Call for Chapter Proposals
Ungrading in Credit-Bearing Library Instruction: Alternative Assessment Practices invites readers to rethink traditional grading and adopt strategies that prioritize reflection, feedback, and student agency. This book will be published through the Association of College and Research Libraries (ACRL), a division of the American Library Association.
Editors will write an introduction exploring the role of librarians as educators, the limits of conventional grading, approaches such as contract, specifications, and standards-based grading, and ungrading's alignment with critical information literacy and equity. They will also provide a conclusion synthesizing key themes, envisioning the future of ungrading in library instruction, and offering a quick-start guide for educators ready to experiment with these transformative practices.
Contributed Chapters
Core chapters feature case studies of real-world applications, from minimalist integrations within traditional systems to comprehensive ungrading models. Contributors will share practical strategies, examples, and candid reflections on challenges and lessons learned. This section could also include essays on theoretical approaches to alternative assessments.
Call for Proposals
We seek case study chapters that explore ungrading and alternative assessment approaches used in credit-bearing library instruction, whether integrated within traditional grading structures or used as the dominant approach. Chapters should share practical strategies and examples of ungrading or alternative grading methods, such as contract, specifications, or standards-based grading. We are also interested in reflections on challenges, considerations, and lessons learned during implementation, as well as discussions that connect assessment practices to pedagogical values like empowerment, exploration, and lifelong learning. While most chapters will explore courses in which the librarian is the primary instructor, we also invite chapters that explore librarian partnerships with disciplinary instructors who use alternative assessment approaches.
Submission Guidelines
Use this proposal submission form to submit a proposal. The form will require:
Author name(s), job title(s), email(s), and institutional affiliation(s)
A working chapter title
An abstract of approximately 300–500 words outlining your chapter focus and approach
A current CV or list of publications
Proposal due date: January 31, 2026, 11:59 pm ET.
Chapter Guidelines
Tentative Chapter Length: 3,000-6,000 words
Tentative Timeline:
Proposal due date: January 31, 2026
Proposal notification date: March 1, 2026
First draft due date: May 31, 2026
Final draft due date: August 30, 2026
Accepted authors will receive detailed chapter guidelines and timelines.
Contact Information
Join us in shaping the first book dedicated to ungrading in library education and help inspire a shift toward learner-centered assessment practices.
For questions and inquiries, email: ungradingbook@gmail.com
Megan Benson, Assistant Head of Instruction and Outreach, Binghamton University
Andrea Brooks, Associate Professor, Head of Education & Outreach Services, Northern Kentucky University
Robyn Hartman, Associate Professor, Information Literacy Librarian, Fort Hays State University
Lindsay McNiff, Learning and Instruction Librarian, Dalhousie University
