Category Archives: Assessment

Social Network Analysis, Learning Analytics, & Adaptive Learning: Keeping up with big data

ICEM Graduate Students Panel Presentations in Emerging Technologies

AECT 2017 conference, Jacksonville, FL., U.S.A.

Hyatt Regency Jacksonville Riverfront
November 7 – November 11, 2017
Jacksonville, Florida        

An active professional community should observe and facilitate the contributions of graduate students.  ICEM-USA has long history of support for graduate students’ professional and personal growth. ICEM-USA is committed to build and support a learning community for ICEM graduate students.

Goals

  1. This panel discussion is a collaborative session that provides a forum for graduate students from all over the world to share their research and practices in emerging technologies at AECT 2017 conference, Jacksonville, FL., U.S.A.

  2. Up to six panelists will be selected.  Each student would have 5-10 minutes (vary from the numbers of participants)  to present their current research or practices on the annual emerging technology theme.

  3. An ICEM-USA professional member will facilitate this panel discussion while ICEM-USA professional members will serve as commentators at the end of the discussions to support graduate students panelists to continue and improving their professional growth in the theme topics.

Theme for 2017: Social Network Analysis, Learning Analytics, & Adaptive Learning: Keeping up with big data

  • Any topics in the annual theme, particularly the combinations of different areas, but not limited to.

  • The topics can be research based, practices, technology demonstration, case study etc.

 Eligibility:

  • Any graduate students who study anywhere on earth at the time of submitting the proposals.

  • If the proposal is accepted, the participants are required:

    • to agree to present at the AECT annual conference

    • to register for the AECT annual conference.

    • to join as an AECT student member

Submission

  • Proposal Due Date: July 20, 2017

  • Author Notification: July 31, 2017

  • Proposal: One-page in length.  E-mail to Chih-Hsiung Tu at: Chih.Tu@nau.edu

For more information see: https://docs.google.com/document/d/1kB-dx–GYZ2mp5DE52hMfR14YMdaaL_dpih13D1yWCA/edit?usp=sharing

Please forward any correspondence to Chih-Hsiung Tu Ph.D., ICEM-U.S.A. Deputy, at Chih.Tu@Nau.edu.

 

Handbook of Research on E-Assessment in Higher Education

http://www.igi-global.com/publish/call-for-papers/submit/2812

IMPORTANT DATES July 15, 2017: Proposal Submission Deadline  July 25, 2017: Notification of Acceptance  November 15, 2017: Full Chapter Submission  January 15, 2018: Review Results Returned  February 28, 2018: Final Acceptance Notification  March 15, 2018: Final Chapter Submission

Editors:

Ana Azevedo, CEOS.PP-ISCAP/IPP, aazevedo@iscap.ipp.pt  José Azevedo, CEOS.PP-ISCAP/IPP, jazevedo@iscap.ipp.pt 

Introduction:

Assessment profoundly influences the motivation of those who learn, shapes their perspectives about learning and therefore plays a key role in the educational process. The introduction of different assessment systems has important impacts throughout the educational process (Botički & Milašinović, 2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi, 2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, & Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998; Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In the last years, the emergence of a new paradigm valuing the student as the central subject in the construction of their learning, requires new pedagogical approaches, and diversified methods (Botički & Milašinović, 2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte, 2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer, 2010). According to Redecker e Johannessen (2013), changes in pedagogical practices and in the learning processes can only happen when also changing assessment.

Information and Communication Technologies (ICT) place challenges and at the same time offer teachers tools to create differentiated learning opportunities for students. The use of ICT in the assessment process is thus unavoidable, through electronic assessment, or e-assessment. In this case, ICT is used throughout the evaluation process from the design of the tests to the storage of the results (Stödberg, 2012). One possible approach is to develop specific environments for this purpose (Botički & Milašinović, 2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach is the use of the so-called Learning Management Systems (LMS) (Burrow, Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza, Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the advantage of providing a vast set of tools specifically designed for the implementation of e-assessment. Among these tools we emphasize the quizzes, which can encompass several types of questions, such as multiple-choice, true/false, item matching, short answer, among others.

Considering its purpose, assessment may be formative and/or summative, or diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012). In relevant scientific studies about this topic, it was found that the use of formative evaluation or of both types, formative and summative simultaneously, is more common than the use of summative evaluation alone (Stödberg, 2012). E-assessment can be useful and can bring benefits to both types of assessment, formative and summative (Bull & Danson, 2001; McAlpine, 2002).Assessment can also be continuous. E-assessment “can provide a powerful means of continuous assessment, providing rapid and detailed feedback to students and academics about the learning process.” (McAlpine, 2002, p. 8).

Stödberg (2012) presents a study in which e-assessment task were classified in five categories namely: (i) closed questions, such as multiple-choice questions and matching, (ii) open-ended questions, (iii) portfolio, (iv) product, such as software, and (v) discussions between students.  There are applications of e-assessment in diverse areas such as geography (Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011), management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine (Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão, 2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015; Mathai & Olsen, 2013).

Historically, assessment in higher education consisted in the application of final exams for each of the courses, the so-called final assessment. In Europe, the Bologna process points out to another type of assessment, encompassing diverse forms of assessments carried out during the semester/academic year, the so-called continuous assessment. E-assessment plays an important paper in this context, and has nowadays a growing importance in Higher Education, not only in Europe, but around the world.

Objective:

The primary objective of this book is to provide insights concerning the use of e-assessment in Higher Education. This is a cutting-edge and important topic that deserves a reflexion, and this book is an excellent opportunity to do it. The book aims to provide the opportunity for a reflexion on this important issue, increasing the understanding of using e-assessment in the context of several different contexts, providing relevant academic work, empirical research findings, and an overview of this relevant field of study.

Target Audience:

All those that need to assess the teaching-learning process, namely teacher at all levels, from k1-k12 to college. Also professionals in the area of skills certification, managers, researchers, academicians, practitioners, and graduate students, are the target of this book.

Recommended Topics:

Traditional vs e-assessment  E-assessment with portfolios  E-assessment with multiple choice questions and other closed formats  Feedback and e-assessment  E-assessment for e-learning  Analitics and e-assessment  Adaptive systems and e-assessment  E-assessment hardware and software  E-assessment tools, applications, and portals  Other topics of interest

Submission Procedure:

Researchers and practitioners are invited to submit on or before July 15, 2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by July 25,2017 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by November 15, 2017, and all interested authors must consult the guidelines for manuscript submissions athttp://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.  Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager.

Publisher:

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 www.igi-global.com. This publication is anticipated to be released in 2018.

Contact:

Propose a chapter for this book clicking here http://www.igi-global.com/publish/call-for-papers/submit/2812

 

LLAMA Proposals ALA Annual New Orleans

LLAMA is now accepting program proposals for the 2018 ALA Annual Conference in New Orleans, June 21-26. Please note that beginning in 2018, all programs will be one-hour long.

To begin your online proposal, log into the ALA system by clicking on the link below. Anyone can submit a proposal, regardless of membership status.

When completing the proposal form, be sure to select the Library Leadership and Management Association to have your proposal reviewed by LLAMA.

Program Proposal Submission Site (login or create a new account to enter)

Submission Deadline: August 25, 2017

Additional information about submitting a proposal can be found using these links:

ALA Program Proposal Process Information

Program Submission Information Packet

Please don’t hesitate to contact me if you have any questions.

Cheers.

Fred

Fred Reuland
Program Officer, Continuing Education
Library Leadership and Management Association
A division of ALA
50 East Huron Street
Chicago, IL 60611
312-280-5032
freuland@ala.org 

International Journal of Library and Information Services

CALL FOR PAPERS

Interim Editor-in-Chief: Mehdi Khosrow-Pour

 Published by IGI Global: www.igi-global.com

 

 http://www.igi-global.com/calls-for-papers/international-journal-library-information-services/177099

Invitation

The International Journal of Library and Information Services (IJLIS) invites you to submit a research article that contributes to the overall comprehensive coverage on the latest developments and technological advancements in library service innovation. Public, academic, special, and school libraries, as well as information centers worldwide are continuously challenged as library spaces evolve. IJLIS faces these challenges head on by offering innovative methods for developing an effective organizational structure, optimizing library space use, and implementing programs designed to improve user experience and engagement.

 

Mission

The mission of the International Journal of Library and Information Services (IJLIS) is to disseminate emerging research in library service innovation, and provide a venue for librarians, researchers, professionals, vendors, and academics to interact and exchange ideas. The journal addresses a variety of technologies, scholarly perspectives, and applications in the field.

 

Coverage

  • Administration and management
  • Building design
  • Conceptual models
  • Creative programming
  • Customer involvement
  • Digital Tools
  • Disruptive innovation
  • Information retrieval
  • Knowledge Management
  • Learning space toolkits
  • Literacy programs
  • Metadata creation and management
  • Money-saving initiatives
  • New product development
  • Organizational structures
  • Service development
  • Service-dominant logic
  • Technology adoption

 

Submission

Researchers and practitioners are invited to submit their original empirical research articles 3,000–8,000 words in length. Interested authors must consult the journal’s guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted articles will be reviewed on a double-blind review basis by no fewer than 3 members of the journal’s Editorial Review Board and 1 Associate Editor. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers and at the sole discretion of the Editor-in-Chief.

 

All manuscripts must be submitted through the E-Editorial Discovery™ online submission manager. Please see the link at the bottom of this page.

 

Inquiries can be forwarded to IJLIS@igi-global.com.

 

http://www.igi-global.com/calls-for-papers/international-journal-library-information-services/177099

 

 

 

18th Distance Library Services Conference

The deadline for submitting Paper Presentation proposals for the 18th Distance Library Services Conference is this Sunday, April 23!

The conference will be held April 11-13, 2018, in downtown San Antonio, TX, at the Hyatt Regency San Antonio, right off of the famed Riverwalk.

What is a Paper Presentation? The Paper Presentation format requires that you write a paper and then present at the conference. Your paper will be published in both the conference proceedings and later in special issues of the Journal of Library & Information Services in Distance Learning. Your presentation is an opportunity to share issues, findings or conclusions related to your paper.

The average attendance for the past three conferences was 273, so in addition to your paper being published in the Journal of Library & Information Services in Distance Learning, you will benefit by presenting at a smaller, focused conference with ample networking opportunities.

Proposals should fall into one of three general tracks:

Teaching & Learning (e.g. technologies, strategies, instructional design, assessment, best practices, successes/failures)

Marketing & Outreach (e.g. advocacy, assessment, collaboration, strategies)

User Experience (e.g. assessment, best practices, initiatives, student success)

If you want to share your research, projects, or ideas with others providing library services online or at a distance, you won’t find a better place to do it! Submit your Paper Presentation proposal soon!

To submit a proposal, please visit http://libguides.cmich.edu/dls2018/call_for_proposals

 

Southeastern Library Assessment Conference

The Southeastern Library Assessment Conference invites proposals for the November 13-14, 2017, conference in Atlanta, Georgia. Program proposals should be designed to fit within a 45-minute timeframe, including Q&A. We encourage thoughtful, timely proposals on any topic related to assessment in libraries of all types, including, but not limited to:

  * Budget * Collaborations * Collections * Demonstrating value * Developing a culture of assessment * Ethnographic and observational studies * Impact on student learning, retention, progression, and/or graduation * Lessons learned * Library instruction * Marketing and communications * Outreach activities * Programming and events * Reporting results to stakeholders * Role of the assessment librarian * Services * Spaces and facilities * Special collections and archives * Unique methods * Usability * User experience The proposal deadline is April 21, and submitters will be notified of the status of proposals by May 12. Registration opens June 1, 2017.   Proposal submission form: bit.ly/2017SLAC  Website: www.southeasternlac.info

Facebook: www.facebook.com/southeasternlac  Twitter: www.twitter.com/southeasternlac   

New Discoveries in Reference: The 23rd Annual Reference Research Forum

CALL FOR PRESENTATIONS: 2017 REFERENCE RESEARCH FORUM

The Research & Statistics Committee of the Reference Services Section of the
Reference & User Services Association (RUSA) invites submission of reference
service research project proposals for presentation at New Discoveries in
Reference: The 23rd Annual Reference Research Forum at the 2017 American
Library Association Annual Conference in Chicago, IL. Researchers and
practitioners from all types of libraries, library school faculty and
students, and other interested individuals are encouraged to submit a
proposal.

The Reference Research Forum is a popular and valuable ALA Annual Conference
program. Attendees have the opportunity to learn about innovative research
projects conducted in reference services including user behavior, electronic
services, reference effectiveness and assessment, and organizational structure
and personnel.

For examples of projects presented at past Forums, please see the Committee’s
website: http://connect.ala.org/node/64439

The Committee employs a blind review process to select three projects for 20-
minute presentations, followed by open discussion.  Identifying information
will not be shared with reviewers until after final selection of projects.
Selected submissions must be presented in person at the Forum during ALA
Annual in Chicago, IL.

Criteria for selection:

1.      Originality: Potential for research to fill a gap in reference
knowledge or to build on previous studies
2.      Quality: Research design and methodologies
3.      Impact: Significance of the study for improving the quality of
reference service

NOTE: Research projects may be in-progress or completed. Previously published
research or research accepted for publication will not be accepted.

Important Dates:

Proposals are due by December 28th, 2016. Notification of acceptance will be
made by Monday, February 6th, 2017. The submission must not exceed the stated
word count limit.

Submissions will be accepted using our online form at:
https://www.surveymonkey.com/r/CWPMJK6

FORM PAGE 1: Contact Information
Fill out the fields for the primary contact’s name, title, institutional
affiliation, mailing address, and email address.  Additional research team
members should also be noted in the appropriate field.

FORM PAGE 2: Research Description (250 Word maximum)
The research description must not include any personally identifiable
information, including your name, or the name of your institution. Please
include these elements:

1.      Title of the project
2.      Explicit statement of the research problem
3.      Description of the research design and methodologies
4.      Findings or results if available
5.      Brief discussion of the originality, unique contribution, potential
impact, and significance of the research (if you use semi colons between items
in a list, you need to make sure the entire list is a complete sentence.)

Proposals that exceed the word count or that do not follow the format
described above will be automatically rejected.
Questions: Please contact the chairs David Ward (dh-ward@illinois.edu) and
Cindy Levine (crlevine@ncsu.edu)

Academic Libraries and the Academy: Strategies and Approaches to Demonstrate Your Value, Impact, and Return on Investment

Call for Book Chapter Proposals in Library Assessment  

(For a PDF version of this announcement, please click here).

We are seeking chapter proposals for a book on library assessment. Please consider sharing your work in this area to this effort.

Working Title – Academic Libraries and the Academy: Strategies and Approaches to Demonstrate Your Value, Impact, and Return on Investment

Publisher

This book will be published under the auspices of ACRL (Association of College & Research Libraries). The anticipated publication date is early 2018.

Introduction

Assessment in academic libraries will play an increasingly crucial role in higher education. With the demand for greater transparency and accountability in funding for institutions, diminished budgets, and a shift to performance-based funding, academic libraries are examining and implementing new and creative approaches to demonstrate their inherent, immediate and long term value and impact to their institutions and stakeholders. Academic libraries of all shapes and sizes are understanding the need to establish their place and role in supporting institutional goals and objectives particularly related to student learning outcomes, academic student success measures, and faculty teaching and research productivity. To this end, many academic libraries are investing in efforts focused on implementing assessment initiatives that demonstrate their value and impact to their institutional stakeholders and community.

Objective

This book will present cases of how academic libraries are successfully implementing initiatives to demonstrate their worth and value to their institutional and community stakeholders. The cases will include proven strategies, lessons learned, effective approaches and practical applications successfully employed by academic staff and support professionals. The publication is intended to inform those at all levels of experience and stages of implementation— that is, those who are considering or just beginning to embark on this path, as well as others who have already taken the plunge and are looking to leverage or triangulate other strategies.

Target Audience

This publication will primarily target librarians, professional staff and administrators at all types of academic libraries, and we anticipate it will also be of interest to others across disciplines and industries who are engaged in similar assessment initiatives. It will present practical, easy-to-adopt strategies and approaches based on case studies, and will offer a breadth and depth of options to appeal to a wide range of readers at various stages of experience with demonstrating library value — from beginners to experts.

Proposed Book Sections

This book will be structured in four sections of case studies as described below:

Section 1: Seeding the Initiative. Explores the planning stages or “works-in-progress” in assessment that relate to the library’s impact and value. The results of these efforts may not be imminent. Nevertheless, these case studies demonstrate the potential value and the importance of the initial design and planning stage.   

Section 2: Low-Hanging Fruit.  Provides stories of assessments that are easy to measure, short-term (less than one year), low cost, require few resources (staff or tools), and are easily replicable at similar academic libraries.

Example: ROI spreadsheets at the University of West Florida

Section 3: Reachable Fruit (with some effort).  Provides stories of assessments that may require more external and internal resources to measure, may take more than six months to one year to collect and analyze, feature medium costs and resources (i.e., incentives, equipment, tools), and may be replicable at other academic libraries that are similar in size or scope.

Example: Contingent valuation measures

Section 4: Hard-to-Reach Fruit. A range of assessment activities more difficult to measure and time and resource intensive, may require long-term data collection (e.g. longitudinal studies that require more than a year to collect a dataset or have measures that require more time, such as measuring a cohort’s graduation rates), and feature greater external partnerships, internal infrastructure, and/or additional resources to measure and analyze.

ExamplesThe Library Cube (which required the creation of a relational database), and Mixed-method Ethnographies, such as the ERIAL Project. (Ethnographic qualitative studies require more time to transcribe and analyze.)

Chapter proposals should focus on a topic that is related to one of the four sections listed above. Authors are also welcome to propose additional topics or sections that may be relevant to this publication.

Submission Procedure

Authors are invited to submit a chapter proposal as an email attachment in Word or PDF to academiclibrariesandtheacademy@gmail.com on or before Monday, January 09, 2017. The chapter proposal should be 300-500 words clearly explaining the intent and details of the proposed chapter as it relates to one of the four sections of the book described above. Authors will be notified by Monday, February 27, 2017 about the status of their proposals and sent chapter guidelines. Completed chapters are expected to be between 3,000-5,000 words, although shorter or longer chapters are negotiable. Full chapters are expected to be submitted by Tuesday, May 29, 2017.

Proposals should include:

  • Author name(s), institutional or organizational affiliation, job title/role
  • Brief author(s) bio
  • Proposed chapter title
  • A summary of the proposed chapter (300-500 words)

 

Proposed chapters should be based on unpublished work, unique to this publication and not submitted or intended to be simultaneously submitted elsewhere.   

Important Dates

Book Chapter Proposals Submission Due: Monday, January 09, 2017 Authors notified: Monday, February 27, 2017  Abstracts/Full Chapters Due: Tuesday, May 29, 2017  Feedback and revisions to Authors: Summer, 2017

Final Revised Chapter Due: September, 2017  Copy-editing, production: Fall, 2017

Publication Date: Early 2018

Inquiries to: academiclibrariesandtheacademy@gmail.com

Editors

Marwin Britto, Ph.D., MLIS

University of Saskatchewan

Canada

 

Kirsten Kinsley, Ed.S., MLIS

Florida State University

USA

Book Chapter Proposals in Library Assessment

Call for Book Chapter Proposals in Library Assessment  (Apologies for cross-posting)

We are seeking chapter proposals for a book on library assessment. Please consider sharing your work in this area to this effort.

Working Title – Academic Libraries and the Academy: Strategies and Approaches to Demonstrate Your Value, Impact, and Return on Investment

Publisher

This book will be published under the auspices of ACRL (Association of College & Research Libraries). The anticipated publication date is early 2018.

Introduction

Assessment in academic libraries will play an increasingly crucial role in higher education. With the demand for greater transparency and accountability in funding for institutions, diminished budgets, and a shift to performance-based funding, academic libraries are examining and implementing new and creative approaches to demonstrate their inherent, immediate and long term value and impact to their institutions and stakeholders. Academic libraries of all shapes and sizes are understanding the need to establish their place and role in supporting institutional goals and objectives particularly related to student learning outcomes, academic student success measures, and faculty teaching and research productivity. To this end, many academic libraries are investing in efforts focused on implementing assessment initiatives that demonstrate their value and impact to their institutional stakeholders and community.

Objective

This book will present cases of how academic libraries are successfully implementing initiatives to demonstrate their worth and value to their institutional and community stakeholders. The cases will include proven strategies, lessons learned, effective approaches and practical applications successfully employed by academic staff and support professionals. The publication is intended to inform those at all levels of experience and stages of implementation— that is, those who are considering or just beginning to embark on this path, as well as others who have already taken the plunge and are looking to leverage or triangulate other strategies.

Target Audience

This publication will primarily target librarians, professional staff and administrators at all types of academic libraries, and we anticipate it will also be of interest to others across disciplines and industries who are engaged in similar assessment initiatives. It will present practical, easy-to-adopt strategies and approaches based on case studies, and will offer a breadth and depth of options to appeal to a wide range of readers at various stages of experience with demonstrating library value — from beginners to experts.

Proposed Book Sections

This book will be structured in four sections of case studies as described below:

Section 1: Seeding the Initiative. Explores the planning stages or “works-in-progress” in assessment that relate to the library’s impact and value. The results of these efforts may not be imminent. Nevertheless, these case studies demonstrate the potential value and the importance of the initial design and planning stage.

Section 2: Low-Hanging Fruit.  Provides stories of assessments that are easy to measure, short-term (less than one year), low cost, require few resources (staff or tools), and are easily replicable at similar academic libraries.

Example: ROI spreadsheets at the University of West Florida

Section 3: Reachable Fruit (with some effort).  Provides stories of assessments that may require more external and internal resources to measure, may take more than six months to one year to collect and analyze, feature medium costs and resources (i.e., incentives, equipment, tools), and may be replicable at other academic libraries that are similar in size or scope.

Example: Contingent valuation measures

Section 4: Hard-to-Reach Fruit. A range of assessment activities more difficult to measure and time and resource intensive, may require long-term data collection (e.g. longitudinal studies that require more than a year to collect a dataset or have measures that require more time, such as measuring a cohort’s graduation rates), and feature greater external partnerships, internal infrastructure, and/or additional resources to measure and analyze.

Examples: The Library Cube (which required the creation of a relational database), and Mixed-method Ethnographies, such as the ERIAL Project. (Ethnographic qualitative studies require more time to transcribe and analyze.)

Chapter proposals should focus on a topic that is related to one of the four sections listed above. Authors are also welcome to propose additional topics or sections that may be relevant to this publication.

Submission Procedure

Authors are invited to submit a chapter proposal as an email attachment in Word or PDF to academiclibrariesandtheacademy@gmail.com on or before Monday, January 09, 2017. The chapter proposal should be 300-500 words clearly explaining the intent and details of the proposed chapter as it relates to one of the four sections of the book described above. Authors will be notified by Monday, February 27, 2017 about the status of their proposals and sent chapter guidelines. Completed chapters are expected to be between 3,000-5,000 words, although shorter or longer chapters are negotiable. Full chapters are expected to be submitted by Tuesday, May 29, 2017.

Proposals should include:

  • Author name(s), institutional or organizational affiliation, job title/role
  • Brief author(s) bio
  • Proposed chapter title
  • A summary of the proposed chapter (300-500 words)

Proposed chapters should be based on unpublished work, unique to this publication and not submitted or intended to be simultaneously submitted elsewhere.

Important Dates

Book Chapter Proposals Submission Due: Monday, January 09, 2017 Authors notified: Monday, February 27, 2017  Abstracts/Full Chapters Due: Tuesday, May 29, 2017  Feedback and revisions to Authors: Summer, 2017

Final Revised Chapter Due: September, 2017  Copy-editing, production: Fall, 2017

Publication Date: Early 2018

Inquiries to: academiclibrariesandtheacademy@gmail.com

Editors

Marwin Britto, Ph.D., MLIS

University of Saskatchewan

Canada

Kirsten Kinsley, Ed.S., MLIS

Florida State University

USA

2017 ACRL-NEC Annual Conference

The Association of College and Research Libraries, New England Chapter (http://www.acrlnec.org/)
invites you to submit a proposal to present at the 2017 ACRL-NEC Annual Conference
Reframing Librarianship in the 21st Century
Friday, May 12 @University of Vermont Conference Center, Burlington, VT.  
It is an era of reinvention for college and research libraries. Whether we work in cataloging and metadata, scholarly communication, archives, public services, instruction, or another area of librarianship, we have all heard a rhetoric of crisis, transformation, and rapid change applied to our work. The challenges we face have provided an opportunity to refocus on the foundations of our profession: our purpose and our areas of expertise. In reflecting on and redefining our work and ourselves, we are reframing librarianship for the 21st Century. This exciting topic will be kicked off by keynote Suzanne Wones, Director of Library Digital Strategies and Innovations at Harvard Library.
The Program Committee is interested in receiving proposals for presentations, panel discussions, workshops, and posters that speak to the following questions:
  • In this era of reinvention, how are we reframing ourselves, the work that we do, and our libraries?
  • How are we communicating around this shift within our institutions and beyond?

 

Topics might include, but are not limited to, the reframing of:
  • Our professional identities and roles within the library, on campus, and in society
  • The development and provision of library and archives collections to users
  • Cataloging and metadata practices
  • Efforts around diversity and inclusion in our profession and on our campuses
  • LIS education: Are we graduating technologically- and information-literate librarians?
  • Professional development, collaboration, training, and supervision
  • Research and publication in library and information science
  • Education and advocacy on issues of scholarly communication, copyright, and licensing
  • Public services: liaison, instruction, and reference work
  • Data services and the library’s role in research data management, data education, and open data
  • Assessment, and our role in broader institutional efforts around student success and retention, accreditation, and learning outcomes
  • The institutional context of the academic library, including institutional structures, cross-departmental collaborations, and faculty status issues

 

Staff, faculty, administrators, and students in all areas of librarianship are encouraged to submit proposals. 
To submit a proposal, follow this link: https://goo.gl/forms/DhpZH2UCJYCdXpeH2
The deadline for proposal submission is midnight on Dec 2, 2016.
Questions should be directed to the ACRL/NE CPC Programming Committee: 
acrlnec-cpc-prog-l@library.umass.edu