Category Archives: Gender Issues in Libraries

Rethinking Women’s and Gender Studies II

Call for abstracts for! The deadline is Aug 1 – and we’re looking forward to seeing
your ideas! For more information, contact Ann Braithwaite,
abraithwaite@upei.ca and/or Catherine Orr, orrc@beloit.edu

Rethinking Women’s and Gender Studies – Volume II

(under contract with Routledge/Taylor and Francis)

Call for Chapter Proposals – August 1, 2017

Catherine M. Orr and Ann Braithwaite, Editors

Rethinking Women’s and Gender Studies II (RWGS II) is an anthology that
addresses the complexities and inherent paradoxes of the expansive
knowledge project known as Women’s and Gender Studies (WGS) for audiences
both inside and adjacent to the field. RWGS II continues the work of Rethinking
Women’s and Gender Studies (Routledge 2012)
<https://www.amazon.com/Rethinking-Womens-Gender-Studies-Catherine/dp/0415808316/ref=sr_1_1?ie=UTF8&qid=1496332594&sr=8-1&keywords=rethinking+women%27s+and+gender+studies>
but
seeks to complement rather than merely update it. It is both the same, in
that it explores key terms and common narratives, and different, in that it
stretches its scope of exploration vis-à-vis new terms that now circulate
both in WGS and other interdisciplinary knowledge projects. Thus, our focus
in this new volume is more future oriented in that we want authors to think
about what terms are crossing field boundaries and where those
boundary-crossings can take us.*

List of Possible Terms Include (but are not limited to): Nation,
Decoloniality, Race, Anti/Blackness, Inclusion, Consent, Women of Color,
Whiteness, Indigeneity, Women, Cis-, Citizenship, Masculinity, Disability,
Diversity, Affect, Social Justice, Non-human animals, Eco-feminism,
Critical, Civic Engagement, Experience/Experiential Learning, Branding,
Inclusive Excellence, The Ph.D., Violence, Expertise, Entrepreneurship

In exploring a term, we ask each contributor contemplate the following
questions:

How are you positioned in relation to the field of WGS? What moves you
to take up this particular term?

How does this term function in WGS–intellectually, institutionally,
administratively, and/or pedagogically?

What are some of the tensions within WGS generated by this term?

How does this term point to, overlap, or contradict other theoretical
languages, approaches, and fields?

How does this term reflect different temporalities (disciplinary
histories, “times,” career clocks, or generations) within or beyond WGS?

What would a reconsideration of this term offer to WGS as a knowledge
project?

Chapter Proposals DUE August 1, 2017:  500-word abstract that addresses
some or all of above questions plus bio or short CV. Send to:
orrc@beloit.edu and abraithwaite@upei.ca

Final Draft of Chapters DUE: January 10, 2018.  6000 words maximum
(including endnotes), Times New Roman, 12-point manuscript text with
one-inch margins.

*More about  RWGS II:

As with RWGS
<https://www.amazon.com/Rethinking-Womens-Gender-Studies-Catherine/dp/0415808316/ref=sr_1_1?ie=UTF8&qid=1496332594&sr=8-1&keywords=rethinking+women%27s+and+gender+studies>,
RWGS II focuses on asking how certain terms come to be taken-for-granted in
WGS, exploring both the unacknowledged assumptions and subsequent
unintended consequences of their use. Identifying and interrogating the
functions and effects of these terms continues to reflect our understanding
of WGS as a knowledge project, one that asks questions about how we come to
know something as much as what it is we claim to know.  As such, RWGS
II continues
to interrogate the field through a double(d) lens, insisting that the
languages that circulate in the field constitute both our methods of
analysis and our objects of study.

Using the same organizational approach of constructing critical genealogies
of key terms as in RWGS
<https://www.amazon.com/Rethinking-Womens-Gender-Studies-Catherine/dp/0415808316/ref=sr_1_1?ie=UTF8&qid=1496332594&sr=8-1&keywords=rethinking+women%27s+and+gender+studies>,
RWGS II extends that earlier project, now unpacking, exploring, and
accounting for terms that are not necessarily unique to WGS but that are
nevertheless influential in its current understandings and practices.
Think, for instance, of terms that circulate just as much in
interdisciplinary projects adjacent to WGS (e.g., Ethnic Studies,
Indigenous Studies, Disability Studies, Queer Studies, Prison Studies,
Social Justice Studies) as they do in WGS. We think of these terms as sites
of encounter that are characterized just as much by agreement and consensus
as by contestation and conflict as they cross inter/disciplinary
boundaries. Their mobilization in WGS has the potential to excite and
agitate the field imaginary in ways that are both productive and
problematic for the present and future(s) of  WGS.

Likewise, RWGS II aims to further explore the ways in which WGS always
works both within and against the institution within which it is located,
through a variety of terms and narratives that take the university itself
as a site of encounter in need of further interrogation. What happens if
those terms are faced head on, and even embraced by and in the name of WGS?
What productive work of social change, and of critical reflection on the
relationships between identity/knowledge/power, can occur when WGS—uneasily
to be sure—encounters these terms and practices them “otherwise?” Can such
counterintuitive moves illuminate new–as yet unthought–futures of WGS?
Can embracing a politics of engagement (rather than a politics of refusal)
reveal new genealogies and different trajectories for and of this field, in
academia and beyond?

Violence Against Women: Special Issue on Gender-based violence on college campuses

Submissions for a special issue of the journal *Violence Against Women* are
sought from scholars and community activists working to end gender based
violence on college campuses. Papers in the special issue will examine
activist and other transformational responses to GBV by students, faculty
and staff, and the ways they are enacting change locally to challenge the
scaffolding of GBV, often described as rape culture (Buchwald, Fletcher &
Roth, 2005; Henry & Powell, 2014), lad culture (Phipps and Young, 2015),
and laddism (Lewis, Marine, & Kenney, 2016). The prioritising of
programmatic, solution-based interventions to tackle GBV in the university
context poses unique challenges to meaningful cultural transformation,
which this volume will productively explore. The special issue provides an
opportunity for critical engagement with institutional policies and
practices in terms of how they contribute to or inhibit cultural
transformation.

Abstracts of 250 words should be submitted by *August 7th* to *Dr. Ruth
Lewis *(ruth.lewis@northumbria.ac.uk) and *Dr. Susan Marine* (
marines@merrimack.edu).

Social Justice and Activism in Libraries, Moving Beyond Diversity to Action

Book Publisher: McFarland

Su Epstein, Ph.D., co-editor. Director, Saxton B. Little Free Library,
Columbia, Connecticut
Carol Smallwood, co-editor. Public Library Systems, Special, School Librarian,
Michigan.
Vera Gubnitskaia, co-editor. Reference Librarian, Valencia College, Winter
Park, Florida.

One or two chapters sought from U.S. practicing academic, public, school,
special librarians, LIS faculty, sharing how to take the concept of diversity
to the next level. The role librarians can play in social justice and social
change, activities supporting tolerance in libraries. Topics could be
inclusivity, tolerance, civic engagement, civic education, human rights,
social responsibility; in the areas of collection development, programming,
professional development, partnerships and outreach—just to name a few.

One author or two or three authors per chapter. Compensation: one
complimentary copy per 3,000-4,000 word chapter accepted no matter how many
co-authors or if one or two chapters: author discount on more copies.
Contributors are expected to sign a release form in order to be published.

Please e-mail titles of proposed chapters each described in a few sentences by
July 30, 2017, brief bio on each author; place TOL, YOUR LAST NAME on subject
line to: epsteinsc@gmail.com

International Journal of Bias, Identity and Diversities in Education (IJBIDE)

CALL FOR PAPERS

Mission of IJBIDE:

The International Journal of Bias, Identity and Diversities in Education (IJBIDE) investigates critically the positioning of diverse individuals in formal and informal contexts of education – from kindergarten to adult education, but also lifelong learning. Diversities here refer to different identity markers such as ethnicity, religion, gender, social class, citizenship, disabilities, educational background and language(s). IJBIDE is clearly positioned within a non-essentialist and non-culturalist perspective. IJBIDE also aims to promote original research methods by linking up macro- and micro- methodological approaches. The journal is fully blind peer reviewed by the best experts in the field and publishes empirical and conceptual research and case studies from around the world.

Indices of IJBIDE:

  • Cabell’s Directories
  • Google Scholar
  • Ulrich’s Periodicals Directory

Coverage of IJBIDE:

The topics covered in the contributions include (but are not limited to):

  • The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)
  • Bullying, bias, segregation and discrimination in education
  • Academic and student mobility and diversities
  • Diversities and informal learning
  • School choices and diversities
  • Teaching about diversities (intercultural/global competence)
  • Forms of discrimination and segregation in education
  • Place/space and diversities
  • Diversities and digital educational technologies
  • Links between ‘home’ and school in relation to diversities (parents)
  • Media representations of diversities in education
  • Assessment, evaluation and diversities
  • Role and place of diversities in education policies
  • Diversities within a school system
  • Teaching material and diversities
  • History of diversities in education
  • Interactions between and integration of students of diverse backgrounds
  • Role and place of teachers of diverse backgrounds
  • Perception and integration of the ‘foreigner’ in education
  • Diversities and multilingual education
  • Methods or methodologies/conceptual approaches and researching diversities
  • Reflexivity and/or critical awareness around diversities in education
  • Social Action and Diversities
  • The commodification or processes of commodifying of diversities in education
  • Inclusive education and diversities
  • The impact of globalization on diversities
  • Social processes and diversification/differentiation
  • Multimodality and diversities

Interested authors should consult the journal’s manuscript submission guidelines www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026

Where There is Thunder, There is Lightning: EDI and Change in Libraries

Program Date and Time: Sunday, June 25th from 3 to 4:30 p.m.

The ALA Equity, Diversity, and Inclusion Implementation Working Group is looking for lightning talks on equity, diversity, and inclusion initiatives from a broad range of libraries.

The presentation will be on Sunday, June 25th from 3 to 4:30 p.m. at the 2017 ALA Annual Conference in Chicago, IL and will include the option for video presentations if you can’t attend in person.

Presenters will have 5 minutes to share their successes and failures with initiatives designed to promote equity, diversity, and inclusion in your libraries, which means we have time for up to 12 presentations.

To apply for participation, please submit the following:

Title

Brief description for your presentation

Will you be presenting in person or submitting a video

Email to diversity@ala.org , Use the subject line: Lightning Talk Application

Applications are due by May 15th and participants will be announced by May 31st.

If you have any questions about the event or the process, please contact Martin Garnar at mgarnar@uccs.edu.

ACRL Women and Gender Studies Section

ACRL Women and Gender Studies Section

2017 Research Forum Call for Proposals (Posters OR Lightning talks)

The Women & Gender Studies Section will hold its 10th annual Research Forum during our General Membership Meeting at the ALA Annual Conference in Chicago on Saturday, June 24, 2017, from 4:30-5:30 p.m. (The schedule is not finalized, this may change.) 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 partnerships, critical information literacy initiatives, collection development, and scholarly communications. For research ideas, see the Research Agenda for Women and Gender Studies Librarianship.

 

Applicants chosen to present their work at the forum may choose to do so via EITHER a poster or a lightning talk (5 minutes). Tables for posters will be provided. There will not be any audiovisual equipment for those choosing to do lightning talks, so keep that in mind when choosing your format. If visuals are essential, the poster format would be better.

 

Presenters 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:

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

 

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)

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

–      Format: Poster OR Lightning talk

 

2. Submission deadline: March 31, 2017

3. Proposals should be emailed to: Jennifer Gilley, Chair, Research Committee, WGSS (jrg15@psu.edu)

4. The chair will notify the applicants by April 28,2017

The Journal of Homosexuality Special issue 25 Years On: The State and Continuing Development of LGBTQ Studies Programs

Dear Colleagues,

I wanted to share with you the CFP for a special issues of The Journal of Homosexuality for which I am a guest co-editor. The upcoming special issue, “25 Years On: The State and Continuing Development of LGBTQ Studies Programs,” will be published in 2018.

To mark the 25th anniversary of a 1993 issue on Gay and Lesbian Studies as an emergent discipline, my co-editors and I proposed an issue intended to explore the ways in which LGBTQ Studies programs have developed, evolved, adapted, and sustained themselves within the academy — and continue to do so.

Please share the CFP with your colleagues and lists, and consider submitting:

http://explore.tandfonline.com/cfp/beh/jh_25_years

Molly Merryman, Ph.D.,
Director of the Center
for the Study of Gender and Sexuality
Associate Professor
Department of Sociology
Kent State University

Office for Diversity, Literacy, and Outreach Services (ODLOS) is seeking contributions to Intersections blog

The ALA Office for Diversity, Literacy, and Outreach Services (ODLOS) is seeking contributions to Intersections, our blog – www.ala.org/intersections.

In particular, we are looking to highlight resources, initiatives, responses, and model practices in diversity, literacy, and outreach services.  Articles are typically 250-500 words, and can include images, video, or any files or shareable resources to help augment your post. We typically look for original articles that are not published elsewhere, and accept proposals on an ongoing basis. We hope you will consider sharing your stories with the larger library community!

Interested in contributing, or have any questions about the blog? Please contact me at 312.280.2140, or email jamundsen@ala.org.

 

We Can Do I.T. : Women in Library Information Technology

Call for Essays

Working Title: We Can Do I.T. : Women in Library Information Technology
Editors: Jenny Brandon, Sharon Ladenson, Kelly Sattler
Submission Deadline: March 27, 2017
Publisher: Library Juice Press

Description of book:
What roles are women playing in information technology (I.T.) in libraries? What are rewards that women experience, as well as challenges they face in library I.T.? What are future visions for women in library I.T.?

This edited collection will provide a voice for people to share insights into the culture, challenges, and rewards of being a woman working in library I.T.  We are soliciting personal narratives from anyone who works in a library about what it is like to be a woman, or working with women, in library I.T. We also seek essays on visions for the future of women within library I.T. and how such visions could be achieved. This collection should be useful not only for those pursuing a career in library I.T., but also for library managers seeking to facilitate a more inclusive environment for the future. Through publishing a collection of personal narratives, we also seek to bring experiences of women in library I.T. from the margins to the center.
For the purposes of this collection, we consider library I.T. to include responsibilities in computer networks, hardware, and software support; computer programming (e.g. coding in python, php, java…); web development (e.g. admins, coders, front/back end developers,…); and/or the management of such areas.

Possible topics include but are not limited to the following:

*   How you started in library I.T.
*   Stories related to being a woman in library I.T.
*   Experiences of acceptance or resistance within the library I.T. community
*   Tips and advice for other women seeking a career in library I.T.
*   Changes in your career path because of entering library I.T.
*   Changes you’d like to see happen within the library I.T. culture
*   Advice for library management on how to improve library I.T. culture
*   A vision for the future about/for women in library I.T.

Timeline:
Submission deadline: March 27, 2017
Notification/Feedback regarding submission: May 12, 2017
Editing and revision: June – July 2017
Final manuscript due to publisher: September 2017

Submissions:
This volume will contain commentary, stories, and essays (from 140 characters to 1,500 words).
If your submission is tentatively accepted, we may request modifications.
Material cannot be previously published.
To submit your essay, please fill out this Google form: https://goo.gl/forms/6oE82aFe7atFlP6j1
For questions, email womenlibit@googlegroups.com<mailto:womenlibit@googlegroups.com>

About the Editors:
Jenny Brandon earned a BA in interdisciplinary humanities at Michigan State University, and an MLIS from Wayne State University.  She is a self-taught web designer/front end developer, and is currently employed in Web Services at Michigan State University.  She is also a reference librarian.

Sharon Ladenson is Gender and Communication Studies Librarian at Michigan State University.  Her writing on feminist pedagogy and critical information literacy is included in works such as Critical Library Instruction: Theories and Methods (from Library Juice Press) and the Critical Library Pedagogy Handbook (from the Association of College and Research Libraries). She is an active member of the Women and Gender Studies Section (WGSS) of the Association of College and Research Libraries, and has presented with WGSS colleagues at the National Women’s Studies Association Annual Conference.

Kelly Sattler has a degree in computer engineering and spent 12 years in corporate I.T. before earning her MLIS degree from University of Illinois-Urbana/Champaign. Currently, she is the Head of Web Services at Michigan State University Libraries. She is an active member in LITA.

Journal of Working-Class Studies

*JWCS *is an online, open-access, interdisciplinary peer-reviewed journal
that brings together the work of scholars, writers, artists and activists
who are committed to the study and representation of working-class life. We
aim to publish writing about the global working class – a diverse group of
people whose commonality is their position in classed societies.

The inaugural issue <https://workingclassstudiesjournal.com/> features an
introduction by editors Sarah Attfield and Liz Giuffre; articles by leaders
in the field of working-class studies such as Sherry Lee Linkon, John
Russo, Jack Metzgar, and Michael Zweig; and work from emerging voices whose
scholarship focuses on the many intersections of class. Also included are
reviews of books by Tim Sheard, Michelle Tokarczyk and George Lakey.

We invite submissions that contribute significant knowledge to our
understanding of who the global working class(es) are and have been, as
well as what it means to ‘study’ class, conceptually and as a
socio-economic reality. We especially encourage work that explores how
class intersects with other vectors of identity and experience, including
race, ethnicity, gender, sexuality, ability, and citizenship status.  The
journal reviews books that feature working-class people, communities,
culture, history, politics, and/or experience as a crucial component of
their scholarly or artistic vision. We also invite artists to submit short
comics or excerpts of longer works. For further information about
submissions, please visit our “Instructions for Authors
<https://workingclassstudiesjournal.com/instructions-for-authors/>” page.

Formed in 2003, the Working-Class Studies Association
<https://wcstudiesassociation.wordpress.com/>is an international
organization which promotes the study of working-class people and their
culture. The Working-Class Studies Association is made up of academics,
activists, teachers, writers, poets, journalists, practitioners, students,
artists and a wide range of others interested in developing the field of
working-class studies. The organization holds an annual conference as well
as other events to promote the field (including a variety of awards), and
act as a discussion forum for working-class issues. The organization is
based in North America and has members world-wide.

We hope you will enjoy the new *Journal of Working-Class Studies*!

To contact the founding editors, Sarah Attfield, Liz Giuffre, please email
editorial@workingclassstudiesjournal.com.

The *Journal of Working-Class Studies* is published by the Working-Class
Studies Association c/o The Texas Center for Working-Class Studies, Collin
College, Spring Creek Campus, 2800 E. Spring Creek Parkway, Plano, Texas
75074, USA.