Tag Archives: Publishing

Catholic Library World

Submissions are being accepted on an ongoing basis for upcoming issues of Catholic Library World. 

Catholic Library World is the official journal of the Catholic Library Association. Established in 1929, CLW is a peer reviewed association journal. CLW publishes articles focusing on all aspects of librarianship, especially as it relates to Catholic Studies and CatholicismCLW articles are intended for an audience that is interested in the broad role and impact of various types of libraries, including, but not limited to academic, public, theological, parish and church libraries, and school libraries. 

The preferred method for submitting manuscripts is as a word-processed attachment in e-mail. Author’s full name, affiliation, and e-mail address must accompany any manuscript submission. 

Articles should provide something new to the existing literature. The word count should be 3500- 5000 words and should adhere to The Chicago Manual of Style (humanities is preferred). The style should be accessible and well-documented. 

For more information, please visit this website: https://cathla.org/Main/About/Publications 

Send submissions and queries to: Sigrid Kelsey, General Editor, sigridkelsey@gmail.com 

Programs for women and girls: A special section of Women In Libraries

Does you library offer programs that are specifically designed for women and/or girls. Women In Libraries (https://ftfinfo.wikispaces.com/Women+in+Libraries) published by ALA’s Feminist Task Force is looking for information about successful programming that your library has presented that was geared specifically for, or greatly benefitted, women and girls.

These can be special story hours of affinity programs, finance for women, craft circles or Feminist Art projects, celebrations or discussions around the Women’s March, or discussion and speakers about the #MeToo movement, among other ideas. We are interested in programs from all kinds of libraries: public, school, academic and, special libraries.

Women in Libraries wants to share the news about programs that benefit or are of interest to women and girls in our issue in early February. Please send an up to one page write-up about your program: what you did, who attended, any comments from patrons, or other information that you would like others to know about. This is a good time for us to raise awareness of the things that we do in libraries to support women in a million ways. It is time to share your successful ventures so we can applaud you and others can find ideas for new initiatives. Send articles to Dr. Dolores Fidishun, Editor, Women in Libraries at dxf19@psu.edu by Feb. 1, 2018.

We hope to hear from you! 


Leading Change in Academic Libraries

We invite chapter proposals for consideration in the publication of a forthcoming ACRL monograph titled Leading Change in Academic Libraries. Contributing authors are asked to describe and reflect on a recent change in their academic library in which they worked with others in the organization to reorganize, reengineer, innovate, or initiate a service, program, function or structure in your library. Authors will be asked to use Kotter’s (1996) “eight stage process for creating major change” to reflect on their change experience
(for more details or go here: http://bit.ly/2CEDJzr ). Criteria for proposals include the following: 
  • The change experience must have been initiated in the past five years
  • The change experience must have been planned by a working group, team, task force or committee of two or more people
  • The change experience must be in an academic library setting at any type of four year institution serving undergraduate and / or graduate students in the United States
  • The change experience does not have to be fully implemented or deemed a complete success
Authors are expected to have expertise and first-hand knowledge of their particular change experience but do not need to have a particular leadership/management title to contribute. While it is not necessary to have used Kotter’s model during the change process, we are asking contributors to use this model as a mechanism to explain and analyze their change experience.
Proposals should include the names of all authors and institutional affiliations, identification of primary contact with e-mail address, proposed title of chapter, and an abstract of no more than 500 words. 

Authors of accepted proposals will be asked to write a chapter within the range of 12-15 pages, double-spaced, including all text, references, tables, images, and photographs.
Proposal submissions are due to Colleen Boff (cboff@bgsu.edu) by February 28, 2018If you plan to submit a proposal, please send Colleen a brief email expressing intent to submit.  Questions about this project may also be directed to Colleen.
Editors will respond to proposal contributors by April 15, 2018. Chapters will be due by August 1, 2018. Proposed publication date for monograph is January, 2019.
Information about the Editors
Colleen Boff is the Head Librarian of the Curriculum Resource Center at Bowling Green State University in Bowling Green, Ohio. She manages and leads a staff of three in supporting the research and curricular needs of students and faculty in the College of Education and Human Development. She has worked in academic libraries for twenty years and has held a wide range of library management and leadership positions for the past eight years including program coordinator, department chair, Associate Dean and head librarian of a specialized collection. Her research interests vary but are mainly in the areas of educational leadership and policy studies, the application of leadership theories in the academic library setting, and the exploration of cultures of reading.
Catherine Cardwell is the Dean of the Nelson Poynter Memorial Library at the University of South Florida Saint Petersburg. Her responsibilities include providing leadership for and fiscal oversight of the library, online learning services, and instructional technology services. The Library recently completed a new strategic plan and is in the process of its implementation. Prior to joining USFSP in 2016, Catherine served as Director of Libraries at Ohio Wesleyan University. From 1998 to 2011, she was a member of the library faculty at Bowling Green State University, where she served in a variety of leadership positions in the libraries and at the university. Her interests include integrating information literacy and digital scholarship into the curriculum, creating dynamic and contemporary user-centered teaching and learning spaces (both physical and online), and improving discovery and usability of library resources and services.

Call for Chapters: Big Data and Knowledge Sharing in Virtual Organizations


January 15, 2018: Proposal Submission Deadline
January 25, 2018: Notification of Acceptance
May 15, 2018: Full Chapter Submission
July 15, 2018: Review Results Returned
September 15, 2018: Final Chapter Submission


Albert Gyamfi (Ph.D)
Aalborg University Copenhagen,

Idongesit Williams (Ph.D)
Aalborg University Copenhagen,

Call for Chapters 
Proposals Submission Deadline: January 15, 2018
Full Chapters Due: May 15, 2018
Submission Date: September 15, 2018

This book will focus on the influence of big data analytics, artificial intelligence, as well as, tools, methods, and techniques for knowledge sharing processes in virtual organizations. Knowledge management encompasses various research disciplines ranging from economics, management science, organizational theory, strategic management, human-resources management, information science, knowledge engineering, artificial intelligence, to cognitive science. Knowledge in its pure state is tacit in nature-difficult to formalize and communicate-but can be converted into codified form and shared through both social interactions and the use of IT-based applications and systems. However, Information Technology has proven to be effective tool for supporting the knowledge management life cycle such as capturing, storage, sharing, transferring and even application of knowledge. With the use of IT, knowledge can be converted into data for informed and better decision making by management. However, even though there seems to be considerable synergies between the resulting huge data and the convertible knowledge, there is still a debate on how the increasing amount of data captured by corporations could improve decision-making and foster innovation through effective knowledge sharing practices. Organizations are therefore exploring new knowledge sharing tools, methods, and processes within the broader field of analytics for ensuring continuous development and organizational performance. Meanwhile, organizations, including governments, industries, and academia are becoming more global and losing boundaries, and therefore they can no longer be defined by the traditional horizontal-vertical or external hierarchical predefined structure. Consequently, new organizational forms emerge which relies largely on networking and collaborations through the use of Internet technologies for knowledge flow. Hence a book, which analyzes this trend is timely and would help organizations to strategize themselves on how to use these technologies to effectively manage their intellectual capabilities.

This comprehensive and timely publication aims to be an essential reference source, building on the available literature in the field of knowledge management while providing for further research opportunities in this dynamic field. It is hoped that this text will provide the resources necessary for policymakers, academics, researchers, International Governmental organizations, etc, identify current challenges and solutions towards social inclusion with respect to gender.

Target Audience

Policy makers, academicians, researchers, advanced-level students, technology developers, and government officials will find this text useful in furthering their research exposure to current gender-related issues hampering social inclusion enabled by ICTs.

Recommended Topics:

Contributors are welcome to submit chapters on any of the following topics. Related topics but not listed here will be considered.

• Knowledge sharing and business analytics
• Sharing knowledge generated through Big data in virtual organizations
• Media, tools, and techniques for Knowledge sharing in virtual organizations
• Design of knowledge sharing processes through digitalization
• Design of knowledge sharing processes, analytics and decision science
• Artificial Intelligence, machine learning and organizational knowledge sharing
• Media tools, techniques, and method in organizational learning perspective
• Effect of Cloud computing and big data on learning in virtual organizations
• Semantic web ontologies and linked data
• Social Media applications and knowledge sharing
• Challenges and issues related to organizational learning using mobile data
• Current research trends the use of mobile platform for knowledge management
• Influence of mobile platforms in organizational learning
• Influence of cross-culture on collaborative learning using mobile platforms
• Knowledge engineering and decision science

Submission Procedure:

Researchers and practitioners are invited to submit on or before January 15, 2018, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by January 25, 2018 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by September 15, 2018. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.


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


Albert Gyamfi (Ph.D)
email: alberto@es.aau.dk

Idongesit Williams (Ph. D)
email: idong@es.aau.dk

Propose a chapter for this book

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.


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).

Library Trends : Disabled Adults in Libraries

Issue title: Disabled Adults in Libraries (title is intentional)
Submission deadline: January 1, 2018
Co-editors: Jessica Schomberg and Shanna Hollich
Submit to: librarydisabilities@gmail.com
Publication date: May 2019


Nature and scope of this issue:

Though scholarship about disabilities has been robust in various social science and humanities disciplines for decades, libraries have been slow to theorize or systematically examine the experiences of dis/ability in libraries. This special issue will be geared toward the experience of being a Disabled adult in libraries, as user or worker. Through a mixture of empirical research, case studies, interviews, and theoretical papers, this issue will capture perspectives of Disabled members of our broad library community.

There are many possible approaches one can take to examine disabilities and disability theory. The approach guiding this issue is taken from an in-press work by one of the editors.

There is no universally accepted definition of disabilities or single approach to disability theory. Legalistic definitions, including those presented in the Americans with Disabilities Act and the United Nations Conventions on the Rights of Persons with Disabilities tend to be exclusionary and restrictive in their ideations about humanity. By this, I mean that in their construction of disability and disabled people, they work from a deficit model in which disabled humans are treated as corporeal abnormalities. However, if one out of every seven human beings could be considered disabled, as research demonstrates, disability is a common part of human existence. For many of us, when we talk about in/accessibility in libraries, we’re not just talking about things that others experience; we’re talking about ourselves.

Critical disability studies (CDS) is one approach that offers a way of including disabled people in academic discourse. In this approach, disabled people are participants and researchers who can engage in self-reflexive critiques, not just objects of study. While some theoretical models focus on binary categories that are presented in contrast to each other, such as contrasting social and medical models or disability and impairment, CDS scholars focus on the entire lived experiences of disabled people. This allows for more complicated modes of analysis, such as acknowledging that disabilities may include both social and medical aspects.

We are intentionally seeking out reviewers and authors who have diverse experiences and backgrounds, including library workers of color, library workers who have LGBTQIA+ identities, and those who have Disabled identities. Because we anticipate that several authors will have experience both as Disabled library workers and as Disabled library users, we want to allow either or both perspectives to be incorporated into their research. However, to provide some limits on the scope of this issue, we are focusing on the library experiences of Disabled adults.

January 1, 2018 Article proposals are due
February 1, 2018 Editors will notify people if proposals are accepted
June 1, 2018 Article drafts are due
August 1, 2018 Reviewer feedback will be sent
September/October 2018 Final edits
November 1, 2018 Final manuscripts are due to the publisher

The writing style follows Chicago rules. Complete articles are expected to be in the 4,000-10,000 word range. More information about the style rules can be found here: Author Instructions for the Preparation of Articles

Proposal requirements:

A complete proposal will include the following:

  • abstract of proposed article (200-300 words is preferred)
  • a short author biography — it doesn’t have to be formal at this point; we welcome casual explanations of how your background and experience influences your desire to write in this area

Submit to librarydisabilities@gmail.com

If you need help with your abstract or framing your article, the Article Framework Questions used by In the Library with the Lead Pipe are very helpful: http://www.inthelibrarywiththeleadpipe.org/submission-guidelines/.

If you plan to include statistical analysis, please let us know how you will ensure that your methodology and analysis are solid.

Please contact us if you have any questions!

Jessica Schomberg, co-editor
Shanna Hollich, co-editor

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.

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

Special issue information
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)