Tag Archives: Publishing

The Teaching with Archives & Special Collections Cookbook

CALL FOR “RECIPES” (CHAPTER PROPOSALS)

The Teaching with Archives & Special Collections Cookbook is seeking recipes!

We are now accepting recipe proposals detailing lesson plans or projects that demonstrate the integration of archives and special collections material into the classroom. We are seeking practical guides that provide an entry point to teaching with primary sources for information professionals new to teaching and learning with archives and special collections, including archivists, special collections librarians, and instruction librarians. Additionally, we seek innovative proposals that will serve as a resource for those experienced with teaching with primary sources and archives by providing a repository of ideas for when their lesson plans need to be refreshed and updated.

Recipes will include the following:

Recipes will follow the ACRL Cookbook format. Your 600- to 800-word submission must describe a successful lesson plan or activity using archives and special collections material. 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 jmp48@psu.edu by July 16, 2019

Notifications will be sent out in August 2019

Final recipes will be due on October 5, 2019

Cookbook Outline:

1.       Meal Prep: Teaching Archival Literacy 

Lessons that prepare students for the situated and unique aspects of doing research in archives and special collections libraries. 

 2.       Good Orderer: Teaching Search & Discovery in Archives & Special Collections 

Lessons that help students make use of archival search and discovery tools, such as finding aids. 

3.       Food Critics: Teaching Primary Source Literacy 

 Lessons that support student analysis of primary sources. 

4.       Something from the Cart: Exhibitions as Teaching & Learning  

Lessons that utilize the exhibition of primary sources as a teaching and learning tool. 

5.       Community Picnics: K-12 & Non-course-related Instruction

      Lessons for K-12 & community audiences. 

 

6.       Takeout: Teaching with Digital Collections 

Lessons that utilize digital collections to teach primary sources literacy outside of archives and special collections libraries’ physical spaces. 

Email jmp48@psu.edu with any questions. Please refer to The Embedded Librarians Cookbook (ACRL 2014), The First Year Experience Library Cookbook (ACRL 2017), and The Library Assessment Cookbook(ACRL 2017) for examples of format and tone. We are willing to be flexible with length, wording, style, and topics.  Creativity encouraged! We look forward to your proposals!

Editor:

Julie M. Porterfield, Instruction & Outreach Archivist, Penn State University Libraries

Innovations in Information Literacy

Series Title:

Innovations in Information Literacy

Series Editor:

Trudi Jacobson, MLS, MA

Distinguished Librarian

University at Albany

Publisher:

Rowman & Littlefield

The series has a broad information literacy focus, in content and audience, as well as geographical scope. The cohering element is an emphasis on innovations within information literacy. These innovations might come from new conceptions of the evolving nature and understanding of information literacy, new teaching methods, or new pedagogical technologies.

If you have an idea for a manuscript that fits these parameters, and an interest in writing (or possibly editing) a book on the topic, please do let me know.  Send along a paragraph or two about the topic and your expertise in the area, this will be sufficient to start a conversation about your idea.

If you have any questions, please don’t hesitate to ask.

Trudi Jacobson

Distinguished Librarian

Head, Information Literacy Department

University Libraries

University at Albany

(518) 442-3581

tjacobson@albany.edu

Makerspaces for Adults: Best Practices and Great Projects

We would like to invite you to submit a chapter proposal for our upcoming
publication, Makerspaces for Adults: Best Practices and Great Projects. This
edited collection has been accepted for publication by Rowman & Littlefield.

Overview
This book highlights how to integrate your makerspace within university and
public libraries and the wider community. Discover how you can connect your
makerspace with service learning to support different groups, take your
makerspace tools to various points of need through community partnerships, and
build relationships with faculty, students, and patrons through makerspace
projects. Intended for academic and public librarians, faculty, and staff who
would like to implement more making into their classes and build productive
collaborations, this book includes sections that cover theory, best practices,
and project ideas that provide a clear guide on how to develop and implement
your makerspace within the curriculum and make connections with outside
partners.

The book will be broken down into 4 main parts:
Part I: Service Learning
Using makerspace programs to help the community
Part II: Academic Connections
How the makerspace can be used in an academic library. How professors can use
the makerspace with class projects.
Part III: Public Library Makers
Public library programs focused on adult makers
Part IV: Community Outreach
Programs outside of the makerspace using makerspace materials.

Each part will consist of two sections:
The first section will include chapters that cover theory and best practices
and should be about 3,500 words (10 double-spaced pages in 12-point type).
The second section will share 3-5 projects with detailed instructions and
images.  Each project will consist of about 1,800 words (6 double-spaced pages
in 12-point type) and include at least one photograph of the project. Projects
may also feature figures and tables that help explain or support readers in
implementation.
You are welcome to submit multiple abstracts for chapters and/or projects.

Proposal Submissions:
Please send an abstract to makerspacecommunitybook@gmail.com with the
following information.
Name, current title, and institution
Proposed chapter or project title. Please also include which part you feel
your chapter would best fit.
300-500 word abstract of your proposed chapter

All proposals should be submitted by May 17, 2019.

We welcome proposals from librarians, library professionals, scholars,
educators, and community members who work with makerspaces and/or develop
programming for makerspace projects.

Contributors will be notified of acceptance by May 24, 2019.

If you have any questions about the book or proposals, please contact Jessie
Long and Jennifer Hicks at makerspacecommunitybook@gmail.com
For an archive of past messages from the ILI listserv, visit: https://nam01.safelinks.protection.outlook.com/?url=http%3A%2F%2Flists.ala.org%2Fsympa%2Finfo%2Fili-l&data=02%7C01%7Cdxf19%40psu.edu%7C34ffac2913d54561a10008d6d0981b8d%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C1%7C636925749059576150&sdata=KkvuBHIdWSJbMqVhWqHi52fhynNk%2F7BeYaFS4XDH7pc%3D&reserved=0.

E-Resource Round Up in Journal of Electronic Resources Librarianship (JERL)

This is a last call for contributions to the “E-Resource Round Up” column for volume 31, issue 3 of the Journal of Electronic Resources Librarianship (JERL). Submissions can be related to any aspect of electronic resources and their use in libraries, including conference reports, professional discussion groups, meetings, and practices in using electronic resources in-house. This would be a great opportunity for you to report on topics that may benefit others in our profession.

The editors would like to receive contributions to the column by Wednesday, May 29, 2019. Contributions should not be published elsewhere.

If you have a submission or questions, please contact the column editors:

Bob Wolverton

Mississippi State University Libraries

(662) 325-0548

bwolverton@library.msstate.edu

Karen Davidson

Mississippi State University Libraries

(662) 325-3018

kdavidson@library.msstate.edu

Journal of Play in Adulthood”

The new “Journal of Play in Adulthood” now has an open call for papers!
This new diamond open access journal (free to read and publish in) would welcome papers from information literacy practitioners and researchers. Research based articles are subject to double blind peer review, but we also welcome articles from practice, extended essays, and reviews that might be of interest to our readers.
Key topics of interest to the journal include the role of play in learning, work, our social and cultural lives, the benefits to individuals and society, and the interrelationship between play and other areas of adult life. The focus of this journal is on play in adulthood to explicitly distinguish it from children’s play, and to highlight that the motivations, contexts, and forms of play are, in many cases, different. In summary, it covers playful living, playful working, and playful learning.

Contact:

Andrew Walsh MSc MCLIP FHEA FRSA IFNTF

University Teaching Fellow, National Teaching Fellow

Academic Librarian for Education and Professional Development.

Editor of the Journal of Play in Adulthood

https://www.journalofplayinadulthood.org.uk

I

Association for the Advancement of Computing in Education journals

AACE Invites You to Submit for Publication in These Internationally Respected Journals!

 AACE Journals Include:

Submission guidelines http://publish.aace.org/begin/

AACE Publications | Email: pubs@aace.orgaace.org/pubs

Mobile App Develepment in Libraries

Primary Research Group, https://na01.safelinks.protection.outlook.com/?url=www.Primaryresearch.com&data=02%7C01%7Cdxf19%40psu.edu%7C439b9351e97c4a15ff0708d693751594%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C636858528416762512&sdata=t9uuib3QAJ1m7VbOZz4v%2B%2BeaH%2BxZp7lILagFEGYLmE4%3D&reserved=0, is seeking an author to write a monograph of approximately 10,000 words on academic library use of mobile apps, both vendor and library developed The monograph should include at least 6 interviews primarily with colleges and universities  (at least three of which should be research universities) averaging about 1,500 words each. In addition, the author might include results of a summary of a literature search or interviews with app private sector app publishers. Some of the issues that might be discussed are: use of vendor supplied apps, info literacy training in apps for students and faculty, measurement/assessment of app use,  breakdown of app use by application and platform, development and cost of library apps, staff training for app development, determination of app needs, and more.

This is a compensated assignment.  To apply to write this monograph please
send your resume to jmoses@primaryresearch.com.

Reference Services Review

Reference Services Review seeks journal article contributions for a special issue that will explore themes related to academic libraries and the 45th President of the United States. The issue will be published in January, 2020 (48/1). Suggested topics include, but are not limited to:

  • the impact of misinformation, disinformation, and distrust of media outlets on library education services
  • the impact of the partial government shutdown on access to federal government information and/or services, grant funded research, etc.
  • campus climate: safety and security, free speech versus hate speech, collaboration with student organizations
  • campus/community engagement and programming
  • work with and/or support services for DACA students
  • the impact on federal government documents, e.g., removal of the phrase “climate change,” requests from federal agencies to purge historical documents and records, archiving the President’s social media posts, etc.
  • library involvement with social justice initiatives on campus
  • innovative dissemination of election, candidate, and voter registration information to constituents

The journal welcomes thought pieces, case studies, and articles about issues and trends that address specific opportunities or challenges related to academic libraries and the current administration. Potential contributors are encouraged to be creative in developing topics.

Topic proposals should be submitted to Mary Ellen Spencer via the web form at https://tinyurl.com/rsr-45th.  Please direct any questions to her at mespencer@pstcc.edu.

Journal of Applied Instructional Design

(JAID) (https://www.jaid.pub/)

issue on Instructional Design in Medical and Healthcare Education

To facilitate medical and healthcare education (including the preparation and professional development of physicians, nurses, professional staff, and administrators), educators and instructional designers must gain a critical understanding of the contemporary issues facing a wide range of professionals in a variety of schools, hospitals, clinics, and other health-related facilities. Similarly, to advance the adoption and application of instructional design methods, it is vital for healthcare professionals to value and gain knowledge of grounded, systematic design principles and practices.

This special issue of the Journal of Applied Instructional Design (JAID) will focus on research and the development of innovative training and educational programs that apply systematic instructional design tools and techniques to create engaging, effective, and efficient learning experiences. The fundamental purpose of the special issue is to nurture collaboration between academics and practitioners in instructional design and healthcare as a means of advancing learning and disseminating new ideas. Manuscripts that highlight the skills and knowledge instructional designers require to be successful in healthcare settings, or otherwise address contemporary trends and issues in healthcare that affect the analysis, design, development, implementation and/or evaluation of training and education are also welcome.

Please submit a short proposal, including a title, a one to two page summary, and an outline of the proposed manuscript to Dr. Hirumi at Atsusi.Hirumi@ucf.edu by midnight, Sunday, March 31, 2019. Selected authors will be notified by April 30 and invited to submit complete manuscripts by Friday, August 2, 2019 for publication in the October 2019 edition of JAID. Please Note: An invitation to submit a complete manuscript does not guarantee the manuscript will be published; all manuscripts must still undergo full peer review process.

Playing and Pedagogy: The Theory and Practice of Teaching with Video Games

Hello all,

I’m writing to announce a call for contributions for a special feature in Films for the Feminist Classroom.

Playing and Pedagogy: The Theory and Practice of Teaching with Video Games

Video games and films—both genres increasingly share tropes in their design, aesthetic, and reliance on narrative plots. Video games often use a short film to introduce players to the rules and characters, and action films can rely so much on computer generated imagery that it’s not clear where the computer ends and the “real world” begins. Moreover, films and video games at some times (re)produce status quo norms and hierarchies and at other times offer a path toward radical social justice. In this sense, both serve as forms of entertainment and instruction, pleasure and discomfort. And both can be useful for teaching skills, ideas, and content for educators in various settings.

Considering these similarities, Films for the Feminist Classroom (https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fffc.twu.edu%2F&data=02%7C01%7Cdxf19%40psu.edu%7Cc25907b16bef4499101708d687b5658e%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C636845610496606759&sdata=runjDjANceZsx4HP1F4%2BLaLWlopbYQp8OaGDFDbUyys%3D&reserved=0) is developing a special feature about intersections of gaming/film/video media and pedagogy for an upcoming issue. We are looking for contributions that explore gaming in relation to pedagogy and that in some way critically engage or address hierarchies of power and privilege. We also ask contributors to consider topics relevant to gender, sexuality, race, ethnicity, ability, socioeconomic class, religion, and other social, biological, and cultural influences.

We are interested in short essays (1500-2500 words), game reviews, and lesson plans that offer resources for educators who might consider using gaming in their teaching. Proposals are welcome from a range of theoretical and methodological frameworks, that span a range of fields and disciplines, and that explore various media forms, topics, and content. Educators at a variety of phases of their careers—graduate students to retired faculty—and at a variety of locations, including primary and secondary schools, colleges and universities, and community centers, as well as from different countries, are encouraged to submit a proposal.

Proposals may address but are not limited to the following areas:
— crafting a syllabus and/or a unit within a syllabus about gaming
— incorporating game design in lesson plans
— gaming assignments and/or activities that educators could use
— how different educational settings affect the media and pedagogical strategies we use
— rethinking education material and approaches with gaming
— explicitly pedagogical games
— pairing film/video media and readings
— deconstructing and analyzing video games as a class activity
— the cultural dimensions of gaming
— gamergate threats and harassment and the effect on student’s perception of gaming communities
— gender, race, class, sexuality, ability, religion, etc. in relation to video games
— social justice in gaming narratives
— the rhetoric of video games
— experimental or avant garde video games
— pairing film/video media and readings
— how video games can reinforce and disrupt norms
— the relationship between gaming and other participatory and social media platforms

Proposals should be 150-200 words and cite the specific short media you will discuss in the essay. The deadline for submitting proposals is February 20, 2019. If accepted, completed contributions will be due April 15, 2019.

Please submit proposals and direct any questions to ffc@twu.edu or to Agatha Beins at abeins@twu.edu / 940-898-2117. More information about submitting proposals can be found here: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fffc.twu.edu%2Fcall_4_proposals.html&data=02%7C01%7Cdxf19%40psu.edu%7Cc25907b16bef4499101708d687b5658e%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C636845610496606759&sdata=ZVoFyFUcufriihsokghoYDfse01FmRHnZm5ni%2FlDr6o%3D&reserved=0.

Agatha Beins
Associate Professor
Department of Multicultural Women’s and Gender Studies
Texas Woman’s University
Editor, Films for the Feminist Classroom