Fromm at currents@worcester.edu.  For book reviews, send all inquiries to Book Review Editor Kisha Tracy at ktracy3@fitchburgstate.edu. For submission guidelines, visit our website at www.worcester.edu/currents.

Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA.   ISSN: 1945-3043

Hidden Architectures of Information Literacy Programs: Structures, Practices, and Contexts

“We are soliciting chapter proposals for our forthcoming ACRL Publications book, Hidden Architectures of Information Literacy Programs: Structures, Practices, and Contexts with an anticipated publication date of fall 2019. Chapter proposals are due August 1st, 2018. Read the full Call for Proposals, including a book chapter template, at: http://bit.ly/HiddenArchitectBook

More about the book: Information literacy (IL) is a well-established goal of academic libraries, yet so much of the day-to-day work of running and coordinating information literacy programs is absent from professional literature, job descriptions, and library school coursework. While the definition of a program is a coordinated set of activities in service of a specific purpose, what those activities actually consist of – and who is responsible for them – is highly dependent on institutional and interpersonal contexts. Furthermore, while skills and competencies for leadership in LIS are well-researched and articulated, those required for effective program management, particularly indirect management of others, are not as well-represented. This book will gather program examples to make visible the structures, practices, and contexts of information literacy programs in academic libraries. We are seeking chapters from academic librarians who identify as a leader of an information literacy program who want to share their experiences. Each case study chapter will detail definitions and missions, allocation of resources and labor, supervisory structures, prioritization approaches, and other processes and structures required to make programs work. By using a case study template we will help identify commonalities and differences across all types of programs and institutions while allowing individual stories and unique contexts to shine through.

If you have any questions, please contact us at hiddenarchitecturesbook@gmail.com to discuss how your idea may fit within this book’s scope.

Carolyn Caffrey Gardner, Information Literacy Coordinator, Cal State Dominguez Hills

Elizabeth Galoozis, Head of Information Literacy, University of Southern California

Rebecca Halpern, Teaching & Learning Services Coordinator, The Claremont Colleges”

 

Hidden Architectures of Information Literacy Programs: Structures, Practices, and Contexts

​​​​​We are soliciting chapter proposals for our forthcoming ACRL Publications
book, Hidden Architectures of Information Literacy Programs: Structures,
Practices, and Contexts with an anticipated publication date of fall 2019.
Chapter proposals are due August 1st, 2018. Read the full Call for Proposals,
including a book chapter template, at: http://bit.ly/HiddenArchitectBook

More about the book: Information literacy (IL) is a well-established goal of
academic libraries, yet so much of the day-to-day work of running and
coordinating information literacy programs is absent from professional
literature, job descriptions, and library school coursework. While the
definition of a program is a coordinated set of activities in service of a
specific purpose, what those activities actually consist of – and who is
responsible for them – is highly dependent on institutional and interpersonal
contexts. Furthermore, while skills and competencies for leadership in LIS are
well-researched and articulated, those required for effective program
management, particularly indirect management of others, are not as well-
represented. This book will gather program examples to make visible the
structures, practices, and contexts of information literacy programs in
academic libraries. We are seeking chapters from academic librarians who
identify as a leader of an information literacy program who want to share
their experiences. Each case study chapter will detail definitions and
missions, allocation of resources and labor, supervisory structures,
prioritization approaches, and other processes and structures required to make
programs work. By using a case study template we will help identify
commonalities and differences across all types of programs and institutions
while allowing individual stories and unique contexts to shine through.

If you have any questions, please contact us at
hiddenarchitecturesbook@gmail.com to discuss how your idea may fit within this book’s scope.

The Critical Thinking About Sources Cookbook

Dear colleagues,

Please consider submitting a chapter proposal to the forthcoming book The Critical Thinking About Sources Cookbook (to be published with ACRL Publications in 2019). Below is a more detailed description of the topic. Proposals are due July 16th. The call is also available at https://bit.ly/2JNtqNY. And please pardon any cross-posting!

 

Thank you for considering a contribution!

Sarah Morris

 

CALL FOR “RECIPES” (CHAPTER PROPOSALS)

The Critical Thinking About Sources Cookbook is seeking recipes!

We’re looking for lesson plans or projects that support early college students in developing their critical thinking skills, with a particular focus on critical thinking about sources (ACRL Publications). We are seeking informative and approachable plans that librarians can implement to support undergraduate students in developing vital critical thinking skills that can help them succeed in college and beyond. Ensuring that students can not only identify different types of sources, but can also delve more deeply into how and why different types of sources are produced, can be a way to empower students with the skills they need to find, evaluate, and use information for a variety of purposes, in college and beyond.

Recipes will include the following:

Recipes will follow the Cookbook format. Your 600-800-word submission must describe a successful lesson plan or activity that supports undergraduate students in developing skills to help them think critically about sources. Please also include:

  • Recipe name (a.k.a. your “chapter” title)
  • Your name, university or other affiliation
  • Your email address, if you would like it included with your recipe (optional)
  • Potential cookbook category, section, and part (see below)

 

Submission information and due dates:

Email your draft recipes to acrlcritsources@gmail.com by July 16, 2018

Notifications will be sent out in August 2018

Final recipes will be due on October 5, 2018

Cookbook categories:

Section I: Consuming Information

Recipes here will concentrate on identifying and evaluating different types of information with a focus on popular vs. scholarly sources, evaluating information, and recognizing and dealing with misinformation.

Part I: Scholarly Sources

Examples include:

  • Identifying scholarly sources
  • Peer review
  • Searching for scholarly sources
  • Understanding the scholarly publishing process

Part II: Popular Sources

Examples include:

  • Identifying popular sources
  • Understanding how different popular sources are published
  • Distinguishing between popular and scholarly sources

Part III: Evaluating Sources

Examples include:

  • Revamping the CRAAP test
  • Tools, resources, and activities to help students evaluate sources
  • Games for evaluating sources
  • Detecting and understanding bias

Part IV: Misinformation

Examples include:

  • Fact checking activities
  • Understanding what misinformation is and what forms it can take
  • Recognizing misinformation
  • Strategies for reading and consuming information online

Section II: Producing and Distributing Information

Recipes here will concentrate on helping students better understand how and why different types of sources are produced and how they can produce and use information. Recipes will focus on technology and tools, production and distribution techniques, and 21st century information ecosystems.

Part I: Means of Production

Examples include:

  • Synthesizing sources
  • Remixing sources
  • Producing content for specific audiences

Part II: Technology and Tools

Examples include:

  • Evaluating infographics
  • Creating infographics
  • Working with data
  • Working with social media tools

Part III: Information Distribution

  • Mapping activities to explore how different types of information are presented and interpreted in different forms of media
  • Visualizing information
  • Exploring algorithms

Part IV: 21st Century Information Ecosystems

Examples include:

  • Exploring funding models for different types of information and information outlets
  • Exploring advertising
  • Exploring the role of social media

Email acrlcritsources@gmail.com with any questions. Please refer to The Library Instruction Cookbook (ACRL 2009), The Embedded Librarians Cookbook (ACRL 2014), and The First Year Experience Library Cookbook (ACRL 2017) for examples of format and tone. We are willing to be flexible with wording, style, and topics.  Creativity encouraged! We look forward to your proposals!

Editor:

Sarah Morris, Learning and Assessment Librarian, University of Texas at Austin

 

 

Emerging Technologies, Evolving Professionals:Change Management Practices for Library Systems and Technologies

Upcoming LITA title (2019)

By Courtney McAllister
Submission Deadline: June 15, 2018
 
Decisions Announced: July 1, 2018
Do you have first-hand experience managing technology changes at a museum, archive, or public/academic/special/law/corporate/military/medical library? A technology change could be an intimidating project, like an ILS migration or makerspace launch, or something a bit more subtle, like introducing a new chat widget at the reference desk. Please consider submitting a brief write-up of your experience to enrich an upcoming LITA guide.
As we all know, library systems and technologies are evolving rapidly, but maintaining one’s technical skill set is not enough to successfully organize and implement change. Information professionals must also develop techniques that enable them to navigate the intricate interplay of human anxieties, perceptions, expectations, and mental models that accompany technological change. This guide is designed to equip new and seasoned practitioners with the strategies they need to master interpersonal and technical interdepencies.
“Notes from the Field” segments will integrate a diverse range of condensed case studies into the guide’s core chapters. These brief, first-hand experiences will address the following topics (please focus on either 1, 2, or 3):
1. The role of change agents in technology change. Specifically,
a) Your experience hiring a change agent to introduce or implement a technology change…
What was the catalyst for the change agent?
What traits did you look for in a prospective change agent?
How did other staff respond?
What worked/didn’t work?
Was the technology change successful?
If you started the process from scratch, what would do you differently?
b) Your experience fulfilling the role of a technology change agent…
How did other staff respond?
What strategies did you employ to adapt?
What worked/didn’t work?
Was the technology change successful?
If you started the process from scratch, what would you differently?
2. The role of assessment in technology change. Specifically,
What assessment strategies have worked/not worked for you.
What questions have you asked to guide your assessment of how technologies are operating within your organization?
How have you determined technology needs at your organization?
How have you evaluated potential technology changes?
3. Socializing technology changes among end users. Specifically,
How have you promoted or announced an upcoming technology change to end users?
How did you gather feedback?
How did you respond to user feedback?
What surprised you most about user reactions?
Please write a brief (1,000 words max) summary of your experience(s) with any ONE of the above topics, and submit for consideration by June 15, 2018
Please send an email with your submission and contact information to cmcallis@citadel.edu Use of the following subject line is strongly encouraged: LITA Case Study, YOUR NAME
Notification emails will be sent by July 1, 2018
Thank you very much!
Sincerely,
Courtney McAllister

CPT Courtney R. McAllister, MA, MLIS | Electronic Resources Librarian

15th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2018)

October 21 – 23, 2018, Budapest, Hungary – http://www.celda-conf.org/

IMPORTANT DATES

  • Submission Deadline (2nd call): 25 June 2018
  • Notification to Authors (2nd call): 16 July 2018
  • Final Camera-Ready Submission and Early Registration (2nd call): Until 31 July 2018
  • Late Registration (2nd call): After 31 July 2018

 Conference Scope

The CELDA 2018 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments.

Main tracks have been identified please check http://www.celda-conf.org/call-for-papers

Keynote Speakers

 Professor Tobias Ley, Professor for Learning Analytics and Educational Innovation, Head of the Center of Excellence in Educational Innovation, Tallinn University, Estonia

Paper Publication

The papers will be published in book and electronic format with ISBN, will be made available through the Digital Library available at http://www.iadisportal.org/digital-library/showsearch.

Authors of the best published papers in the CELDA 2018 proceedings will be invited to publish extended versions of their papers in a book published by Springer.

The Conference proceedings will be indexed by ERIC – Education Resources Information Center, EBSCO and Elsevier. The proceedings will also be submitted for indexing by IET’s INSPEC, EI Compendex, Scopus, Thomson Reuters Web of Science and other important indexing services.

Paper Submission

This is a blind peer-reviewed conference. Authors are invited to submit their papers in English through the conference submission system by June 25, 2018. Submissions must be original and should not have been published previously.

 Contact

E-mail: secretariat@celda-conf.org

Web site: http://www.celda-conf.org/

* Organized by: International Association for Development of the Information Society

Framing Health Care Instruction: An Information Literacy Handbook for the Health Sciences

Please consider submitting a case study proposal to the forthcoming book Framing Health Care Instruction: An Information Literacy Handbook for the Health Sciences, to be published with Rowman & Littlefield in 2019. Below is a more detailed description of the topic. Proposals are due June 22, 2018.

CALL FOR CASE STUDIES

Framing Health Care Instruction: An Information Literacy Handbook for the Health Sciences is an upcoming handbook that will serve as a primer on the ACRL Framework and its application in health sciences information literacy instruction. Through descriptive content and case studies, this book will serve as both a primer for health sciences librarians new to bibliographic instruction and as a source of didactic inspiration for those currently working in the domain.

Information literacy competencies are critical for higher education students and professionals, to include those in the health sciences. The Association for College and Research Libraries, a subdivision of the American Library Association, provides guidance on the information literacy skills that students should be acquiring throughout their academic tenure. This book will discuss information literacy instruction in progressively higher-stakes health sciences populations (undergraduate, graduate, post-graduate, professional) in academic and hospital settings. The needs of specific health sciences disciplines will be addressed, as will varying instructional formats and didactic approaches. Assessment standards relating to information literacy will also be discussed.

Here’s where you come in! Each Frame-based chapter will be accompanied by four case studies, representing the important work you are doing in this field at your institutions. Case studies will feature information literacy lesson plans that target our identified learning populations, and we are seeking a wide variety of health sciences/medical disciplines (e.g., allopathic and osteopathic medicine, dentistry, nursing, allied health, social work, etc.).

Case studies proposals will include the following:

NAME:

POSITION:

INSTITUTION:

EMAIL ADDRESS:

MAILING ADDRESS:

(Please provide above information for all co-authors)

ACRL FRAME (please list all that apply):

AUDIENCE (UG/G/POST-GRAD/PROFESSIONAL) (please list all that apply):

DISCIPLINE (please list all that apply):

SETTING (e.g., lesson accompanying library instruction for junior nursing students beginning their clinical rotations):

LEARNING OUTCOMES:

TITLE OF PROPOSED LESSON PLAN:

Submission information and due dates:

Email the above information to framing.healthcare@gmail.com by June 22, 2018

Notifications will be sent out in early July 2018

If selected for inclusion, your full case study will be due on August 31, 2018 and consist of a 600-800-word (~2-3 typed, double spaced pages) description of the lesson plan.

Email framing.healthcare@gmail.com with any questions. We look forward to your proposals!

Editors:

Lauren M. Young, MLIS, MA, AHIP

Samford University

Elizabeth G. Hinton, MSIS, AHIP

University of Mississippi Medical Center

PETE&C 2019

February 10-13, 2019
Hershey, PA
The Pennsylvania Educational Technology Expo and Conference (PETE&C) is a statewide event that provides quality programs focused on technology in the educational field. Each year, hundreds of exhibitors showcase their latest technology products and services to the vast audience of teachers, administrators, technology directors, school board members and more. Monday and Tuesday mornings kick off with keynote speakers that will both educate and inspire you. Throughout the three days, you can attend concurrent sessions and student showcases. There is something for everyone at PETE&C!
Conference Program Submissions Now Open

The conference will include a strand for Higher Education presentations and another for Libraries.
Please consider submitting a unique or innovative presentation proposal to PETE&C 2019.
The deadline to submit a proposal is July 15th, 2018.

 

Innovations in Learning and Teaching in Academic Libraries

The New Review of Academic Librarianship will publish a themed issue on Innovations in Learning and Teaching in Academic Libraries in summer 2019. The guest editors are Sheila Corrall, Professor of Library and Information Science, University of Pittsburgh, USA (scorrall@pitt.edu) and Liz Jolly, Director of Student and Library Services, Teesside University, UK (liz.jolly@tees.ac.uk).

 

The themed issue will focus on innovative developments in library contributions to the educational mission of their parent institution. Proposed submissions could be reports of empirical investigations of service innovations, state-of-the-art surveys or reviews of emergent practices, or single or multi-site case studies of strategic initiatives. Topics may include, but are not limited to:

  • Innovative contributions to student learning, undergraduate research, faculty teaching, or curriculum development;
  • Innovative approaches to co-creation and incorporation of the student voice;
  • Innovative services and support for first-year students, international students, remote learners, or under-represented groups.
  • Innovative contributions to student enrollment, student experience, student progression and retention, and student success;
  • Innovative collaborations and partnerships with other units, such as careers services, student services, teaching centers, or writing centers;
  • Innovative approaches to measurement and assessment of library impact on student and institutional performance, including participation in learning analytics initiatives.

The deadline for abstract submission is Monday, July 2, 2018.

Abstracts should be around 500 words (excluding references) and cover the background and purpose of the innovation or initiative described, the approach used to investigate the subject (e.g., survey, case-study report), a brief description of the innovation, and the key findings and insights gained, highlighting learning points for academic libraries. Please send your abstract as an email attachment to scorrall@pitt.edu.

 

Abstracts will be evaluated by members of the Editorial Board against the following criteria:

  • Connection and relevance to the issue theme
  • Originality and significance of the innovation described
  • Explanation of the rationale for the innovation
  • Potential impact on professional thinking and practice
  • Clarity and coherence of the written submission.

Proposers will be sent feedback by the end of August 2018. Authors of accepted abstracts will be expected to submit full papers (5,000-7,000 words) by Monday, December 3, 2018.

The Information Literacy Framework: Case Studies of Successful Implementation

Call for Chapters:

Chapter proposals are invited to this volume, to be published by Rowman &
Littlefield as part of the ALISE Book Series. The book will be edited by Heidi
Julien (University at Buffalo), and Melissa Gross and Don Latham (Florida
State University). The book’s working title is “The Information Literacy
Framework: Case Studies of Successful Implementation.” It is intended to help
demystify how to incorporate ACRL’s Framework for Information Literacy for
Higher Education into information literacy instruction in higher education as
well as how to teach the new Framework to pre-service librarians as part of
their professional preparation. The book will bring together current case
studies from academic librarians who are implementing the Framework for
Information Literacy for Higher Education as well as cases from Library and
Information Science faculty, who are working to prepare their pre-service
students to practice in the new instructional environment. Individual chapters
will describe how a library is implementing the Framework, or how the
Framework is being taught to pre-service librarians. Chapters will focus on
successes, while acknowledging challenges. Authors are expected to be
reflective and tie their narratives to existing literature and to theory.
Instructional librarians, administrators, educators, and students will benefit
from the experiences of the people on the ground who are actively working to
make the transition to the Framework in their professional practice.

Chapter proposals (approx. 500 words) are due August 1, 2018. Authors will be
notified by September 1, 2018 whether their proposal has been selected for
expansion to a full chapter. Full chapters will be about 5000 words in length,
and will be due March 1, 2019.

Send chapter proposals to: Heidi Julien (heidijul@buffalo.edu).