Tag Archives: Books

Advances in Library Administration and Organization Critical Librarianship and Library Management

Call for proposals

Publication due 2020

Series Editor: Samantha Hines, Peninsula College

Volume Editor: David Ketchum, University of Oregon

 

The critical librarianship movement has shone light on many aspects of our profession and encouraged us to question why we do things the way we do them. One area underexplored in this moment, however, is library management: Are there management practices that need to be questioned or interrogated? Are there progressive practices that have not received the recognition they deserve?

 

ALAO seeks submissions for the “Critical Librarianship and Library Management” volume that delve beyond examples and case studies to critically examine library management.

 

Proposals in the following areas would be of particular interest:

  • Implicit bias and library management/operations
  • Retention and hiring for diversity and inclusion
  • Social justice in library leadership and management

 

This will be the first volume of Advances in Library Administration and Organization (ALAO) to publish in 2020.

About the Advances in Library Administration and Organization series:

ALAO offers long-form research, comprehensive discussions of theoretical developments, and in-depth accounts of evidence-based practice in library administration and organization. The series answers the questions, “How have libraries been managed, and how should they be managed?” It goes beyond a platform for the sharing of research to provide a venue for dialogue across issues in a way that traditional peer reviewed journals cannot. Through this series, practitioners glean new approaches in challenging times and collaborate on the exploration of scholarly solutions to professional quandaries.

How to submit:

We are currently seeking proposals for the 2019 volume on Critical Librarianship and Library Management. If you are interested in contributing to this volume, please send a proposal including a draft abstract of 500 words or less, author details and estimated length of final submission to Samantha Hines at shines@pencol.edu by August 31, 2018.

Submission deadlines:

 

Submission deadline for proposals: August 31, 2018

Notification of acceptance sent by: October 31, 2018

Submission deadline for full chapters: February 28, 2019

Comments returned to authors: April 30, 2019

Submission deadline for chapter revisions: June 15, 2019

 

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”

 

Preservation and advancement of indigenous and marginalized communities through the creative use of digital technologies

Call for book chapters on the preservation and advancement of indigenous and marginalized communities through the creative use of digital technologies: book to be published by Rowman and Littlefield in 2019

This is a call for book chapters that focus on the preservation and advancement of indigenous and marginalized communities through the creative use of digital technologies. While it is expected contributing authors will come primarily from memory institutions (archives, museums and libraries), contributors from academic and non-profit organizations are also welcome.  Essay may address theoretical issues, scholarly research or case studies at the authors’ institutions.

Please send a one-page abstract to Marta Deyrup  Marta.Deyrup@shu.edu by September 17th.

Do not hesitate to contact me if you would like more information or would like to discuss your ideas in advance.

 

Dr. Marta Deyrup

University Libraries

Seton Hall University

Marta.deyrup@shu.edu

Web: https://works.bepress.com/marta_deyrup/

 

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.

Deconstructing Service in Libraries: intersections of identities and expectations

Call for Chapter Proposals

Working Title: Deconstructing Service in Libraries: intersections of identities and expectations
Editors: Veronica Arellano Douglas and Joanna Gadsby
Submission Deadline: July 15, 2018
Publisher: Library Juice Press

Note: We use the term librarian in this call, but we do not mean to limit submissions to those with an MLS degree. All library workers are encouraged to submit chapter proposals.

Book Description


Research into the construction of librarians’ professional identities indicates a strong emphasis on our work as service providers, from both within the profession and the larger environment in which we exist. When taken to its most extreme conclusion, the service ethos that informs librarianship can turn into what some some in the field informally refer to as “Handmaiden Syndrome”– the expectation that librarians be at the beck and call of faculty, students, patrons, and administrators. This is most visible in traditional, patriarchal constructions of service that rely on hierarchical power structures, such as those present in academia and other educational and cultural institutions. But Roma Harris argues that librarianship has the potential to transform the ideal of service from one that exploits those in service roles toward a more democratic and potentially empowering exchange. To do so means an acknowledgement of the high level of emotional labor on the part of the librarian, who is constantly negotiating her sense of personal worth and professional value in pursuit of “good service.” It also raises questions about what components of identity we ignore or devalue when focusing on service as a defining feature in our profession.

This book will unpack the ways in which race, ethnicity, gender, sexuality, class, and ability combine with an “ethic of service” to create, stagnate, or destruct librarians’ professional identities, sense of self, and self worth. We would like to examine the power structures, values, and contexts that influence our personal, professional, and institutional conceptions of service in libraries, as well as the costs and consequences (to ourselves and our institutions) of these very personal identity negotiations.

Possible Topics

Possible topics include but are not limited to the following:

Section 1: Situating Service in Librarianship
This introductory section will include a history of service values and behaviors in librarianship. It will examine the ways in which this value has been internalized by practitioners without a clear, agreed upon definition across the different subfields of librarianship.

Section 2: Intersecting Identities & Service
This section will include contributed chapters on the intersections of the ethos of service and personal identity. Questions explored may include:

• How do librarians’ personal identities influence their conception of service in libraries?
• What does service in libraries mean to you?
• In what ways do gender, sexuality, race, ethnicity, class, and/or ability influence service expectations of librarians; the ways in which service is performed/carried out; and the ways in which service is perceived by others?
• How do definitions and expectations of service shape professional identities of librarians?
• What are the consequences of not meeting service expectations? How do these consequences differ based on personal identities?
• What is the role of power in service roles and how is influenced by intersectional identity?

Section 3: Reworking the Concept of Service in Libraries
This section will attempt to redefine the concept of service in libraries through a variety of critical theoretical lenses. Contributed chapters may, for example, rework service through a feminist, critical race, or critical disability framework. We also welcome theories and perspectives from other fields. Questions explored may include:

• Do we need a new shared definition of service in libraries?
• Should we abandon the ethos of service in libraries altogether?
• If so, what other professional values should take precedence?
• How can service be redefined to promote a critical, just, and inclusive work and patron environment in libraries? Can it do this?

A variety of traditional and nontraditional scholarship methods are welcome, including but not limited to rhetorical analysis, critical analysis, lyric scholarship, autoethnography, ethnography, phenomenological research, interviews, and other methods of exploring personal and collective identity and the ethos of service.

Timeline
• CFP distributed: April 2, 2018
• Deadline for Chapter Proposals: July 15, 2018
• Notification of Accepted Chapter Proposals: October 1, 2018
• First drafts due: January 15, 2019
• Second drafts due: March 15, 2019
• Final drafts due: June 1, 2019
• Editing: June-August 2019
• Submission of final manuscript: September 1, 2019

Submissions

Please email abstracts of up to 500 words to serviceinlibrariesbook@gmail.com

Abstracts should briefly describe your topic and how your chapter examines the ethos of service in libraries in relation to identity, and/or a larger theoretical framework. You are welcome to submit multiple abstracts about different possible topics. If your submission is tentatively accepted, the editors may request modifications. Material cannot be previously published.

Final chapters will be in the 2000-5000-word range. Abstracts that discuss service in tribal college libraries, HBCUs, Hispanic-serving institutions, community colleges, archives, special libraries, and libraries outside the United States are especially welcome.

Please direct any questions to Veronica Arellano Douglas and Joanna Gadsby, editors, at varellano@gmail.com or jogadsby@gmail.com.

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

Student Wellness and Academic Libraries: Case Studies and Activities for Promoting Health and Success

Call for Chapters: ACRL monograph tentatively titled Student Wellness and Academic Libraries: Case Studies and Activities for Promoting Health and Success

Student wellness, particularly mental health, is emerging as a key issue in higher education. Academic libraries play an essential role in supporting teaching and student learning and are therefore well situated to play a key role in promoting and fostering student wellness.  This edited volume will present case studies that describe successful and innovative approaches in library programming to promote student wellness, as well as research assessing the impact of library wellness initiatives.

Suggested topics include but are not limited to the following:

  • Innovative student wellness initiatives with an emphasis on programs that have been assessed.
  • Library initiatives to support at-risk student groups (first year, graduate, first-generation, international, etc.)
  • Partnerships with other campus student service providers or student groups.
  • Education and training initiatives for library staff to help them recognize students in distress.
  • The development of spaces in the library to support student wellness (e.g., meditation spaces).
  • Changes to library policies and operations to promote student wellness (food and noise policies, library hours, fines, etc.)

Proposals should include the following:

  • names of all authors and institutional affiliations,
  • identification of primary contact with e-mail address,
  • title and ~500-word summary of proposed chapter,
  • current CVs for all authors.

Chapters should be unique to this publication – no previously published or simultaneously submitted materials should be included. Authors of accepted proposals will be asked to write a chapter within the range of 6,000 – 9,000 words (including references).

Proposals and inquiries should be emailed to Amber Lannon (amber.lannon@carleton.ca) and Sara Holder (shholder@gmail.com) by August 15, 2018. Editors will respond to proposals by September 15, 2018. Full chapter drafts will be due by January 15, 2019.

Information about the editors:

Sara Holder is Associate Professor and Head of Research and Information Services at the University of Illinois at Urbana-Champaign Library.  She has authored journal articles and has authored, edited, and contributed to monographs (ACRL, Chandos Series, IGI Global, Emerald, Scarecrow).  She is active in ALA, ACRL, and LLAMA and is a reviewer for Journal of Academic Librarianship, IASSIST Quarterly, and Library Journal.

Amber Lannon is the Associate University Library for Academic Services at Carleton University (Ottawa, Canada).  She has authored journal articles, and has authored, edited, and contributed to monographs (ACRL, Chandos Series, Scarecrow).

 

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

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).