CFP (and Reviewers): From Chaos to Order: Addressing Cognitive Overload in the Learning Journey (Rowman & Littlefield)

Call for Submissions & Reviewers: From Chaos to Order: Addressing Cognitive Overload in the Learning Journey (Rowman & Littlefield)

Title of edited manuscript: From Chaos to Order: Addressing Cognitive Overload in the Learning Journey (Rowman & Littlefield)

Edited by: Courtney McAllister (she/her), Solution Architect, Atypon; C. Elliott (she/they), Reference and Instruction Librarian, UMass Boston; and Sara C. Kern (she/her), Engineering Librarian, Pennsylvania State University

Please send questions to: addressing.cognitive.overload@gmail.com

Link to proposal form: https://forms.gle/uQ1qfwPHrP7QvZSC7 

Proposal submission deadline: November 1, 2023

Rubric we’ll use to evaluate proposals: https://tinyurl.com/5n837kz7

Call for anonymized peer-reviewers:  https://forms.gle/FoDrmibf1iyjfnw89  

Book description: Multiple deadlines, competing responsibilities, an endless barrage of information, and constant stress: these situations may seem uncomfortably familiar, but they are becoming increasingly intense for 21st century learners. Even well-established needs, like finding and accessing relevant, credible information, continue to take up more and more cognitive energy in this ever-changing information landscape. Cognitive load refers to the amount of information an individual is able to retain in their working memory at one time (Sweller, 1988). When cognitive load is surpassed, it can be much more difficult to process, encode, and retain new information (Paas and Ayres, 2014). 

Library practitioners may take cognitive load into consideration when creating resources like LibGuides, designing  instruction sessions, or planning programming. Yet cognitive load cannot be addressed through isolated efforts; it cuts across departmental boundaries and organizational silos. While addressing cognitive load in one aspect of library services can reduce its impact on learners, we believe that a collaborative effort across aspects of information services is necessary to holistically support the learning journey. Cognitive overload is not a phenomenon that is limited to academia, and strategies to reduce it shouldn’t be either. To reflect the multifaceted nature of cognitive overload and its impact, this edited book will be divided into three distinct sections: Information literacy instruction, research tools and systems, and outreach and partnerships.

 

Call for contributions:  All contributed works must incorporate cognitive load theory, but we welcome contributions from those not formally trained in it. If you think you’re doing work that addresses cognitive load but you’re not sure, this video may help you understand cognitive load theory: https://youtu.be/i1Gck0-tpno

The foundation of this project is rooted in Diversity, Equity, Inclusion, and Accessibility. It is our hope that this work acknowledges and redresses some of the asymmetry in academic publishing by intentionally incorporating a diverse range of voices and practitioners. We welcome submissions from:

• Academic, public, and K-12 library practitioners

• Course designers/instructors

• Technologists/systems professionals 

• Mentors/tutors

• Anyone with a passion/background in information services

All of the following formats are welcome: 

• Theoretical or original research

• Case studies

• Outreach plans

• Lesson plans

• Zines

• System designs, evaluation tools, etc. 

If your contribution does not fit in the formats listed here, let us know! The editors are open to working with you. 

Proposals that include any of the following prompts will be considered first, but this is not an exhaustive list.

Teaching and Information Literacy and Cognitive Load Theory 

Submissions referencing motivational design theory is preferred (but not necessary). This section focuses on instructional opportunities within the context of research including: lesson plans, teaching tools and applications, synchronous/asynchronous teaching opportunities, and other formats.

• Translating existing information-seeking skills to research goals and/or academia

• Lessons and programs addressing the stresses of historically underrepresented groups

• Tools and programs addressing cognitive overload exacerbated by ongoing effects of COVID

• Working memory and/or information overload

• Effects of social overload in the classroom or on research tasks

• Case studies of library instruction collaboration with other departments/groups

• Integrating AI into instructional design/curriculum/course resources

Research Tools and Systems and Cognitive Load Theory 

Examples of research tools and systems: library discovery layers, chat services, tutorials or interactive modules focused on some aspect of information literacy/research success, any other technology tool that helps students/researchers find and evaluate information. Local or “homegrown” technologies are welcome!

• Reducing technostress and keeping learners from reaching cognitive overload

• The impact of research systems/ tools on your Information Literacy curriculum (and vice versa)

• New trends and developments in UX (User Experience) or system design that impact your users

• The role of  accessibility in your selection and use of research support technologies

• Lingering pandemic-related effects on your community’s technology literacy skills

• Creative or innovative technology solutions you’ve developed or used

• Impact of Artificial Intelligence and Machine Learning on your students’ technology literacy skills

• The Digital Divide and other structural factors that influence user engagement with technology

• Needs you see being underserved by current system offerings 

Informal Learning, Outreach, Partnerships, and Cognitive Load Theory 

This section focuses on out-of-classroom events, partnerships, or activities that provide learners with important knowledge and skill-building in a lower-stress and (sometimes) fun setting.

• Collaborative or independent programs or partnerships designed for skill building or support

• Targeted initiatives for historically underrepresented groups

• Designing informal learning opportunities

• Guide to partnering with community or campus support organizations

• Designing accessible programming

• Online and/or asynchronous programming

• Social overload in the community or campus

• Managing your own cognitive load while organizing large scale or controversial programming

Tentative Publication Schedule 

1. Proposals close: November 1, 2023

2. Notification of Acceptance due: December 15, 2023

3. First drafts due: March 1, 2024

References

Paas, Fred, and Paul Ayres. “Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education.” Educational Psychology Review 26, no. 2 (June 1, 2014): 191–95. https://doi.org/10.1007/s10648-014-9263-5. 

Sweller, John. “Cognitive Load During Problem Solving: Effects on Learning.” Cognitive Science 12, no. 2 (1988): 257–85. https://doi.org/10.1207/s15516709cog1202_4. 

Call for Chapters: Teaching Information Literacy in Political Science, Public Affairs, and International Studies (TILPSPAIS) - Deadline September 8th #ACRL

Call for Chapter Proposals: Teaching Information Literacy in Political Science, Public Affairs, and International Studies (TILPSPAIS) 

Forthcoming, 2025, from ACRL 

Overview 

Book Description 

As undergraduate students enter classrooms in this pandemic-changed, politically charged social climate, teaching information literacy skills has become ever more challenging and vital. Incorporating such critical skills into library instruction, whether one-shot sessions or scaffolded lessons, can be tricky and requires thoughtful planning. Liaison librarians to political science, public affairs, international studies, and related fields face special challenges in adapting traditional information literacy practices to the dynamic topics and unique resources of their disciplines. Gray literature, government data, policy documents, social media, and more must be addressed alongside conventional scholarly publications. 

The interdisciplinary nature of politics, policy, and international studies courses offers many opportunities for active and applied learning but also requires additional considerations for locating and evaluating information. This book will aid both novice and advanced liaison librarians alike in their work with political science, public policy, law, government, international relations, global affairs, and similar disciplines at their institutions. 

Editors 

Rachel Olsen is an Assistant Professor and the Social Sciences Librarian at the University of North Carolina at Greensboro, where she works with the Political Science department, among many other academic departments. She is heavily involved with the North Carolina Library Association and serves as the Social Media Coordinator for ACRL’s Politics, Policy, and International Relations Section (PPIRS). 

Kimberly MacVaugh is the School of Foreign Service & Government Liaison and Reference Librarian at Georgetown University in Washington, DC, where she supports the political science and international affairs programs. Kim is the ACRL liaison to the American Political Science Association (APSA) and serves on the executive committee of PPIRS.

Tentative Timeline 

• Chapter proposals due September 8th, 2023 (new date)
• Proposals accepted by October 2, 2023 
• Chapter drafts due June 3, 2024 
• Revisions/Edits June-August 2024 
• Manuscript to ACRL September 2024 

Table of Contents 

1. Part I: “Getting in the Door”: Liaising in Political Science, Public Affairs, and International Studies 

a. This section will provide practical foundational tools for librarians seeking to establish relationships with instructional faculty in these disciplines, with particular emphasis on how to successfully draw on partnerships and resources to foster successful long-term information literacy instruction. We seek proposals that focus on how they addressed the unique pedagogical approaches of these fields to develop successful interventions. 

b. Possible topics include: 

i. Engaging with Faculty 

ii. Leveraging Library Resources 

iii. Collaborating across Campus (e.g. Data/Digital Scholarship, External Research Offices, Academic Resource Offices, Writing Centers) 

2. Part II: “Framing the Framework”: Adapting Information Literacy Concepts and Theories within Political Science, Public Affairs, and International Studies 

a. This section will offer theoretical and pedagogical grounding for the disciplinary specific uses of the information literacy framework, building on the outstanding work in the Companion Document to the ACRL Framework for Information Literacy for Higher Education: Politics, Policy and International Relations 

b. We are seeking chapters to discuss incorporation of the six frames into these social science fields, specifically tailored to the IL skills common to these disciplines. These can be more conceptual in nature and/or broad in scope. Tested instructional activities may be more appropriate for part three. 

3. Part III: “Hit the Ground Running”: Teaching and Assessment Plans 

a. This section will consist of chapters offering lesson plans of successful one-shot or scaffolded instruction in the disciplines. Template TBD comprising 

Pedagogical/Theoretical Approach, Learning Outcomes, IL Frame(s) 

Incorporated, Plan, Activities, Materials, Assessment, and more. 

b. Possible topics include (but are not limited to): 

i. Quantitative Data 

ii. Qualitative Research 

iii. Government Documents 

iv. Legal Research

v. Policy Evaluation/Grey Literature 

vi. Social Media/News 

Proposal Submission 

Please submit your chapter proposal through this Google Form. The proposal should be no longer than 300 words for a final chapter of approximately 4,000-5,000 words. Please be sure to identify all co-authors and include their contact information. 

Proposals will be assessed based on the rubric attached and with consideration to the cohesion of the entire text. 

Please submit your proposal by August 25, 2023. Accepted proposals will be notified on a rolling basis, and you will be notified no later than October 2, 2023 of your proposal status.

Call for Webinar Proposals - ALA CORE (Topics may include: buildings & operations, leadership & management, metadata & collections, and technology)

The ALA’s CORE subdivision is seeking proposals for webinars and CORE Classroom’s for 2023-2024. CORE webinars are one hour in length (45 min. for the presentation and 15 min. for questions). CORE Classrooms consist of two webinars and a classroom setting for further interactions. Presenters are paid a $150 honorarium per webinar. Webinar topics can include: buildings & operations, leadership & management, metadata & collections, and technology. Additional information on the webinar guidelines is at FAQ: Presenting a CORE Webinar.

 

Please consider submitting a webinar proposal form (linked below) and a member of the Core Continuing Education Committee will be in touch to schedule it. 

• Core Webinar - Submit a proposal to present a webinar or webinar series
• Core Classroom - Submit a proposal to present a virtual workshop

 

To learn more about presenting a Core webinar, contact the Core Continuing Education office at corece@ala.org. 

About CORE

Core: Leadership, Infrastructure, Futures is the national association that advances the profession of librarians and information providers in central roles of buildings & operations, leadership & management, metadata & collections, and technology.

Core members play a central role in every library, shaping the future of the profession by striking a balance between maintenance and innovation, process and progress, collaborating and leading. Our members serve in every level of responsibility for the implementation and maintenance of core services, from the practitioners who keep things running day-to-day to the innovators

going in new directions to those making funding decisions, as well as the library school students who will shape the future. 

What do these folks have in common? They are all working to build and maintain the best spaces and services for their communities and staffs.

Core's Value Proposition for Members

At some phases of your career, you will need Core. At other phases, Core will need you.

For and by members, Core delivers mentoring, learning, networking, and leadership opportunities across library types and experience levels. We support each other through collective challenges by building and sustaining a more equitable and accessible future, one Core member at a time.

CFP: Trauma-Informed Leadership in Libraries - Advances in Library Administration and Organization (Deadline Aug 31, 2023)

Call for Proposals, Advances in Library Administration and Organization

Advances in Library Administration and Organization

Volume 44: Trauma-Informed Leadership in Libraries

Series Editor: David Ketchum, University of Oregon

Trauma-informed practices have become an increasingly essential part of librarianship since the COVID-19 global pandemic. Trauma can result from a single negative event or repeated exposure to negative events over time, and can manifest in many forms. Trauma-informed approaches to leadership seek to understand and consider an individual’s holistic life experiences, particularly negative consequences of trauma, when determining how to best support and interact with them in the workplace. 

ALAO seeks chapter submissions for a volume entitled Trauma-Informed Leadership in Libraries that will examine the idea, value, and practice of trauma-informed philosophies and leadership practices in libraries. 

Proposals in the following areas would be of particular interest:

• Creating a cultural shift in manager and employee interactions in a library setting.
• Incorporating guiding principles of trauma-informed practice in library leadership.
• Understanding and helping BIPOC workers and patrons overcome deep-seated historical trauma. 
• Developing a deeper awareness of trauma-related concepts in the library workplace.
• Understanding how trauma affects library leaders and employees. 

This will be the first volume of Advances in Library Administration and Organization (ALAO) to publish in 2025. 

About the Advances in Library Administration and Organization series:

ALAO offers long-form research, comprehensive discussions of theoretical developments, and in-depth accounts of evidence-based practice in library administration and organization. The series answers the questions, “How have libraries been managed, and how should they be managed?” Through this series, practitioners glean new approaches in challenging times and collaborate on the exploration of scholarly solutions to professional quandaries. 

How to submit:

We are currently seeking proposals for the 2025 volume, Trauma-Informed Leadership in Libraries. If you are interested in contributing to this volume, please send a proposal including an abstract (approximately 300 words), a brief author bio, and estimated length of final submission to David Ketchum at dketchum@uoregon.edu by August 31, 2023.

Submission deadlines:

• Submission deadline for chapter proposals: August 31, 2023
• Notification of acceptance: October 31, 2023
• Submission deadline for full chapters: January 31, 2024
• Comments returned to authors: March 31, 2024
• Submission deadline for chapter revisions: May 15, 2024

Call for Chapters: Teaching the Whole Student: Compassionate Instruction in the Academic Library (ACRL Publication)

Title: Teaching the Whole Student: Compassionate Instruction in the Academic Library

Editor: Elena Rodriguez, College of Charleston
Publisher: ACRL
Chapter Proposals due September 15, 2023 (bit.ly/twscial)

I am excited to invite chapter proposals for Teaching the Whole Student: Compassionate Instruction in the Academic Library, an edited volume to be published by ACRL. Please email Elena Rodriguez at compassionateinstructionacrl@gmail.com with any questions.

About the book:
Compassion at its simplest definition is the “sympathetic consciousness of others' distress together with a desire to alleviate it” (Merriam-Webster). The cognitive, affective, and motivational tenants associated with compassion (Jazaieri 2018) relate to the concept of whole-person care, a social work practice where a person’s well-being is assessed in “the interplay among physical, environmental, behavioral, psychological, economic, and social factors” (NASW Standards, 1992). Compassionate instruction, to that end, creates space in the classroom for the “whole student” to be seen and supported. It encourages their success and well-being by taking into consideration that there are both known and unknown challenges that affect and impact their ability to succeed, and it helps remove barriers, so students do not face challenges in a silo.

Teaching to the Whole Student: Compassionate Instruction in the Academic Library is not a reference on how librarians can become social workers. Instead, it is a resource to learn how to be more intentional in the impactful ways compassion can be incorporated into instruction practices to promote whole student care, support, and success. While librarians are not traditionally trained to provide the specialized services and interventions social workers and mental health providers are equipped to offer, each of these professions are grounded in the concept of responding to the needs of the individual. Academic librarians are uniquely poised to lead campus communities in compassionate instruction practices that focus on the whole student. We see a diverse student population daily across all disciplines, we work closely with faculty, and we are frequent collaborators with campus groups and services. Librarians are natural bridges to information and resources; engaging with the whole student allows us to be more thorough in meeting them where they are and getting them to what they need. Integrating a compassionate instruction approach to one shots, credit-bearing instruction, and beyond, librarians are supporting student success by building community and developing relationships that allow for students to have the agency to ask for help – whether that be academically or otherwise. 

Call for Chapter Proposals:
Proposals are invited from individuals with experience teaching information literacy or credit-bearing instruction through an academic library. Additionally, staffers who provide information services (e.g. reference, walk-up support, programming) in an academic library and individuals who work in a social work program in higher ed are also encouraged to submit proposals.

Case studies and exploratory research are invited and welcome, as are essays that incorporate scholarly writing with personal narratives. Final chapters should be between 4,000-5,000 words. This is not an exhaustive list, so do not feel limited by the following suggested topics!

Section 1: Framework for Compassion
Chapters in this section will set a foundation for why compassion and empathy are necessary and reflect on how to foster and encourage these practices. Sample topics and questions could include:

• Social work tendencies in librarianship
• Compassion in the workplace – navigating doing more with less; setting boundaries and reasonable expectations
• Empathy and compassion for ourselves: avoiding vocational awe and burnout (we can’t pour from an empty cup)
• Setting the example: how can librarians be an example for students to practice understanding?
• Building relationships for student support – not just student success
• Critical compassionate pedagogy in the library

Section 2: Compassionate Practices in the One-Shot
Chapters in this section will reflect on how librarians can incorporate compassion and/or empathy within the frequently utilized one-shot session. Sample topics could include: 

• Importance of community in the classroom and methods to foster that community
• Collaborating with faculty or campus groups 
• Lesson planning to teach the whole student
• Continued engagement and access
• Intentional practice of compassion and/or empathy 
• Meeting students where they are

Section 3: Compassionate Practices in Credit-Bearing Instruction
Chapters in this section will focus on how librarians who teach credit-bearing courses have and can incorporate compassion and/or empathy into their instruction practices. Sample topics and questions could include:

• Intentional scaffolding of compassion into instruction 
• Creating equitable spaces to create agency using teaching methods such as ungrading or democratizing the classroom
• How does empathy and compassion fit into helping meet the expressed needs of students?
• Trauma informed approach in the classroom
• Collaborating with faculty or campus groups
• Transparency to encourage communication
• Building classroom community
• Demonstrating empathy in online instruction

Section 4: Compassionate Practices in the Library
Chapters in this section will consider compassion in “non-traditional” instruction spaces and approaches. Sample topics and questions could include:

• Practicing compassion in the research appointment
• How can we demonstrate empathy and care in our one-on-one interactions?
• Inclusive library events
• Asynchronous instruction
• Virtual instruction 
• Service desks and point-of-need interactions
  

Proposal Instructions:
Please submit your proposals using the CFP Google Form (bit.ly/twscial) by September 15, 2023. The proposal should include all contributing authors, a working title, 3-5 keywords describing your proposed topic, a description of your proposed chapter that does not exceed 500 words, and two to three learning objectives or outcomes for your proposed chapter.  

Authors will be notified of acceptance by October 31, 2023. See below for the full project timeline. Please email Elena Rodriguez at compassionateinstructionacrl@gmail.com with any questions.

Project timeline:

• CFP closes September 15, 2023
• Authors notified of acceptance by October 31, 2023
• Chapter outlines sent to editor by December 31, 2023
• First drafts due March 1, 2024
• Draft reviews completed and feedback provided to authors around April 30, 2024
• Final drafts due June 1, 2024
• Publication anticipated fall 2025
  

References

Jazaieri, H. (2018). Compassionate education from preschool to graduate school: Bringing a culture of compassion into the classroom. Journal of Research in Innovative Teaching & Learning, 11(1), 22–66. doi.org/10.1108/JRIT-08-2017-0017

NASW standards for social work case management. (1992). National Association of Social  Worker. www.nycourts.gov/reporter/webdocs/nasw_standards_socialwork_casemgt.htm

------------------------------
Elena Rodriguez
Instruction Coordinator
Research and Instruction Librarian
College of Charleston
She/Her/Hers

CFP: Power Up 2024 - Leadership Conference for Youth Services Managers and Staff (Madison, Wisconsin, March 21-22, 2024)

Power Up 2024
A Leadership Conference for Youth Services Managers & Staff

Call for Proposals - Deadline August 6

The Power Up Conference Committee wants your program proposals for Power Up 2024 to be held March 21-22, 2024, in Madison, WI. Topics could include, by are not limited to: strategic planning, leadership styles & strategies, advocacy, intellectual freedom, mentorship, staff morale and retention, culturally relevant programing & collection, managing change, program assessment, and playful & connected learning.

Every selected session will receive one complimentary conference registration.

Submit your idea by August 6th, 2023.

Conference keynotes will include Lucia Gonzalez Past, President of ALSC and REFORMA and award-winning author, and Mimi Ito, author of eight books, including Hanging Out, Messing Around, and Geeking Out: Youth Living and Learning with New Media.

Full Conference details: https://ischool.wisc.edu/continuing-education/power-up/2024-power-up/

Questions? Email ce-info@ischool.wisc.edu