CFP: South Carolina Conference on Information Literacy (Online - August 4th-6th) - Reshaping the Future of Instruction

 

Join us in 2021 for the South Carolina Conference on Information Literacy!

The theme for SCCIL ‘21 is RESHAPING THE FUTURE OF INSTRUCTION.

SCCIL ‘21 will be held virtually August 4 - 6.

• Call for Proposals extended to April 9, 2021
• Acceptance notifications by April 30th
• Registration Opens - June 30th

The South Carolina Conference on Instruction Literacy is a new conference focused on providing instruction librarians a space for professional development and networking opportunities. Based in Charleston, South Carolina, we welcome any and all librarians who are interested in learning about new classroom strategies, instruction ideas, or anything else involved in teaching students information literacy skills.

Please think about and prepare proposals engaging with the theme of RESHAPING THE FUTURE OF INSTRUCTION. How have you reshaped the future of your practice? What strategies do you employ to prepare for potential instruction issues? What pedagogies, tools, or practices have you considered (or discarded) on your path? How have you prepared for changes in your practice due to the current environment? What have you changed based on previous setbacks?

• We’d love to see proposals about:
• Engagement & Outreach
• Critical Information Literacy
• Diversity, Equity, and Inclusion in Instructional Services
• Assessment
• Pedagogy/Andragogy
• Hiring (writing job descriptions), Onboarding, and Management in Instructional Services
• Professional Tips for New Instruction Librarians
• Reflective Practice, Morale, & Self Care
• Technology tools for creating instruction
• Active learning in an online environment
• Tutorials/Asynchronous Instruction
   
• Format Types:
• 60+ minute sessions:
• Mediated Roundtable - you come up with a problem that can be solved and serve as the mediator in a small group of people
• Cracker Barrel (rotating presentations) - The Cracker Barrel is a very short session repeated three times in 75-mins. The presenter usually provides a brief introduction to the topic, and participants are invited to comment and ask questions. After 20 minutes, when the bell rings, participants will move on to another breakout session, and the presenter will repeat the presentation to a new group. Three groups will pass by each breakout session in a 75-mins period.
• 50 minute sessions:
• Panel discussions (4+ speakers)
• Problem based discussion - you come up with a problem that can be solved and serve as the mediator in a small group of people.
• Project demonstrations - show how you went about creating an instructional element in a software or course outline. Example - How did you make a one shot session to embed within a course?
• Expert lecture - share your study data with us!
• 20 minute sessions:
• Mini-lecture w/Q&A
• Poster Session
• Intended Audience:
• The SCCIL Conference seeks to bring together a group of librarians, educators and practitioners for presentations, discussions and networking. We encourage participation from all types of libraries such as academic, community, museums, libraries (K-12, higher education, public, special), institutions, and organizations.

Direct questions to: sccilcharleston@gmail.com

Join us on Facebook at: South Carolina Conference on Information Literacy : https://www.facebook.com/groups/437455930950196/

EBLIP Journal Seeking Associate Editor (Evidence Summaries) and Copyeditors - Evidence Based Library and Information Practice

Evidence Based Library and Information Practice is seeking an Associate Editor (Evidence Summaries) and two Copyeditors. See our latest issues for more information:

Associate Editor Evidence Summaries
https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29928/22352

Copyeditors
https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29929/22353


The new Associate Editor (Evidence Summaries) is expected to begin their role by August 2021 and serve a 3-year term (with possibility of renewal). This role shares workload with a second Associate Editor. The two new copyeditors will ideally be in place by May 2021, in time to begin work on
the June issue.


Published quarterly and hosted by the University of Alberta, Evidence Based Library and Information Practice is a peer-reviewed, open access journal that has been publishing since 2006. It is targeted at all library and information professionals interested in an evidence based model of practice. By facilitating access to librarianship research via original research articles and evidence summaries of relevant research from the library literature, Evidence Based Library and Information Practice enables librarians to practice their profession in an evidence based manner.

Please visit our journal web site (https://journals.library.ualberta.ca/eblip/index.php/EBLIP) for more
information about the journal.

For questions about these positions, please contact Ann Medaille,
Editor-in-Chief, at amedaille@unr.edu.

CFP: Spring 2021 Academic BRASS Newsletter Reminder #BusinessLibrarianship

 Upcoming Deadline Reminder: We would like to hear from you!

Interested in seeing your name in print? Want to add another line to your CV? Have something to share with other business librarians?

The Business Reference in Academic Libraries Committee of BRASS is seeking articles for the next issue of its online publication Academic BRASS. Academic BRASS is a newsletter--not a journal--that publishes issue-based articles and information for the general and educational interest of BRASS members and academic business librarians.
Topics of interest to the editors are those dealing with business librarianship, such as resources, liaison and outreach activities, strategies, and instruction. Reviews of books, databases, and web sites are welcome as well.
Maybe you have another cool idea - that's fine too - get those submissions in!

Deadline for submissions for the upcoming issue is April 23, 2021.

You may want to see previous editions. For access to the full text articles of past issues of Academic BRASS, see http://www.ala.org/rusa/sections/brass/publications/academicbrass

The typical length of an Academic BRASS article is 500-800 words, but past articles have been as long as 1,000 words or more. Authors should be guided by what they have to say rather than an arbitrary word length. All articles are subject to editing for length, style, and content. The newsletter follows the Publication Manual of the American Psychological Association, 7th edition for all matters of style and citation. Authors whose articles include references to print or Internet resources are urged to observe the conventions set forth in that publication and on the APA web site (http://www.apastyle.org/).

Please send article proposals or submissions to both of the editors, Janet Franks at janet.franks@saintleo.edu  and Wendy Pothier at wendy.pothier@unh.edu  .

CFP: Special Issue on Information Literacy and COVID-19 - Journal of Information Literacy (JIL) #OpenAccess

JIL Special Issue on Information Literacy and COVID-19

• CFP URL: https://ojs.lboro.ac.uk/JIL/announcement/view/38
• Journal URL: https://ojs.lboro.ac.uk/JIL/index

It has now been over a year since the world first started dealing with the immense challenges of the COVID-19 global pandemic. During this time, information literacy has helped communities to deal with disruption to everyday, workplace, health, and education contexts, including the shift to online working and learning, the need to mediate health and wellbeing issues, and ongoing problems related to the impact of furlough and unemployment (Lloyd & Hicks, 2021). These changes have catalysed enormous opportunity, including the provision of accessible educational and social events, and creativity, as evidenced by the growth in community support networks and multi-modal, multi-generational learning that challenges standardised educational approaches. At the same time, COVID-19 has given rise to a number of issues including the adoption of controversial commercial learning technologies and renewed focus on banking models of education, the (temporary) closure of learning-focused community spaces, the rise of digital inequalities, ongoing physical and mental health issues, and enormous pressure for library workers forced to ‘pivot’ at short notice and under problematic working conditions. The impact of these changes upon information literacy itself, as well as related instructional initiatives, raises a number of questions, concerns and developments that require further research from a Library and Information Studies perspective.   

The Journal of Information Literacy (JIL) welcomes submissions exploring the impact of COVID-19 on information literacy within all of its forms. Topics of interest include, but are not limited to: changing understandings of workplace information literacy in relation to COVID-secure workplaces, home-working, furlough or job seeking contexts; intersections and the blurring of boundaries between education, health and community information literacy; shifting understandings of digital literacy, including related to privacy, surveillance, and digital inequality; information literacy and mental health, physical health and disability; COVID-safe information literacy research methods. If you would like to discuss whether your proposal meets the scope for this special issue, please contact the Editor, Alison Hicks, (a.hicks[at]ucl.ac.uk) for an informal chat.

Deadline for full papers: 10^th January, 2022 

Special issue publication date: June 2022

·       General guidelines: The submission has not been previously published, nor is it before another journal for consideration.

·       Submissions: Manuscripts should be submitted via the JIL website: https://ojs.lboro.ac.uk/JIL/about/submissions  

·       Length: Papers should be between 3,000 and 8,000 words, excluding references

·       References: Referencing should be in APA style

·       Peer Review Process: JIL follows a double-anonymous peer review process, meaning that articles are read by at least two reviewers who have no knowledge of the author’s identity.

·       Open Access Policy: The Journal of Information Literacy is an open access title and authors retain copyright in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence.  

 

 

Lloyd, A., & Hicks, A. (2021). Contextualising Risk: The unfolding information work and practices of people during the COVID-19 pandemic. Journal of Documentation. https://discovery.ucl.ac.uk/id/eprint/10121120

 

Call for Chapters: Examining Resources and Collaborating with Libraries for Education Preparatory Programs

Call for Chapters: Examining Resources and Collaborating with  Libraries for Education Preparatory Programs 

Editors 

Lavoris Martin, University of Arkansas at Pine Bluff, United States 

Call for Chapters 

Proposals Submission Deadline: April 21, 2021 

Full Chapters Due: August 19, 2021 

Submission Date: August 19, 2021 

Introduction 

The public has often viewed libraries as book and document repositories with the responsibility of helping or retrieving  these resources for their patrons. However, libraries are an oasis that is resourceful and multidimensional. Libraries,  librarians, and library staff have always served within the blueprint of student success. Libraries are providing in person and online access points for the university community. Universities have long been the setting for teacher  preparation, life skills, and workplace development, with the library in the background providing essential resources  for education programs. Library's primary mission is to remove physical barriers to resources and to facilitate learning  and research. Libraries increasingly introduce new technology and resources as they become available. Initiatives  include providing safe spaces for studying, collaboration, laptop checkouts, Wi-Fi, hot spots, resource guides, open  education resources (OER) and course reserves, information literacy, and other services with 24/7 access. The  essential question this book aims to address is what role do librarians and libraries play in education preparation and  examination success? This book will highlight the different roles libraries play in education preparatory programs and  how collaborative efforts can better serve educational programs. Librarians are information professionals who serve  as instructors, consultants, supervisors, activists, mentors, and advocates. Librarians and libraries support staff today  perform a multitude of tasks to provide robust functionality to higher education with an emphasis on the preparation of  educators. This book will examine the multifaceted librarian to gain an understanding and perspective of the practice  of librarians in teacher education preparation as libraries continue to navigate an era of technology and digital  scholarship. Preference will be given to submissions that demonstrate librarians' and libraries' role in teacher  education preparation and research that examine successful completion of Praxis and other licensing requirements,  initiatives of best practices for supporting educational preparatory programs, practices for supporting education  students, and collaborative initiatives amongst libraries and teacher education programs. 

Objective 

This book aims to provide relevant practices and trends in education preparatory programs successful preparation of  teachers from the librarian perspective but also from an educational perspective, specifically examining what  resources the educational programs are using to prepare their preservice teachers and to determine if there is any  collaboration between the library and education preparatory programs. Moreover, the book investigates what  resources education programs are using for exam preparation, collaborative efforts with libraries. Further examines  how libraries can better serve the education programs to help more prospective teachers be successful in passing  required exams and licensing requirements for their program—for example, focusing more on the resources and  support that are provided for teacher preparation, exam preparation, and library resources available to aid in this  effort, including post-COVID-19 support and challenges to resources caused by the pandemic. 

Target Audience 

The target audience of this book will be composed of educators, professionals, librarians, and researchers working in  the field of information and library science and education in various disciplines, e.g., library, education, computer  science, information technology, adult education, and information and communication sciences. The book will provide 

support and insights for practitioners, teacher educators, researchers, education preparatory programs, librarians,  and libraries concerned with the successful preparation of prospective educators and the successful licensing and  exam preparation. 

Recommended Topics 

• Partnerships between libraries and education preparatory programs • Librarianship and information science in the  classroom • How information professionals bring creativity into the profession including classrooms, reference,  research, consultations, etc. • Licensing • Examinations • Praxis • Assessment • Education Preparatory Programs •  Instructional Collaborations • Librarian relationships and collaborate with faculty • Library and librarian’s role in higher  education • Instructional designers, and others to instruct distance and online students? • Library resources /  Research guides • Innovative ways libraries support educational programs • Teaching and learning experiences •  Post-COVID-19 support and challenges to resources • Education accreditation, quality, and assessment • The  changing role of the library • Interdisciplinary nature of librarianship • Digital tools for educator preparatory programs •  Learning space • Information Literacy programs to support Praxis outcomes • Library programs to support education •  Technology adoption for education support • Engagement & Outreach • Pedagogy/Andragogy • Professional Tips for  Instructor and Librarians Instructional Practices • Technology tools for creating instruction • Tutorials/Asynchronous  Instruction for Examination Preparation • Open access resources • Publicly available education resources • Library  Incorporating data into classroom • New instructional techniques • Building liaison relationships and instruction  programs • Distance/Online learning • Workshops and collaborative sessions • Instruction, support, and cooperation 

Submission Procedure 

Researchers and practitioners are invited to submit on or before April 21, 2021, a chapter proposal of 1,000 to 2,000  words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by May 5,  2021 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted  by August 19, 2021, and all interested authors must consult the guidelines for manuscript submissions  at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted  chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers  for this project. 

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Examining  Resources and Collaborating with Libraries for Education Preparatory Programs. All manuscripts are accepted based  on a double-blind peer review editorial process. 

All proposals should be submitted through the eEditorial Discovery® online submission manager. 

Publisher 

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher  of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference,"  "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing  reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative  topic areas including, but not limited to, education, social science, medicine and healthcare, business and  management, information science and technology, engineering, public administration, library and information science,  media and communication studies, and environmental science. For additional information regarding the publisher,  please visit https://www.igi-global.com. This publication is anticipated to be released in 2022. 

Important Dates 

April 21, 2021: Proposal Submission Deadline 

May 5, 2021: Notification of Acceptance 

August 19, 2021: Full Chapter Submission 

October 17, 2021: Review Results Returned 

November 28, 2021: Final Acceptance Notification 

December 12, 2021: Final Chapter Submission

Inquiries 

Lavoris Martin 

Associate Librarian Emeritus 

University of Arkansas at Pine Bluff 

martinl@uapb.edu 

Classifications 

Computer Science and Information Technology; Education; Business and Management

CFP: Academic Library Association of Ohio (ALAO) Annual Conference - Online, October 27-29, 2021 - Building Bridges: Dialogue, Deliberation, and Connection in Academic Libraries

 

Call for Proposals The Academic Library Association of Ohio (ALAO) Conference Planning Committee invites you to submit proposals for the 47th Annual Conference

Conference Date: October 27-29, 2021 Conference Location: Online Submission Deadline:  April 12, 2021 Call for Proposals: https://www.alaoweb.org/conferences/2021/proposals Submission Form: https://tinyurl.com/alao2021submissions  We encourage thoughtful, timely proposals from all areas of library work. Adherence to the conference theme is encouraged, but not required. Possible topics include, but are not limited to: Civic engagement Collaboration Dialogue Libraries as space/third space Instruction modalities & virtual libraries Misinformation Service changes/transitions Emerging technology solutions Crisis management One proposal form will be used for all presentation types: Presentation (or other 50-minute session)  Poster Session (brief, pre-recorded session) Lightning talk (brief live session) If you have a unique format idea, not listed above, please submit it under the presentation option (Panel discussions, etc... ) We invite you to contribute your ideas to make 2021 the best ALAO conference yet.

Call for Chapters: Instructional Identities and Information Literacy (ACRL Edited Book)

CFP URL: https://sites.google.com/oakland.edu/instructional-identities

For more about this book - https://sites.google.com/oakland.edu/instructional-identities/about-this-book

Instructional Identities and Information Literacy

Call for Chapter Proposals
Submit by March 31, 2021, 11:59pm EDT

Academic librarians at community colleges, four-year institutions, research universities, and every kind of college or university in between engage in teaching and instruction. Many of us enter these roles with limited experience or education, sometimes figuring out how to engage students in learning from our own observations, trial-and-error, or professional learning opportunities. As our instructional responsibilities grow, shift, emerge, or change, we need to find more consistent, evidence-based ways for us to develop sound pedagogical practices and hone our instructional identities at the individual, programmatic, institutional, and profession-wide levels.

• Do you have an authentic case study or experience to share that can help your colleagues explore how instruction-centric perspective transformation can happen?
• Are you in a unique environment, working with students or faculty with specific instructional needs?
• Did integrating the Framework into instruction shift your institution’s teaching culture?
• Have you reframed your own instructional identity as you integrate technology into your teaching, or as you grappled with pandemic-centric learning conditions in 2020?
• How have critical pedagogy, antiracist practices, and social justice initiatives refocused your own sense of yourself as a library educator?

This edited volume will expand upon existing conversations that focus on individual activities, programmatic priorities, institutional initiatives, and professional perspectives to delve into the ways that libraries and librarians can meaningfully shape information literacy instruction for 21st century learners and their needs.

In Instructional Identities and Information Literacy: Transforming Our Profession, Our Institutions, Our Programs, and Ourselves, we’ll seek to more fully understand the diverse and meaningful ways that academic librarians can consider and construct instructional identities across educational situations, thereby engaging students in more meaningful, applicable learning experiences.

Call for Chapters: Role of Libraries, Archives, and Museums in Achieving Civic Engagement and Social Justice in Smart Cities & Survey - Library, Archive, and Museums' during COVID-19

 Final Call for Book Chapters: ++ Global survey [$25 Gift card, enter to win ]

Thank you if you have responded to this call. In case you missed, I again cordially invite you to submit a chapter proposal by April 8 2021 for the forthcoming scholarly book:

The book is Role of Libraries, Archives, and Museums in Achieving Civic Engagement and Social Justice in Smart Cities, to be published by IGI Global, an international publisher of progressive academic research. https://www.igi-global.com/publish/call-for-papers/call-details/5071

First section of the book is the subject of this call for chapters. The book editorial board has a team of six professional thought leaders .

For the second section of the book I invite you, now to participate and provide your input in the two surveys:

On-going (since two weeks-- please ignore if you have already completed this): Five Minute survey: Library, Archive, and Museums' during COVID-19, a link to the survey is here: https://forms.gle/C1ZCxRiKpJNniXzQ6

NEW: Eight Minute Post-COVID-19 survey entitled, "global survey of Library, Archive, and Museums' digital readiness in building a better “new normal.” (survey link is here https://forms.gle/PTEq3EmUfCcgpzBW6 ).

(with a chance to win $25 gift card; some conditions apply,).

$$$ Chance to Win a $25 Gift CARD. $$$ You must complete, both, and entire surveys [COVID-19 survey link is here:- https://forms.gle/C1ZCxRiKpJNniXzQ6 ].

Your Name, E-mail and Name of your office (to skip the scam) are required to enter the gift card drawing.

Mohamed Taher

Editor's Contact  Email: mt@akbani.info