Category Archives: Instruction

Teaching for Curiosity, Creativity, and Action 17th Annual Information Literacy Summit

Friday, April 20, 2018, 8:30am-3:30pm

Presented by DePaul University Library and Moraine Valley Community College Library

Located at the Moraine Valley Community College campus

Palos Hills, IL

Keynote Address

Char Booth, Associate Dean of the University Library at California State University San Marcos and an ACRL Immersion Institute faculty member

Call for Proposals 

We are seeking presenters to lead engaging and interactive discussions about information literacy and library instruction. We are especially interested in breakout sessions and panels which focus on this year’s theme: Teaching for Curiosity, Creativity, and Action. How might we engage our learners to help them develop curiosity and creativity? What role does information literacy play in taking action and making change in our communities? How might our own teaching practice reflect these dispositions? We hope to foster conversations across all types of libraries, schools, and other organizations and encourage a diversity of perspectives in this proposal call.

The Summit is a regional conference which will be held at the Moraine Valley Community College campus. If you wish to propose more than one breakout session, please fill out a form for each topic. Breakout sessions and panels will be 50 minutes long and should include audience interaction or discussion. Panel discussions should have a three person maximum. Hands-on lessons and demonstrations (and/or practical takeaways) are encouraged. Sessions typically have 20-40 participants.

The submission should include a 200-300 word description of your session. Please include learning outcomes and a brief explanation of why people should attend your session and what they will take away. A shorter abstract (around 100 words) for publication in the Summit programming will be required as well.

Please fill out this Google form to propose a breakout session

Deadline to submit proposals is Friday, January 12, 2018

Some possible topics for sessions include:

Social Justice

Service Learning

Student Curiosity and Creativity

Student Centered Teaching and Learning

Students as creators

Critical Information Literacy

Critical Pedagogies

Reflective Practice

Communities of Practice

Applications of the Framework for Information Literacy

Programmatic assessments

Instructional design

Questions?  Contact:

Moraine Valley Community College Library
Tish Hayes
hayesL45@morainevalley.edu

Susan Miller
millers322@morainevalley.edu

DePaul University Library
Jill King
jking25@depaul.edu

Jennifer Schwartz
jschwa17@depaul.edu

 

Neglected Newberys: A Critical Reassessment at the Centennial

Volume editors: Sara L. Schwebel and Jocelyn Van Tuyl

In anticipation of the one hundredth anniversary of the American Library Association’s Newbery Medal (1922-2022), submissions are welcomed for a volume devoted to critically-neglected Newbery Award-winners.

About the Volume

Since the inception of the Newbery Medal in 1922, Newbery novels have had an outsized influence on American children’s literature, figuring perennially on publisher’s lists, on library and bookstore shelves, and in K-12 school curricula. As such, they offer a compelling window into the history of U.S. children’s literature and publishing as well as changing societal attitudes about what books are “best” for American children. Nevertheless, many Newbery Award winners—even the most popular and frequently taught titles—have attracted scant critical attention.

This volume offers a critically- and historically-grounded analysis of representative Newbery Medal books and interrogates the disjunction between the books’ omnipresence and influence, on the one hand, and the critical silence surrounding them, on the other.

The editors seek at least one previously unpublished essay per decade (1920s-2010s), with each essay to focus primarily on a single Newbery Medal (not Newbery Honor) title for which little or no literary scholarship exists. We welcome submissions from both emerging and established scholars.

We specifically seek a diversity of Newbery authors, genres, themes, and book settings, but also investigations of how diversity is treated or, especially for earlier works, silenced in the texts.

Avenues for exploration include: neglected categories and sub-genres (horse books, maritime adventure stories, regional literature, retold folktales, one-hit wonders for children by well-known authors); reception and book history (alterations of text to avoid offensive language and imagery, both immediately after the Medal and decades later); critical readings of problematic texts; Newbery winners and their archives; hypotheses regarding critical neglect: the rise of Children’s Literature as an academic field long after the Medal’s inception; the disjunction between the Newbery’s historical whiteness and heteronormativity and current developments in literary criticism; a possible disconnect between librarians who award the medal, K-12 teachers who recommend the books, and university professors who are rewarded for publishing literary criticism.

Submission Information

E-mail the editors (schwebel@sc.edu and vantuyl@ncf.edu) for access to the spreadsheet of books on which we are soliciting contributions, contributor resources, and additional specifications to ensure continuity throughout the volume.

Deadline

The deadline for initial proposals of approximately 500 words is April 1, 2018.

We anticipate requesting completed essays of 6000-7000 words by early 2019 (subject to the publisher’s requirements).

eLearning Africa

eLearning Africa is the key networking event for ICT supported education, training and skills development in Africa. Bringing together high-level policy makers, decision makers and practitioners from education, business and government, eLearning Africa 2018 will take place from 26 – 28 September 2018 in Kigali, Rwanda. Call for Proposal deadline is January 30, 2018.

Transformative Projects in the Digital Humanities

While the debates in and around the digital humanities continue–what they are, why they are, what they contribute to humanities scholarship–those working in the field know the truly transformative work being done both nationally and internationally. This proposed collection of essays, Transformative Projects in the Digital Humanities, will build on the critical work has been done to date to showcase DH scholarship, while expanding the focus to provide a broadly international perspective. To this end, we especially encourage scholars working outside the U.S. to consider submitting a proposal. We have an expression of interest in this project from Routledge.

 

We are looking for essays that not only describe long-term projects/large-impact projects but those that also place the work within a cultural context and what is happening in terms of DH. Finally, proposed essays should be forward looking, addressing the question(s): how does this work indicate where DH is going/where it should be going/where it could be going? Essays may take the form of case studies, if appropriate. A 300-word abstract and one-page c.v. should be submitted by January 22, 2018 to Marta Deyrup <marta.deyrup@shu.edu> and Mary Balkun <mary.balkun@shu.edu>.

 

 

TechTrends special issue on learning technologies and effect on teaching and learning process

Special issue of TechTrends related to current trends, issues, and research involving emerging learning technologies and their effects on the teaching and learning process. Both research and practitioner proposals are welcome, however, all submissions should include collected data. Additional information can be found in the Call for Chapters. Deadline is January 15, 2018.

Key Issues in Learning Design and Technology

AECT and Routledge are excited to announce the Key Issues in Learning Design and Technology series. Books published in this series may be individual books or edited volumes that translate cutting-edge research from developments in instructional design and technology into approachable, cross-disciplinary volumes for academic professionals and students. Each book in this series is poised to provide expert perspectives and principles on evolving areas of research, from personalized learning to data and analytics to visual design and beyond. To learn more about the possible topics and proposal guidelines, visit https://sites.google.com/view/ldtseries/home. Questions about this opportunity may be directed to the series co-editors, Linda L. CampionCindy S. York, or Tonia A. Dousay.

Society for Information Technology and Teacher Education (SITE)

Washington, DC

March 26-30, 2018

Final Call for Papers due: January 22, 2018

For more information go to: http://site.aace.org/conf/

SITE 2018 in Washington, DC, March 26-30, is the 29th annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. SITE is a society of the Association for the Advancement of Computing in Education (AACE).

SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through conferences, books, projects, and the Journal of Technology and Teacher Education (JTATE).

Global Learn 2018

Global Conference on Learning and Technology

April 17-18, 2017

University of Central Florida

Orlando, FL

Proposals due Dec. 29, 2017

For more information go to: https://conf.aace.org/glearn/submission/

This annual conference serves to further the advancement and innovation in learning and technology. As the educational world becomes increasingly global, new ways to explore, learn, and share knowledge are needed. Global Learn is a means to connect and engage creative educators, researchers, consultants, training managers, policy makers, curriculum developers, entrepreneurs, and others in the topics and fields in which they are passionate. Global Learn offers an opportunity to meet and discuss their ideas, findings, and next steps.

Learning analytics and the academic library: Critical questions about real and possible futures, Special issue of Library Trends

Special issue information
Journal:
Title:
Learning analytics and the academic library: Critical questions about real and possible futures
Abstract submission deadline:
April 1, 2018
Publication date:
March, 2019
Nature and scope of this issue
Learning analytics is the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.”[1] If the academic library is the “most important observation post” for understanding how students learn, then it follows that libraries in colleges and universities should be a primary focus of data mining and analysis initiatives in higher education.[2] Integration of library data in learning analytics is fledgling at best, but there are growing calls for such activity to increase, especially to enhance a library’s ability to prove their resource expenditures and demonstrate alignment with wider institutional goals (e.g., improve learning outcomes, decrease costs, etc.).[3]
The efficacy of learning analytics is premised on an institution’s ability to identify, aggregate, and manage a wide variety and increasingly large volume of data about students, much of which needs to be identifiable in order to develop personalized, just-in-time learning interventions. So, in the fashion of other Big Data initiatives, institutions are beginning to dredge their information systems for student behaviors, personal information, and communications, all of which hold potential to reveal how students learn and uncover structural impediments to learning.
It is enticing to assume good things about library participation in learning analytics. The profession wants to provide just the right information at just the right time, and professional librarians want that information to aid students as they develop personally, academically, and professionally. Moreover, the profession seeks to further cement its position as a key player in the educational experience, and learning analytics may enable librarians to make stronger claims about their pivotal role once they gain access to new sources of data and the metrics that come from data analysis. But, like all technologies, learning analytics are not neutral; they are embedded with and driven by political agendas, which may not be congruent with—or necessarily aware of—extant values and ethical positions, such as those espoused by academic librarians and users of their libraries.[4] Consequentially, scholars and practitioners need to take a critical approach to the growing role of learning analytics in academic libraries and the wider higher education context in order to better inform conversations concerning the intended and unintended positive and negative outcomes learning analytics can bring about.
This special issue is motivated by Neil Selwyn’s position that the “purposeful pursuit of pessimism” [L1] [JK2] as it relates to educational technologies is constructive and fruitful.[5] In contrast, optimism around emerging technologies—and the denial of critical voices—perpetuates a belief that technological progress is always a good thing. While we often perceive a pessimistic attitude towards technology as destructive or equate it to traditional Luddism, there is actually much to be gained by critically questioning the political agendas driving educational technology design, adoption, and diffusion.
This issue will invite authors to explore and push back against statements that learning analytics will somehow improve academic libraries by addressing questions around political positions and value conflicts inherent to learning analytics, coded in related information systems, and embedded in emerging data infrastructures.
Instructions for submission
The guest editor requests interested parties to submit an abstract of 500 words or less, following APA format for parenthetical and reference list citations, by April 1, 2018. Abstracts should be sent to kmlj@iupui.edu with the subject of “Library Trends: Abstract Submission.”
For full details, see the webpage at Library Trends (https://www.press.jhu.edu/journals/library-trends/call-papers-0)

DT&L Conference

Madison, WI

Aug. 7-9, 2018

For full information go to: https://dtlconference.wisc.edu/call-for-proposals/

We invite you to submit a proposal to present at the 34th annual Distance Teaching & Learning Conference, August 7-9, 2018 in Madison, Wisconsin. We are looking for quality presentations intended for advanced practitioners in distance, online, or blended education and training. We will also consider some basic/foundational proposals geared toward those newer to the field. All proposals should be grounded in evidence-based practice and/or innovative strategies.

Deadline to submit is 4:00 pm (CST) on Tuesday, January 23.

Here are some proposal topics to consider:

ABCs Of DE (Basic)

Accessibility and ADA (section 508) compliance

Alternative credentialing

Augmented/virtual reality

Blended learning designs

Building & supporting learning communities

Distance education leadership/administration

Evaluating online learning

Faculty development

Game-based learning

Immersive learning

Learner engagement strategies

Learner support

Learning analytics and student success

Learning science research to practice

Mastery & competency-based learning

Measuring learning & assessment

Mobile learning

New/emerging technologies

Online teaching strategies

Open resources and content curation

Personalized & adaptive learning

Social learning

Video & multimedia-based learning

All proposals will be peer reviewed and evaluated on these criteria:

Practical methods and techniques that others can use and apply

Clear learning goals and key takeaways

Relevance to the field of distance education and online learning

Depth of knowledge conveyed related to distance teaching, learning, and training

Inclusion of evaluation data and/or established theoretical models

Focus on established or emerging trends, practices, data, and knowledge

Evidence of successful outcomes or lessons learned