Monthly Archives: July 2018

Academic Library Services for Graduate Students: Supporting Future Academics and Professionals

We would like to invite you to consider submitting a chapter proposal for Academic Library Services for Graduate Students: Supporting Future Academics and Professionals, to be published by Libraries Unlimited.

 

Editors: Carrie Forbes and Peggy Keeran, University of Denver Libraries

Proposal Submission Deadline:  Monday, September 17, 2018

Book Overview:

As more and more students attend graduate programs, either at the master’s or doctoral level, many higher education institutions have established professional development programs to help ensure that graduate students learn the wide range of skills needed to be successful as both students and as future professionals or academics. The editors of this volume invite contributors to propose case studies and theoretical essays on academic library services for graduate students that support their multiple roles and identities as students, and as future faculty members or professionals, as well as addressing the complex social and emotional issues related to their other roles as parents, working adults, caretakers, and more.

For more details on how to submit a proposal, please see: https://tinyurl.com/y9fcyk6k

We hope you will consider this opportunity!

EDUCAUSE Learning Initiative (ELI)

The EDUCAUSE Learning Initiative (ELI) is a community of higher education institutions and organizations committed to advancing learning through IT innovation. The ELI Annual Meeting provides an opportunity for those interested in learning, learning principles and practices, and learning technologies to explore, network, and share. Find more information about the ELI mission and philosophy here.

Transforming Higher Education: Exploring New Learning Horizons

The horizon of teaching and learning today is characterized by ever greater degrees of agency for learners, instructors, instructional designers, and technologists. From active learning classrooms to integrated student advising and from rapidly improving XR technologies to learning analytics, we all have more options for invention, innovation, and new designs in support of our teaching and learning mission. Join your colleagues as we collectively explore this ever-changing landscape of the new possibilities for learning, addressing these and many other questions:

  • What new kinds of leadership are required for this new teaching and learning landscape?
  • What are the best methods and techniques that promote innovation and creative thinking to support student learning?
  • What new educational technologies seem most promising?
  • What role should data and analytics play, and what are the trade-offs between analytics and privacy?
  • How can we best determine the efficacy of our learning innovations and technologies?
  • What learning spaces and environments best promote active learning?

2019 Annual Meeting Tracks

The strategic use of information technology has the ability to transform teaching and learning, helping institutions realize EDUCAUSE’s mission to advance higher education through the use of information technology. The following tracks include the best ways to navigate the learning horizons. Proposals that clearly describe innovative and creative work will receive the highest priority in the selection process.

  1. Accessibility and Universal Design for Learning (UDL)
  2. Analytics: Privacy, Learning Data, Student Advising, and Interventions
  3. Digital and Information Literacy
  4. Faculty Development and Engagement
  5. Innovation in Instructional Design and Course Models
  6. Leadership and Academic Transformation
  7. Learning Efficacy: Impact Evaluation, Learning Research and Science
  8. Learning Environments and Spaces
  9. Learning Horizons: Emerging Technology, Ground-Breaking Practices, and Educational Futures
  10. Open Education
  11. Student Success
  12. Other

Learning Objectives and Participant Engagement Strategies

The ELI proposal reviewers will closely examine and rate each proposed session’s learning objectives, which should clearly describe what participants will know or be able to do as a result of participating in the session. A successful proposal must also include the specific and creative ways in which the presenter(s) will engage with participants through active learning strategies. ELI encourages innovative and participatory session design, the creative use of technology, and active engagement by all participants.

Session Types

All ELI Annual Meeting sessions will be conducted face-to-face in the meeting venue.

Preconference Workshops

Preconference workshops will be held Tuesday, February 19, from 8:00 to 11:00 a.m. (PT), face-to-face, in Anaheim, California. Up to two presenters from each seminar will be provided with a full complimentary registration to the annual meeting. Preconference workshops are intended to provide attendees with significant assistance in addressing their needs and opportunities to navigate the learning horizons. If you have questions, please contact the speaker liaison.

Present and Engage Sessions

Please note that your presentation session proposal will be carefully evaluated and may be accepted for any of the following formats below, depending on the scope of content and engagement strategies proposed. If you have questions, please contact the speaker liaison.

  • Interactive Presentation: Interactive presentations are opportunities to present in detail on a project, idea, or experience while enabling audience participation. These sessions require continuous engagement tactics, interspersed activity tactics, or intensive Q&A tactics. They are scheduled for 45 minutes, and at least 15 minutes of this time should be interactive.
  • Short Presentation Pairs: Presentation pairings include two 15-minute presentations (by different presenters) followed by a 15-minute question/discussion period, for a total of 45 minutes. This is a great way to organize closely related content with two unique perspectives. When you submit your proposal, you can suggest that your solo presentation be paired by the ELI Annual Meeting Program Team or you can coordinate with colleagues to suggest your paired team. Final pairings will be determined by ELI, based on proposal content. These highly visible sessions highlight pioneering practices by giving institutions a spotlighted venue with condensed presentation time. Please note these are not poster sessions.
  • Hands-On Workshop: Workshops are 45-minute sessions where participants experience technology or pedagogical practices firsthand. Note that these are not presentation sessions—they are activity sessions. Session descriptions should clearly indicate how presenters will guide a hands-on, tutorial-like experience using applications and resources. Participants are asked to bring a mobile device (e.g., smartphone, tablet, laptop) to the session in order to fully participate and to experience an emerging, innovative technology or practice. Hands-on workshops, by virtue of their robust interactive learning design, will have priority consideration for the active learning space (designed by Steelcase Education). Presenters are responsible for providing any additional technologies needed to ensure an engaging hands-on experience.

Discuss and Connect Sessions

  • Discussion Circle: This is ELI’s version of an unstructured, topic-driven discussion, somewhat like a conceptual jam session. The Discussion Circle is a way to engage with colleagues seeking common solutions to today’s greatest challenges on the learning horizon. Eschewing any presentation, discussion circle hosts facilitate conversations in small, intimate settings, allowing participants to take a deep dive into a pressing issue the community is tackling and for which the resolution is not obvious. These 45-minute sessions are highly interactive and provide a unique learning and bonding opportunity.
  • Posters: Posters give participants and presenters the opportunity to share and examine problems, issues, and solutions in a more casual, personal environment through informal, interactive, brief presentations focused on effective practices, research findings, or technical solutions. The standard setup for a poster includes a 6′-foot skirted table, wireless internet access, and boards. Posters are allocated 45 minutes of action, with ample time for setup and breakdown.

Please take a moment to view this 5-minute video on how to write an effective proposal. Following the tips in this video will increase the likelihood of your proposal being selected.

SITE 2019: Society for Information Technology and Teacher Education

SITE 2019 is the 30th 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 unique as the only organization which has as its sole focus the integration of instructional technologies into teacher education programs. 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).

You are invited to attend and participate in this annual international forum which offer numerous opportunities to share your ideas, explore the research, development, and applications, and to network with the leaders in this important field of teacher education and technology.

There are over 800 presentations in 25 major topic areas!

The Conference Review Policy requires that each proposal will be peer- reviewed by three reviewers for inclusion in the conference program, and conference proceedings.

SITE is the premiere international conference in this field and annually attracts more than 1,300 leaders in the field from over 60 countries.

The SITE Conference is designed for:

  • Teacher educators in ALL disciplines
  • Computer technology coordinators
  • K-12 administrators
  • Teachers
  • Curriculum developers
  • Principals
  • All interested in improving education through technology

Librarians as Advocates: Leading Activism on Your Campus and Beyond

ACRL DVC Fall 2018 Program

To propose a session please visit: https://goo.gl/forms/ZOls6D1Xker3b1o83

When: October 26, 2018 from 10:00 AM to 3:30 PM

Where: Drexel University’s Learning Terrace

Theme:  Librarians as Advocates:  Leading Activism on Your Campus and Beyond

This program seeks to provide insight into the activism and advocacy work being done in libraries in higher education across the Delaware Valley region. In times of inequity, discrimination, and social injustice, libraries have the opportunity to be institutions of resistance, understanding, and hope. We are bringing together librarians who would like to share how they have incorporated democracy, equity, intellectual freedom, and privacy into their projects and collaborations to advocate for their communities.  Successful proposals will demonstrate an analysis of the underlying power structures that motivate their efforts.  Whether your advocacy work takes the form of outreach projects, pedagogical techniques, systems or application development, cataloging practice, or collaborative projects, we would like to give you the opportunity to share your work and its impact with colleagues. 

Topics should be related to library leadership in social change including:

  • Services for students with marginalized identities, including documentation status
  • Poverty, food insecurity, or homelessness
  • Voter registration and electoral issues
  • Social, mental, and health-related services
  • Access and textbook-related services
  • Library-related legislation
  • Privacy
  • Diversity, inclusion, and equity
  • Workplace fairness and rights issues

The deadline to submit is September 10 with notification by September 15, 2018.

Submission Information

Proposals must include the following information:

  1. Proposal title
  2. Names, affiliations, positions, and email addresses of the presenters
  3. Preferred presentation format

a.                Option A – 10-minute lightning round presentation only

b.               Option B – 10-minute lightning round presentation and roundtable facilitation.

  1. A 250-word summary of the topic you wish to present including the points you intend to make and the way(s) you intend to engage the audience, if applicable

To propose a session please visit: https://goo.gl/forms/ZOls6D1Xker3b1o83

 

Library Research Roundtable Programs ALA 2019

LRRT is now accepting proposals for programs for the 2019 ALA Annual Conference.  Research-related presentations of all kinds are encouraged.  This CFP is in addition to the competitive 2019 LRRT Research Forum which will be open later this fall.

For information about submitting a program proposal for the 2019 Annual Conference to take place in Washington, D.C., June 20-25, 2019, as well as a link to the submission site, please visit: http://www.ala.org/news/member-news/2018/06/2019-ala-annual-conference-program-proposals-are-now-open

Important Dates

Call for Proposals Closes: August 31, 2018

Final Decisions: November 9, 2018

Schedule of Sessions Announced: December 5, 2018

For more information, please contact Jen Sweeney at jksweeney572@gmail.com.

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

Chapter Proposals: 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).  She is active in ALA and is a reviewer for EBLIP.

Strange Circulations: Affect and the Library

A Special Issue of Library Trends.

Guest Editors

Kate Adler, Metropolitan College of New York

Lisa Sloniowski, York University

 

Nature and Scope of Proposed Topic

From the unspoken emotional depth of our conversations at the reference desk, to the ambient politics of our spaces, to our engagement with public memory and knowledge production, affect fundamentally undergirds everyday life in the library. The editors of this special issue contend that the theoretical framework afforded by the “affective turn” can provide a sharp tool and generative language for naming, attending to and interrogating so much of what is alive beneath the surface in our work.

The attempt to theorize affect however, has proven a confusing project. Perhaps the first problem is that the concept itself is hard to define. In a special issue of Archival Science on the subject, Marika Cifor suggests that the affective turn

represents more than just making affects, emotions and feelings legitimate objects of scholarly inquiry. …  At their core, definitions of affect understand it as a force that creates a relationship (conscious or otherwise) between a body (individual or collective) and the world (10).

She goes on to argue that affect is a socially, culturally and historically constructed category. As a theoretical framework, affect, she says, can provide a space to think about the interrelations between the psychic, the body and the social (10). Affective forces are crucial to our sense of place in the world, and affect is key to to the ways in which power is “constituted, circulated and mobilized”(Cifor 10). 

Archives were a logical starting point for theorizing affect in the broad context of LIS. The emotional complexity of memory, of nostalgia, and history are pronounced in the archive. Libraries, however, remain under-theorized in the literature. This issue of Library Trends extends this new form of cultural criticism to libraries and library workers specifically. Working with Cifor’s definition, we might ask: how are libraries and librarians also attached to, or caught inside, affective forces?  Libraries are (often) more open and chaotic places than are archives. The web of affect in a library, therefore, has different stakes than in archives. Affect provides a lens on so much that is invisible – white supremacy, politics of gender and sexuality, complex class  dynamics, invisible labor, collective fantasies of knowledge and order – and making space to explore it can perform useful work in our field, bringing to the fore that which is sometimes obscured in our day to day practice and professional discourse.

More broadly, in “Strange Circulations: Affect and the Library,” we also hope to make a new intervention in wider interdisciplinary conversations regarding the affective register of myriad nodes of work, life and knowledge production.  

List of Potential Articles

The following is a list of possible themes that we hope might provoke writers to share their work with us. Our hope is that authors tie a clearly articulated theory of affect to a vision of librarianship, particularly one that doesn’t lose sight of the material and historical consequences of our work. This list is not meant to be exhaustive or prescriptive. Ideally we would have a range of articles across most fields and sectors of librarianship.

  • Affective encounters with students, patrons, or faculty
  • Affective networks in digital librarianship and digital libraries
  • Memory and library collections: decolonizing, indigenizing, queering
  • Censorship/Filtering debates and the affect of moral panic
  • Radical cataloging as affective labour
  • Bibliographic space and the organizing of affect
  • Affective flow and the architecture and design of libraries.
  • Creating community space
  • Intimacy and aesthetics of embodiment in the library
  • Librarianship and emotional labor
  • Affects of trauma: homeless patrons, overdosing patrons, abandoned children, library anxiety, sexual assaults in libraries
  • Public service and the ethics of care work
  • Affect in narratives of the “future of the library”
  • Affective professional attachments: library neutrality, neoliberalism, neo-utilitarianism
  • Affective fantasies of libraries: libraries as symbols, librarian stereotypes and subjectivities,  imaginary libraries
  • Affects of subversion and transgression, rebellion, revolution, resistance, reading
  • Affect, libraries, & theoretical engagements: Queer, Critical Disability Studies, Critical Race Studies, Anti-Colonialism, Feminism, Political Economy

List of Possible Formats

  • Scholarly/research articles – theoretically informed analyses, historical explorations, and/or articles based in qualitative or mixed research methods
  • Photographic essays – (black and white only)
  • Book reviews/interviews/oral histories/roundtable reports

The editors are open to considering other formats although we have a preference for those listed above. If you have an idea for another format feel free to contact the editors to discuss. Complete articles are expected to be in the 4,000-10,000 word range. More information about the stylistic guidelines can be found here: Author Instructions for the Preparation of Articles

Proposal Requirements

Abstracts and proposals should be no more than 500 words. Please include a brief author biography with contact details as well.

Contact the editors at strangecirculations@gmail.com

Timeline

Proposals due: September 1st, 2018.

Notification: October 1st, 2018

First Draft due: January 7th 2019.

Expected Publication Date: Winter 2020

Works Cited

Cifor, Marika. “Affecting Relations: Introducing Affect Theory to Archival Discourse.” Archival Science, vol. 16, no. 1, Mar. 2016, pp. 7–31. link.springer.com, doi:10.1007/s10502-015-9261-5.

https://www.press.jhu.edu/cfp-strange-circulations-affect-and-library

Students hired to work in library-involved partnerships

Does your institution have students hired to work in collaborative partnerships, like in a learning commons or at a shared service point with non-library partners? Are they cross-trained? Do you split the cost of their salary between the partners? Do you hold interviews for these openings utilizing representatives from all partners? Are you creating annual goals for these collaborations and assessing them? If your library is doing one or more of these points, then I’d love to hear from you.
 
I am seeking case studies of libraries that employee students in their partnerships to be included in the upcoming book, Sharing Spaces and Students: Employing Students in Collaborative Partnerships, recently accepted by ACRL for publication.
               
Overview of the book:
As learning commons and campus partnerships continue to grow and become more widespread across college and university campuses, it is important to look at how libraries hire and train students to work in these collaborative areas. Will each group hire and train their own sets of students for their respective areas? Or is it feasible to work together to hire and train students who work solely in these partnerships?
This book focuses on the process of hiring and training students in collaborative partnerships, as well as the impact of the history of library partnerships and importance of developing annual goals and assessments. Using real world examples, this book will help you prepare to hire and train your own students, from creating contracts to developing interview questions to coming up with the training topics that can best help students succeed in this position and in their future careers.
 
In particular, I am looking for case studies and/or examples to include in the following chapters:
 
  • Hiring Students
    (Description: This chapter focuses on the various parts required to hire students for a collaborative partnership – how to create a job description, how to decide who pays the student employee’s salary, how to draft a student employee contract, and how to craft the interview process, including set-up, questions, and evaluation. Examples will be provided and each sub-section will provide a prompt for readers to use as they develop their hiring process)
  • Annual Goals
(Description: This chapter emphasizes the importance of goal setting in a partnership, as well as important topics to reflect on while goal setting. Examples will be provided, as well as prompts for readers to use in their own goal setting process)
  • Developing Training
(Description: This chapter delves into how to develop a training program and incudes advice and recommendations for utilizing existing training and materials, as well as how to align training with your goals and practice a more hands-on, engaged approach rather than a lecture. Along with sample program ideas, prompts will be provided for readers to reflect on their own needs)
  • Assessing Success
(Description: This chapter will focus on different ways to evaluate the success of both the partnership and student employees’ performance. Sample practices, evaluations, and surveys will be provided, as well as prompts for readers to reflect on in order to craft their own assessment tools)
Please complete the following form to submit your proposal by Friday, July 20, 2018.Notifications will be sent by Monday, July 30, 2018 for acceptance. Case studies and examples will be due by Monday September 17, 2018. (Note: you will not have to write an entire chapter – just your case study or a copy of your examples.)
 
 
If you have any questions or suggestions, please reach out to me at hjackson1@tulane.edu.
 
All the best,
Holly Jackson

Engaging Students through Campus Libraries: High-Impact Learning Models

Engaging Students through Campus Libraries: High-Impact Learning Models is a forthcoming book from Libraries Unlimited, an imprint of ABC-Clio. It will
highlight a collection of collaborative, high-impact learning experiences in
information literacy and will demonstrate the significant difference academic
libraries and librarians can make in student engagement and learning.

You are invited to contribute a chapter describing an innovative approach to a
library program, project, or ongoing activity that engages students,
especially exhibiting one of the following high-impact practices:
o       First-Year Seminars and Experiences
o       Learning Communities
o       Diversity/Global Learning/Study Abroad
o       ePortfolios
o       Internships
o       Capstone Courses and Projects

For more information, please visit:
https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flibguides.gvsu.edu%2FHighImpactLearningModels&data=02%7C01%7Cdxf19%40psu.edu%7Cdfd19529cd374fd1f36408d5e5cdcfb5%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C1%7C636667594478852901&sdata=io6OEXKh%2Fe6KtwOiODhREQCAmhpV5nuN3bQzMn0X%2BhY%3D&reserved=0

Please share this call with any of your colleagues who may be interested.
Please excuse cross-postings.

Regards,

Gayle Schaub and Hazel McClure, Editors

International Educational Technology Conference (IETC)

“The International Educational Technology Conference (IETC)” is an international educational activity for academics, teachers and educators. IETC promotes development and dissemination of theoretical knowledge, conceptual research, and professional knowledge through conference activities, journals (TOJET, TOJNED and TOJDEL) and proceeding books. Its focus is on sharing, creating and disseminating knowledge among academicians, school administrators and teachers about the use of instructional technology for learning and teaching in educational field. This conference is now a well-known educational technology event worldwide and the number of paper submissions and attendees are increasing every year.

18th International Educational Technology Conference (IETC) will be held at Indiana University College of Education, IL, USA, August 8-10, 2018, This congress is a combined academic efforts of The Association of Science Education and Technology (TASET), Sakarya University, Association for Educational Communications and Technology (AECT), Istanbul University and Governors State University

We would like you to welcome to present your academic work in IETC 2018 and share your knowledge and experiences with us.

Proposal & Abstract Submission Deadline: Until August 3, 2018

Full Paper Submission : Until September 21, 2018

Registration: Until August 3, 2018

All accepted papers will be published in the Proceeding Book with ISBN and modified version of selected papers will be published in peer reviewed journals:

  • TOJET (www.tojet.net) as a Special Issue which is indexed in ERIC, SOBIAD and Index Copernicus,
  • TOJNED (www.tojned.net) indexed in SOBIAD and Index Copernicus
  • TOJDEL www.tojdel.net) indexed in SOBIAD
  • Education as Change (www.upjournals.co.za) (indexed in SSCI) (with additional fee)
  • Problems of Education in the 21st Century (www.scientiasocialis.lt/pec) (indexed in Scopus and EBSCO) (with additional fee)

For more information go to http://www.iet-c.net/call_for_papers