CFP: Popular Culture Association Annual Conference-Biographies Area (Virtual Conference--April 13-16, 2022)--Submission Deadline 12/5/21

CFP: Popular Culture Association Annual Conference-Biographies Area (Virtual Conference--April 13-16, 2022)--Submission Deadline 12/5/21

The Popular Culture Association will be holding its annual conference virtually  April 13-16, 2022.

The Biographies Area is soliciting papers that examine the connections between biography and popular culture. Papers and full panel presentations regarding any aspect of popular culture and biography are encouraged. Potential topics might include:

– Biography and entertainment, art, music, theater
– Biography and film
– Biography and criminal justice
– Television programs about biography
– Biography and urban legends
– Biography and folklore
– Biography and literature
– Scholarly Biography
– Controversial Biography
– Psychoanalysis and Biography
– Historical Biography
– Political Biography
– Autobiography

Sessions are scheduled in 1½ hour slots, typically with four papers or speakers per standard session.  Presentations should not exceed 20 minutes.

On your submission, please include title of paper, abstract, and contact information.

Submission Deadline Extension: 12/5/21

Please go to this link to submit your paper:

 https://pcaaca.org/conference/submitting-paper-proposal-pca-conference 

Please direct any queries to the Biographies Area chair:
Susie Skarl
Associate Professor/Urban Affairs Librarian
UNLV Libraries
Las Vegas, NV 89154

susie.skarl@unlv.edu OR susieskarl@gmail.com

CFP - Practicing Map and Geospatial Information Librarianship through the Lens of Diversity, Equity, Inclusion, and Accessibility

CFP - Practicing Map and Geospatial Information Librarianship through the Lens of Diversity, Equity, Inclusion, and Accessibility

I'm co-editing this special edition of the Journal of Map and Geography Libraries, "Practicing Map and Geospatial Information Librarianship through the Lens of Diversity, Equity, Inclusion, and Accessibility". Please consider submitting! While the focus is on map collections, we're considering a broad range of contributions, including original research articles, collection descriptions, pedagogical approaches, and critical reflection papers aimed at analyzing and interrogating our professional practices. We especially encourage contributions from librarians and library workers from underrepresented and historically marginalized racial, social, and/or class groups and with perspectives from areas of librarianship beyond maps and geospatial information.

Suggested topics include, but are not limited to:

• Supporting a diverse and inclusive community of map and geospatial library professionals
• Practices, challenges, and successes in diversifying map and geospatial information collections
• Collections and projects that center perspectives of historically marginalized communities
• Inclusive and accessible practices in geospatial education
• Educational activities focused on topics related to equity, social justice, and civic empowerment
• Practices, challenges, and successes associated with library-community partnerships
• Connections to information, data, and spatial literacy concepts (e.g., cartography and power relations, traditional knowledge and representations of space, location privacy and surveillance)

Article abstracts are due December 13, 2021. Contributors will be notified of their proposal's status (accepted or rejected) by December 17, 2021. Abstracts should be between 300 to 400 words and can be submitted through this form: Submit your abstract<https://forms.gle/5f6y27TeTziTZNxv7>.

Let me know if you have any questions!
Theresa

--
Theresa Quill (she/her/hers)
Map and Spatial Data Librarian
Associate Librarian
Indiana University Bloomington
theward@indiana.edu

CFP: Journal of Information Literacy Special Issue on Critical Information Literacy

Journal of Information Literacy Special Issue on Critical Information Literacy, June 2023: Call for papers, contributions and publication mentors 

LINKS:

• CFP URL: https://ojs.lboro.ac.uk/JIL/announcement/view/44
• Journal URL: https://ojs.lboro.ac.uk/JIL/index

Editors: Lauren Smith and Alison Hicks  

Critical information literacy, with its emphasis on social justice in the instructional and educational work of librarians, have been part of the scholarly literature for over twenty years (Tewell 2018). Since then, the online information landscape has become even more complex in the context of scholarly communications, misinformation and disinformation, and deeper understandings of social responsibility in terms of equality and diversity, race, gender, sexuality and disability. In addition, the roles of librarians and other educators working in information literacy spaces continue to develop against a backdrop of global environmental, health and economic crises as well as local changes to institutional structures and expectations. Responding to the challenges, practical texts such as Critical Library Pedagogy in Practice (Brookbank and Haigh, 2021) have made valuable contributions to the field of critical information literacy, detailing how critical approaches can be applied both to traditional information literacy teaching and to contexts outwith ‘traditional’ spaces for information literacy instruction, such as collection development, cataloguing, reference work, user research, LMS integration and web archiving. 

The aim of this special issue of Journal Information Literacy is twofold: to expand on the rich knowledge sharing occurring in critical information literacy practice; and to highlight explorations of this work from a research perspective. What is the nature of the ways the body of theoretical and research literature on critical information literacy is (and is not) reflected in practice?  How are social changes influencing discourse in librarianship, and in turn, the boundaries between theory, research and practice related to critical information literacy?  

 

Indicative list of anticipated themes 

Specifically (but not exclusively) we invite contributions exploring:  

• Intersections of critical information literacy and critical approaches in other aspects of education and library and information practice, including critical data literacy, critical health literacy, critical digital literacy, and scholarly communications 
• How theory, research, and practice within the maturing field of critical information literacy are mutually informing each other in response to social change  
• Implications of changing pedagogical and pastoral influences in libraries, including discourses around disability, mental health, self-care, mindfulness, and trauma 
• Institutional power structures and dynamics and how these influence advances in critical information literacy 
• The impact of the COVID-19 pandemic on information literacy instruction and how this intersects with issues of social justice 
• Identifying outcomes of critical approaches to information literacy and the interplay between these, the politics of institutions, and an increasing focus on impact measurement and metrics

 

We are keen to hear from academics and practitioners across the world. We are also particularly interested in contributions from outwith the confines of academic libraries. 

If you would like to discuss whether your proposal meets the scope for this special issue, please contact the Editors, Lauren Smith (lsmith1[at]qmu.ac.uk) and Alison Hicks, (a.hicks[at]ucl.ac.uk) for an informal chat.  


Contribution format  

Proposals are welcomed in a wide range of formats. We will consider traditional manuscripts focusing on theory or research but are also keen to receive practice-based contributions and those taking unconventional forms. These could include zines, photo- or video-essays, research agendas, collaborative discussions, or audio recordings. 


Mentoring scheme  

Mentees: If you are interested in submitting a contribution to the special edition of JIL but do not feel confident doing this alone, we may be able to pair you with a mentor who can offer guidance throughout the process of creation and submission. If you are interested in being mentored, please submit a written proposal of no more than 400 words to jinfolit@gmail.com by 28th February 2022 so that we can match you with a mentor in good time.

Mentors: If you feel you would be a suitable mentor for prospective contributors, please contact Journal of Information Literacy with some information about your areas of interest or expertise. You will be asked to correspond with mentees by email or video/voice call to provide guidance on producing a high-quality piece of work in a potentially non-traditional format. We would ask that you be prepared to offer around four hours of your time on this work.
 

Contribution submission details 

• Deadline for contributions: 9th January 2023 
• Special issue publication date: June 2023
• General guidelines: The submission has not been previously published, nor is it before another journal for consideration  
• Submissions: Contributions should be submitted via the JIL website: https://ojs.lboro.ac.uk/JIL/about/submissions   
• Length: Contributions should be between 3,000 and 8,000 words (excluding references), or equivalent (depending on format)  
• References: Referencing should be in APA style 
• Peer Review Process: JIL follows a double-anonymous peer review process, meaning that research 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 

References 

Brookbank, E. and Haigh, J. eds. (2021). Critical Library Pedagogy in Practice. Innovative Libraries Press. https://eprints.leedsbeckett.ac.uk/id/eprint/8110/1/CriticalLibraryPedagogyInPracticePV-HAIGH.pdf  


Tewell, E. (2018). The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction. College & Research Libraries, 79(1), 10. doi:https://doi.org/10.5860/crl.79.1.10 

Call for ALA Core Web Course Instructors- ALA Fundamentals online courses @ALA #ALA

 A CALL FOR WEB COURSE INSTRUCTORS

 

Please share this message widely!

 

Core is in need of knowledgeable librarians from all types of libraries to become trained to teach its popular four- and six-week "Fundamentals of..." online courses:

• Fundamentals of Metadata
• Fundamentals of Digital Libraries
• Fundamentals of Collection Assessment
• Fundamentals of Acquisitions
• Fundamentals of Cataloging
• Fundamentals of Collection Development and Management
• Fundamentals of Preservation
• Fundamentals of Electronic Resource Acquisitions
• Fundamentals of Management (*currently under development)

Fundamentals of Collection Assessment (FCA), Fundamentals of Acquisitions (FOA), and Fundamentals of Preservation (FOP) are especially in need of more instructors.

 

Courses are composed of self-paced modules and include interaction with the instructors and classmates. The course content is already developed and ready to use; no additional editing is needed. Accepted applicants become instructors-in-training and go through a series of training sessions by experienced course instructor. A modest honorarium is paid to course instructors.

 

The key characteristics of successful instructors are subject expertise, comfort with e-learning technology, and the ability to make student communication a priority for the period of the course. Prior teaching experience is not required, but instructors must be Core members.

 

If you are interested in becoming an instructor for a Core Web Course, please complete the online instructor application by December 6, 2021. You will be asked to include a statement of interest (300 words maximum) and attach a copy of your resume.

CFP: We Can Do It!: Retooling Library Instruction for Today's Learning Environments (LOEX 2022 - Ypsilanti, Michigan)

 LOEX 2022: Call for Breakout Session Proposals

We Can Do It!: Retooling Library Instruction for Today's Learning Environments

50th Annual LOEX Conference
May 5-7, 2022
Ypsilanti, Michigan

LOEX is returning in person and going back to its Michigan roots in May 2022 -- the home of Rosie the Riveter and the assembly line. Just as Rosie stepped up to the production line, we invite you to share how you're pushing the boundaries of information literacy instruction in your work. Meet with like-minded colleagues to discuss how both instructional ingenuity and tried-and-true successes can impact 21st century student learning. There may be bumps in the road or breaks in the line, but we can do it!

This year's LOEX tracks are:

• Pedagogy: Instructional Nuts and Bolts
• Assessment: Building in Quality Control
• Innovation: R&D in Information Literacy Instruction
• Leadership: Stepping Up to the Line
• Failures and Problem-Solving: Overhauling and Reinventing
• Collaboration and Outreach: Assembling Diverse Production Teams

Proposals for 50-minute long presentations and interactive workshops can be submitted only through the online submission form and must be received by Monday, November 29, 2021. The primary contact for the proposal will receive a message indicating receipt of the proposal when it is submitted and will be notified if the proposal has been accepted for presentation by Monday, January 17, 2022.

For more details, please visit http://www.loexconference.org/breakout-proposals/

Call for Chapters: Universal Design for Learning in Academic Libraries: Theory into Practice

We invite chapter proposals for this peer-reviewed collection to be published by ACRL press.  We are seeking proposals from academic librarians who work in all spheres of library work. Proposals are due by January 5, 2022.

About the Book

Universal Design for Learning (UDL) and other frameworks for applying Universal Design to teaching and learning have been around for over two decades, but have more recently become a topic of interest in academic libraries. Originally conceptualized as a way to support students with disabilities, UDL has now been shown to help all students. While academic librarians and library administrators are interested in adopting UDL, there have been limited practical examples that are relevant to academic libraries. Through this book, we seek to provide academic librarians with both a grounding in UDL theory and a toolkit they can use to implement UDL into their own work.

 

UDL theory has the potential to transform not just academic library instruction programs and websites, but all aspects of what our libraries do, including our services and behind the scenes work in areas like electronic resources, systems, and metadata. This book will explore exactly what UDL might look like in a wide range of academic library applications. As seen in the proposed list of topics, we hope to gather together chapters on how librarians can apply UDL to almost any area of library services.  A variety of approaches are welcome, including chapters focused on theory, case studies, lesson plans, and chapters proposing best practices for specific applications of UDL.

Book Sections

We are seeking proposals related to the topics discussed below or on other topics that fit the theme of the book.

 

Section I:  UDL theory and academic libraries

• What does UDL as a theory mean for academic libraries as a whole?
• How does UDL relate to other frameworks or theories that guide library practices?
• How useful are the existing frameworks (UDL, Universal Instructional Design, Universal Design for Instruction, Universal Design of Higher Education, etc.)  for libraries?
• Should a separate framework be developed for libraries?  If so, what would it look like?
• UDL and its connection to DEI either broadly or suggestions for UDL application to a specific academic library user population.

 

Section II.  UDL in practice—Working directly with students

• How have you applied UDL to your own instruction?
• How have you incorporated UDL theory into digital learning objects?
• What does UDL look like when applied to providing reference services (in-person, chat, FAQs)?
• How can UDL be applied to other library service points or units (circulation desk, special collections/archives, learning commons, maker spaces, etc.)?

 

Section III.  UDL in practice—Behind the scenes

• How have you applied UDL to your library website?
• How can UDL be applied to library functions that mainly occur behind the scenes, including:
• Cataloging/metadata
• Electronic resources
• Systems
• Acquisitions
• Data services
• Open access and OERs
• Scholarly communication
• Collection development
• How can UDL be incorporated into library management?

Submitting a Proposal

Please submit a tentative chapter title and description of 300-500 words, using the proposal form.  The form also requests author names, titles, and institutions.  

Publication Timeline

Proposals are due by January 5, 2022.

Authors will be notified of their status (accept or decline) by February 1, 2022. 

A first draft of approximately 2000-4000 words (excluding endnotes and bibliography) will be due on May 15, 2021, and after receiving editorial feedback, a final draft will be due on August 15, 2022. Chapters must not be previously published or simultaneously submitted elsewhere.

 

Anticipated book publication is 2023. Chapter authors will be able to make their chapters open access by posting final copies of their chapter in their institutional repositories under a Creative Commons license.

 

For additional information, please email: UDLforAcademic@gmail.com

 

Co-editors:

 

Rachel McMullin

Associate Professor, Humanities Librarian

West Chester University

rmcmullin@wcupa.edu

 

Danielle Skaggs

Associate Professor, Online and Distance Services Librarian

West Chester University

dskaggs@wcupa.edu

CFP: Multimodal Forum in Theological Librarianship #OpenAccessJournal

Multimodal Forum in Theological Librarianship

 

Multimodal scholarship is gaining increasing currency in many areas of scholarly communication in the academy and beyond. A typical peer-reviewed article usually capitalizes on a single mode, usually alphabetic text (while using multimodal elements standardized by convention and style).  In contrast, multimodal scholarship, as the name suggests, presents information in a variety of modes or formats. These multiple modes of communication may include a combination of linguistic, visual, aural, spatial, and gestural means of expressing ideas and information.

 

In order to explore this exciting and developing form of scholarly communication, the fall 2022 issue of Theological Librarianship will host a forum that invites librarians and others to share their experiences with, or reflections on, multimodal scholarship (including archiving and curation). In a brief statement (750-1500 words), contributors are encouraged to share their ideas, to describe how their libraries have engaged or promoted multimodal scholarship, or to consider the ways in which multimodality has intersected or might intersect with theological or religious studies and librarianship. The forum itself will maintain the traditional delivery format and will serve as a prelude to potential future fully multimodal issues.

Theological Librarianship (https://serials.atla.com/theolib) is an open access journal publishing peer-reviewed articles, as well as essays and reviews, on subjects at the intersection of librarianship and religious and theological studies that potentially impact libraries.

 

The deadline for submissions is June 1^st , 2022. Submissions should be made at https://serials.atla.com/theolib/about/submissions. 

 

If you have any questions, please contact the Theological Librarianship editorial team (editors-tl@atla.com).

CFP: Teaching Methods Committee's 2022 Virtual Forum (March 2022) - ACRL Instruction Session

The Teaching Methods Committee invites you to submit a proposal for a presentation at our 2022 Virtual Forum to be held online in March. This is an opportunity for librarians and library workers to showcase innovative teaching methods, assessment, and theoretical approaches. The forum is a 45-minute presentation followed by 15-minutes of Q&A. 

Past topics include critical race pedagogy, gendered labor and instruction, visual literacy, and assessment. See past events on the Instruction Section website. 

Please fill out the proposal form by Friday, December 10, 2021: https://forms.gle/eCUjnY8MEMm8zeVM9

CFP: Mid-Michigan Digital Practitioners - (Virtual Event December 2, 2022)

Mid-Michigan Digital Practitioners Call for Proposals Closes Friday, November 5

Reminder: The Mid-Michigan Digital Practitioners meeting will be held virtually via Zoom on Thursday, December 2.

 We are now accepting proposals for presentations (15-60 minutes), ‘birds-of-a-feather’ discussion topics (20-30 minutes), demonstrations (10 minutes), lightning talks (5 minutes), or a virtual poster. To submit a proposal, please complete the form with your idea: https://bit.ly/mmdp-cfp-f21. Please submit proposals before FRIDAY, NOVEMBER 5.

 

As always with MMDP events, REGISTRATION IS FREE.

 

Use the event registration form to register anytime between now and December 2: https://bit.ly/mmdp-reg-f21. We will make the program for the December 2 MMDP Meeting available after November 5.

 

If you have any questions, please send us an email (midmichdp@gmail.com).

 

Bryan Whitledge

Archivist for University Digital Records

Clarke Historical Library

Central Michigan University

989-774-2159

whitl1br@cmich.edu

CFP: Transforming Libraries to Serve Graduate Students (Virtual Conference - March 16-17, 2022)

 Call for Proposals (proposal deadline: November 29, 2021)

Transforming Libraries to Serve Graduate Students

March 16-17, 2022

Virtual Conference

As universities continue to add and diversify their graduate programs, academic libraries have become increasingly responsive to the distinct need for specialized services, instruction programs, and spaces for graduate students. Transforming Libraries for Graduate Students, the only conference dedicated specifically to graduate librarianship, provides the opportunity to share innovative approaches, best practices, research, and empirical initiatives by and for academic librarians serving graduate students and graduate faculty. This two-day, virtual conference will feature individual and small group presentations and poster sessions focused on student services, applied research, and professional development.  

Who should attend?

• Librarians providing support to graduate students, faculty, and programs
• Library administrators responsible for planning and assessing library impact on graduate programs
• Library school students preparing for careers in academic libraries
• Graduate school administrators and faculty interested in fostering collaboration with libraries in graduate education

Proposals

Presentations on all aspects of supporting graduate programs in libraries and professional development for graduate librarians are welcome. In addition to fundamental issues such as research workshops; systematic and literature reviews; copyright; scholarships; and OER, suggestions for additional topics include collaborations with graduate students and faculty; ethics and academic integrity; students as researchers and instructors; scholarly communication; online instruction; non-traditional, international, and under-served students; data services; professional development topics such as tenure and promotion; publishing; research teams and the research life cycle. For Day Two, priority will be given to presentations which address the professional development of graduate librarians, with topics such as continuing education; tenure and promotion; publishing; and the research life cycle.

Session types:

* 25-minute individual or 50-minute group presentations (limit of three presenters)

* poster sessions

 

We welcome your ideas and look forward to continuing the dialogue and relationships built in previous conferences.  Transforming Libraries for Graduate Students is coming…what do you want to say?  

Submit proposals by November 29, 2021 at  https://digitalcommons.kennesaw.edu/gradlibconf/

CFP: Toxic Cultures in Higher Education (ACRL Publication)

CFP: Toxic Cultures in Higher Education

 

Editors: 

Monica D.T. Rysavy, Ph.D., Ed.D. 

Russell S. Michalak, MLIS

Trevor A. Dawes, MLS

Jon Cawthorne, Ph.D.

 

About this Edited Collection

 

With a new decade, there are now emerging challenges in higher education due to COVID, inequity, social justice, food insecurity, wage disparity.  Even before the pandemic, there has not been a broad examination of higher education workplace cultures.  This CFP seeks interested authors who work in higher education to identify the signs, find solutions and collectively address the problems that create and sustain toxic cultures. Toxic cultures in libraries have not been well-documented in the literature. Furthermore, what publications do exist, minimally (if at all) focus on how to effectively navigate or improve the culture of organizations struggling with a toxic culture.

We are soliciting chapters of case studies for our upcoming edited collection (published by ACRL)  that discusses the toxic "us vs. them" culture between libraries, library staff, and any other college and university stakeholder group that is so pervasive in much of higher education. 

 

We are looking for contributions from a broad spectrum of individuals working in higher education. Each chapter should be written through the lens of equity, diversity, and inclusion. 

 

Chapter topics may focus on, but are not limited to the following:

• Challenging situations: Narratives describing specific toxic culture challenges related to any college stakeholder group vs. libraries and/or library staff. 
• Turnaround stories: Toxic culture situations that were turned around through the efforts of individuals working at the specific institution
• Other suggested topics include, but are not limited to toxic cultures and as it relates or contributes to: 
  • wellness, 
  • work/life balance, 
  • financial stresses, 
  • tenure issues, 
  • human behavior, 
  • multigenerational workforce, 
  • compensation, 
  • favoritism, 
  • unions,
  • faculty rank, 
  • DEI, 
  • training and development, 
  • appreciation, 
  • scholarship, and 
  • technical skills

 

Each chapter (3,500 - 5,000 words) should provide lessons learned and/or practical suggestions for readers to provide actionable advice for resolving institutional and organizational concerns related to toxic behaviors in the workplace.

 

Tentative Timeline: 

 

• November 1, 2021 - CFP opens
• November 19, 2021 - CFP closes
• December 10, 2021 - Notification of submission status (accepted or declined) sent
• February 7, 2022: 1st Draft Due*
• February 25, 2022: 1st round revisions are sent by Editors to Contributors
• May 7, 2022:  2nd round revisions* are due by Contributors to Editors
• 3rd round revisions: As needed
• July 8, 2022: Final Manuscript submitted to Publisher

 

* Please note that all chapters will be reviewed by potentially all editors for commenting and track changes. 

How to Submit Your Proposal

 

Please submit your proposal by completing the proposal submission form available by visiting https://airtable.com/shrZEzzlTcgy7H1i2. 

 

Please note that a 500-word abstract is required (and must be submitted via a shared Google doc in the submission form) and should include an overall outline of the proposed chapter with clearly labeled relevant headings that address the topic of the edited collection as described in this CfP. Please make sure to also address, even if only at a high level, what lessons learned / practical actionable next steps readers can take away from your chapter to hopefully help address similar concerns they may be facing. 

Questions or concerns? Please submit let us know by visiting https://airtable.com/shro0UUiWFA43N0uC