Call for Reviewers: Reader's Roundup Monographic Musings & Reference Reviews in Against the Grain (ATG) at the Charleston Hub @chsconf

We are seeking additional librarians and other information professionals who would like to review new books for the Reader's Round-up: Monographic Musings & Reference Reviews in Against the Grain (ATG) at the Charleston Hub (https://www.charleston-hub.com/) 

 

General Guidelines

• Monographic Musings - We are reviewing books that cover a wide range of topics in librarianship and information management.  While many will be focused on collections and collection management, the titles reviewed may reflect the wide range of topics covered at the Charleston Conference.  

• Reference Reviews - We are also reviewing a wide range of reference works that might be purchased for library collections.  To review these titles, please choose works that match your general understanding of available library reference works or subject knowledge.  

• Reviews do not have a hard and fast rule in regards to a word count.  Keeping it between 500 and 750 is a good goal to follow.  If a review is shorter or longer, we can figure that out.

• Structure should be setup similar to the sample review.

• Bibliographic Information

• Reviewed by note (name, title, institution and email)

• Review elements

• Basic introduction to the topic

• Author's background

• A few examples (good or bad) of the work

• Overall statement of value

• Review Rating

 

For more information, including reviewer guidelines, past columns, list of available books, and publisher information, please visit my page for this section:

https://sites.google.com/view/squirrelman/atg-readers-roundup

 

If you would like to review books - please fill out this form:

https://forms.gle/1CMyMtpDrS3nm3GL7

 

Here is the current list of books that are available:

https://tinyurl.com/ATGReadersRoundup22

 

If you have any questions, please contact Corey Seeman (section editor) at cseeman@umich.edu

CFP: Special Issue on Social Justice and Science Librarianship to be published in Issues in Science and Technology Librarianship (ISTL)

 Call for Submissions

Issues in Science and Technology Librarianship (ISTL) has recently published a four-part column series on social justice (SJ) and science librarianship (fourth part to be published in Issue No. 100). As a culmination to this project, we invite submissions that will amplify the work that Libraries and Librarians are doing in the areas of equity, diversity, inclusion, belonging, accessibility, and/or social justice, specifically in the areas of Science, Technology, Engineering, Mathematics, and/or Medicine (STEMM). 

 

Aim/Scope

The aim of this special issue is to highlight, empower, and encourage the work done in the areas of social justice and science and technology librarianship. 

The scope includes any topic under the social justice umbrella integrated into science and technology librarianship. 

 

Possible Topics and Submission Types

Possible Topics include, but are not limited to:

• Diversity, Equity, Inclusion, and Accessibility Programming
• Anti- and Decolonial Collection Practices
• Retention of BIPOC Science & Technology Librarians
• Integrating Social Justice Concepts into Library Instruction
• Repatriation of Collections
• Critical Science Librarianship
• Equitable Impact Reports
• Anti-Racist Approaches to STEMM Information Literacy
• Inclusive Evidence Synthesis Practices
• Accessibility in Reference Interactions
• Just Data Use and Preservation
• Social Justice Reading Groups/ Professional Development for STEMM Communities  
• All other topics in the intersection of Social Justice and Science & Technology Librarianship

 

Possible Submission Types:

• Research Study
• Personal Narrative
• Ethnography
• Literature Reviews
• Case Studies
• Evidence Synthesis

 

We are very open to all formats, including those which would be considered non-traditional in scholarly publication. If you have an idea that is not included above, do not hesitate to email us (slsjSpecialIssue@gmail.com) or describe it when you fill out the Intent to Submit form. We will work with you to determine if it will fit in this Special Issue.   

 

Submission Process

If you are interested in being a part of this special issue, we ask that you first indicate your interest by filling out this Intent to Submit Form. The form asks for a short description of your proposed work and how this work relates to Social Justice.

 

After filling out the form, one of our editors will be in contact with you, and work with you through the rest of the submission process. All submissions will be reviewed by the editors and may involve peer review depending on the work and your preferences. Since the editors will be working directly with the authors, they will be happy, and excited, to help guide newer authors through the publication process.

 

> Intent to Submit form 

 

Publication Timeline

Submission proposals will be reviewed on a rolling basis until September 30, 2022. 

The editors hope to receive the draft manuscripts around March, 2023. 

Note: This is an early call to encourage idea and project development over the summer. 

 

Position Statement for Editors

Isabel M. Altamirano (she/her/hers) is a cisgender Hispanic woman working as a science librarian at an R1 university in a college town in mid-Alabama. She has worked at libraries in New Orleans, LA, Tyler, TX, and Atlanta, GA. She is also a first-gen college graduate on the North American continent.

 

Ginny Boehme (she/her/hers) is a cisgender white woman and is an early-career science librarian at a public R2 PWI university in a college town in southwest Ohio.

 

Jeffra D. Bussmann (she/her/hers) is a cisgender white woman working as a science librarian at a public, barely R2, MSI-designated urban university in the Pacific Coast region. 

 

Nastasha E. Johnson (she/her/hers) is a cisgender Black woman from the southern U.S. who now resides in the Midwest U.S.  She worked at or was conferred degrees by MSIs or HBCUs, prior to her arrival at her current land-grant PWI.

 

Sam Hansen (they/them) is a queer, white non-binary person who holds a position as a mathematics and statistics librarian at a land-grant R1 PWI Univeristy in Michigan. They grew up in a rural town in northern Wisconsin, and have received degrees from multiple state universities, two PWIs in Wisconsin and one HSI in Nevada.

 

Rosalinda Hernandez Linares (any pronouns) is a queer, Latinx librarian working in collections and research services at a Native-serving public, liberal arts college in the Southwest.

 

Resources for Writing

The Library Writing Collaborative offers a First Draft Matchmaker project, which matches a writer with a reviewer and encourages participation for those new to writing for the library  and information science profession and those who have previously authored works. 

 

Contact Information for Questions and Discussion

(Do you want to talk about anything?) We can discuss possible topics, methods of presenting the material, the peer-review process, or suggestions on reading similar works.

 

We welcome your special viewpoints and wish to learn more about your lived experiences. Email us at slsjSpecialIssue@gmail.com 

Call for Chapters: Toward Inclusive Academic Librarian Hiring Practices (upcoming ACRL publication)

Working Book Title: Toward Inclusive Academic Librarian Hiring Practices

Book Publisher: Association of College & Research Libraries (ACRL)

Proposal Submission Deadline: June 24, 2022

Book Website: https://towardinclusiveacademiclibrarianhiringpractices.wordpress.com/

 

Overview:

There is an urgent need to reimagine the academic librarian hiring process in a way that prioritizes inclusion while minimizing unrealistic burdens on candidates if the profession is to truly become welcoming and diverse. Academic librarian hiring practices often go unchanged or unexamined for several years at a time, leading to variations between search committees and outdated practices that fail to reflect the current or future culture of the library.

 

The continued use of hiring practices without reflection inhibits academic libraries’ ability to foster inclusive interview experiences and recruit a diverse pool of candidates. Research on academic librarian hiring shows that candidates are often subjected to a process that is more organization-centric and less candidate-centric. Increasingly, candidates are being asked to submit more and more application materials (e.g., transcripts, cover letters, resumes, teaching statements, research statements, etc.) and to perform other significant labor (e.g., job talks) during interview processes just to be considered.

 

We are seeking chapters for an upcoming ACRL publication that highlight efforts to transform recruitment processes in academic libraries to be more inclusive. While the focus of this book will be on practical strategies implemented by academic libraries, we also welcome proposals that are theoretical in nature as long as they highlight the practical implications for academic librarian recruitment. As editors of this volume, we envision three broad sections that will have submissions that discuss aspects of recruitment and hiring practices prior to, during, and after the candidate search.

 

Potential Topics:

●       Developing Job Announcements/Position Descriptions

●       Equity, Diversity, and Inclusion training for Search Committees

●       Proactive Recruitment

●       Evaluating Applicants’ Materials

●       Evaluating Candidates Throughout the Interview (e.g., using rubrics)

●       Bias, “Fit”, and Unlawful Questions

●       Transforming the On-Campus Interview

●       Remote Interviewing

●       Reimbursement Culture

●       Communicating with Candidates

●       Accessibility in Hiring

●       Soliciting and Incorporating Stakeholder Feedback

 

For a proposed book outline, please refer to the following: https://towardinclusiveacademiclibrarianhiringpractices.wordpress.com/topics/

 

Submissions:

The deadline for proposals is June 24, 2022. Proposals can be submitted here: https://forms.gle/zrAekKrPrAgCt9cp7

 

It is our goal to foster a community of authors who support each other. As such, accepted authors will be invited to participate in an online community and serve as peer reviewers. Please note that participation in the community and as a peer reviewer are not required to contribute a chapter to the book. In addition to having the option to participate in the online community, each author will be partnered with a member of the book’s Editorial Team who will provide support to authors as needed throughout the process.

 

Timelines:

●       Proposals due: June 24, 2022

●       Author Notification: August 1, 2022

●       First Draft Due: Late October 2022

●       Chapter Drafts Submitted to Peer Reviewers: November 2022

●       Peer Reviews Shared with Authors: January 2023

●       Final Chapter Drafts Due: March 2023

 

About the Editors:

Each member of the Editorial Team has worked in academic libraries for several years and served on multiple hiring committees for librarian, staff, and student positions. The Editorial Team has also been involved in efforts at their institutions to reimagine academic hiring processes to be more inclusive, and they have conducted research related to academic librarian hiring practices.

 

Jenny Wong-Welch (she/her/hers) is the Head of Research, Instruction, and Outreach at San Diego State University.

 

Katie Houk (she/her/hers) is the Undergraduate Medical Education Librarian at the University of Nevada, Las Vegas.

 

Jordan Nielsen (they/them/theirs) is the Librarian for Business at Vanderbilt University.

 

If you have questions or want to discuss a chapter topic with the editors, please email us at inclusive.ac.lbr.hiring.practices@gmail.com.

 

 

Call for Chapters: Supporting Student Parents in the Academic Library: Designing Spaces, Policies, & Services

Call for Contributions

Call for Chapters URL & Submission Link: https://sites.google.com/boisestate.edu/supportingstudentparents/home

Kelsey Keyes and Ellie Dworak, librarians at Boise State University, are writing a book about supporting students with parenting responsibilities in the academic library, to be published by ACRL in 2023. 

In order to feature a variety of perspectives from across the academic library community, we invite you to share your stories, experiences, examples, anecdotes, or case studies regarding the presence and needs of parenting students at your institutions. These 100-400 word commentaries will be used throughout the book to illustrate the content. 

More information or to submit a proposal, please see the full Call for Contributions at: https://sites.google.com/boisestate.edu/supportingstudentparents/home

--From the Call for Chapters--

We are excited to invite case studies for our forthcoming ACRL book, Children are Welcome Here: Designing Spaces, Policies, & Services to Support Student Parents in the Academic Library (working title), with an anticipated publication date of Fall 2023. 

In order to feature a variety of perspectives from across the academic library community, we invite you to share your stories, experiences, examples, anecdotes, or case studies regarding the presence and needs of parenting students at your institutions. These 100-400 word commentaries will be used throughout the book to illustrate the content. We are looking for: 

• Reflections on your awareness of the presence and needs of student parents
• Anecdotes about your interactions and experiences with student parents 
• Observations of student parents in the physical space of the library 
• How your academic library does – or does not – support student parents through the library’s policies, spaces and/or culture

Selected submissions will bring awareness to the various ways in which academic libraries are currently supporting student parents, bring attention to academic libraries’ gaps in services, or identify ways to improve library support and inclusion for this often overlooked and underserved student population.

While we are interested in positive stories, we also welcome accounts of less successful ventures – we believe in learning from mistakes, missteps, and by identifying gaps in services.

While we would like to provide credit for your work, we understand if you prefer to remain anonymous. The submission form provides three options: to be identified as the author of your submission; to be credited without being connected to your work; and to remain completely anonymous. 

Please submit a brief description of your proposed ideas by July 31th, 2022 (N.B. If the deadline has passed but you would still like to submit, please go ahead and reach out to the authors. We may still be able to include your submission). 

Topics of Interest

• Information about the presence and needs of parenting students
• University library policies regarding parenting students and children (including shifting policies and policy language)
• Ways to support parenting students
• What current academic libraries are offering in terms of services and spaces for student parents
• Experiences with library efforts to support parent students (particularly through policies, spaces, culture)
• One-on-one interviews and interaction with parenting students
• Needs assessment of student parents
• Individual case studies and personal experiences of student parents
• Particular challenges students parents face
• Childcare and student parents
• Institutional policies, spaces, and culture re: student parents (i.e. how is your university family friendly? Or not?)
• DEI efforts and student parents
• Collaborative efforts across campus and/or the community to support student parents
• Success (or lack of success) in getting key stakeholders involved
• What community colleges are doing to support student parents

Guidelines

• Final submissions should be 100 to 400 words
• Please follow the Chicago Manual of Style, 17th edition Notes and Bibliography format for citations

Timeline

• Deadline to submit brief proposals: August 31, 2022
• Submissions reviewed and decisions made: September 30, 2022 - all potential authors will be contacted by this date
• Submissions due: December 1, 2022
• Anticipated completed manuscript: March 2023 

Call for Freelance Writers on Library and Info Industry Topics #InfoToday

Call for Freelance Writers on Library and Info Industry Topics

Are you an info pro looking to get more writing experience? Information Today, Inc. (ITI) provides opportunities for paid freelance writing and reporting.

ITI is looking for info pros to write occasional articles covering news, trends, and events/conferences in the field. The pay is $200 per article, with a minimum word count of about 800 words. The articles will be published in the flagship magazine, Information Today, and/or on the website, infotoday.com, depending on the topic (and as determined by the editor). Writers can suggest each topic, and frequency of articles per year and due dates are both flexible.

View this year’s Editorial Topics list for an idea of just some of what ITI covers. You can also visit NewsBreaks to see previous online articles.

Contact editor Brandi Scardilli (bscardilli@infotoday.com) to learn more.

CFP: Book About Teaching with Digital Storytelling

CFP URL: https://digital-stories.org/2022/05/05/call-for-proposals-cfp-for-a-new-book-about-teaching-with-digital-storytelling/

CALL FOR CHAPTERS

We are seeking chapter proposals for a book entitled Teaching Digital Storytelling: Inspiring Voices Through Online Narratives that will be edited by Dr. Sheila Marie Aird and Dr. Thomas P. Mackey. This new book will be published in fall 2023 for the Innovations in Information Literacy series edited by Trudi E. Jacobson for Rowman & Littlefield. It will provide educators with innovative case studies for teaching digital storytelling to inspire learners as confident and creative producers of digital information. Digital storytelling is exemplified by the development of empowering personal and community-based narratives through openly-available digital media technologies. We would like to include chapters written by experienced practitioners from a variety of disciplines who teach digital storytelling, primarily in higher education. This edited book will appeal to faculty, librarians, school library media specialists, and instructional designers who are interested in teaching with digital narratives to inspire diverse student voices and illuminate the ethical considerations of producing digital content. The value of teaching diversity, equity, and inclusion will be foregrounded in each chapter to inspire authentic student voices. Collectively, the chapters will provide a practical toolkit for applying digital storytelling techniques to a wide range of disciplines and pedagogical settings. The contributors to this book will also emphasize the development of effective teaching strategies and learning objectives to support students as responsible and collaborative producers of digital media.

This edited volume will explore the theory and practice of digital storytelling with effective case studies that are analyzed through the lens of metaliteracy and/or the ACRL Framework for Information Literacy for Higher Education (https://www.ala.org/acrl/standards/ilframework). Metaliteracy is ideal for digital storytelling because this model envisions learners as individual and collaborative producers of information in a connected world (Mackey & Jacobson, 2011, 2022). Similarly, the ACRL Framework was influenced by metaliteracy and provides a shared focus on learners as ethical information producers as well. The chapter authors will identify the synergies between metaliteracy and the ACRL Framework with a specific focus on the reflective production of information in social settings. In addition, the unique aspect of each model will be explored as well. For instance, how do the six frames of the ACRL Framework, and related knowledge practices and dispositions inform the development of well-researched digital narratives? Similarly, how do the core components of metaliteracy, including the learning domains, learner roles, characteristics, and related goals and learning objectives prepare learners to tell their story in original and compelling ways?

The editors are interested in innovative case studies about teaching and learning digital storytelling from multiple disciplinary perspectives and at different academic institutions in the United States and internationally. To learn more about the digital storytelling collaboration that inspired this book project, visit our Global Digital Stories blog at: https://digital-stories.org/. To learn more about metaliteracy visit: https://metaliteracy.org/.

Please send a 1–2-page chapter proposal and a current CV to Tom at Tom.Mackey@esc.edu no later than Friday, July 29, 2022. We will make our decisions by early September. First drafts of the completed chapters (20-25 pages) will be due on Friday, December 2, 2022. Final drafts will be due by Friday, April 28, 2023.

If you have any questions about proposal ideas or about the book, please contact Sheila at Sheila.Aird@esc.edu or Tom at Tom.Mackey@esc.edu.

About the Editors

Dr. Sheila Marie Aird is the Director of International Programs for Empire State College and oversees the American programs at the college’s four international locations. Dr. Aird is also an associate professor at the college. She received her Ph.D. in Latin and Caribbean History and MA in history from Howard University. During her final year of research at Howard University, she was awarded the prestigious Sasakawa Fellowship from the Nippon Foundation in Japan. Dr. Aird also holds a BA in Anthropology and a MA in Anthropology with a focus on Historical Archeology from the Maxwell School of Citizenship and Public Affairs at Syracuse University. Dr. Aird considers herself a cultural historian and is most interested in public scholarship in its many forms. Her passion lies in making historical and cultural moments come alive while educating the public through the medium of documentary and film, photography and museum exhibits. Her areas of interests and focus include Public History, children of colonial enslavement, Critical Race theory and issues of race in the African Diaspora community. Dr. Aird has presented on her work both domestically and internationally. Presently, Dr. Aird is working on two video projects. One focuses on women in California who are changing their lives with the help of a community. The other project co-developed from an Oral History Association Emerging Crisis research grant with a colleague, focuses on the aftermath of Hurricane Maria and Irma. The project offers first- hand accounts from the citizens most impacted in Puerto Rico and St. Thomas V.I. and will include the environmental, social and cultural impact on the most vulnerable citizens impacted by one of the most devastating hurricanes to hit the islands in 2017.

Dr. Thomas P. Mackey is Professor of Arts and Media in the School of Arts and Humanities at the State University of New York (SUNY) Empire State College. He is the Dr. Susan H Turben Chair in Mentoring and has an honorary appointment as Extraordinary Professor, Research Unit Self-Directed Learning, Faculty of Education, North-West University, South Africa. His research focuses on metaliteracy, a pedagogical framework he originated with Prof. Trudi E. Jacobson that develops metaliterate learners for participatory information environments. Dr. Mackey is interested in the intersections among metaliteracy, self-directed learning, and multimodality to prepare individuals as collaborative and ethical producers of new knowledge. He has published four books with Prof. Jacobson on metaliteracy, including their latest book Metaliteracy in a Connected World: Developing Learners as Producers (2022) and the first book on this topic titled Metaliteracy: Reinventing Information Literacy as a Metaliteracy (2014). Dr. Mackey teaches online courses in Digital Storytelling, Ethics of Digital Art & Design, History & Theory of New Media, and Information Design and has developed international MOOCs about Metaliteracy including Coursera’s Empowering Yourself in a Post-Truth World.

References

ACRL Association of College and Research Libraries. (2015). Framework for information literacy for higher education. American Library Association. http://www.ala.org/acrl/standards/ilframework

Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62–78. https://doi.org/10.5860/crl-76r1

Mackey, T. P., & Jacobson, T. E. (2022). Metaliteracy in a Connected World: Developing Learners as Producers. ALA Neal-Schuman.