Thursday, December 05, 2019

CFP: 2020 Acquisitions Institute at Timberline Lodge (Mt. Hood, Oregon - May 16-19, 2020)

2020 Acquisitions Institute at Timberline Lodge – last call for proposals!

Saturday, May 16  - Tuesday, May 19, 2020
Timberline Lodge
One hour east of Portland, Oregon on the slope of Mt. Hood

WHAT IS The Acquisitions Institute?
  • Since 2000, the pre-eminent conference located in Western North America on acquisitions and collection development held at Timberline Lodge.
  • A three-day conference focusing on the methods and innovation of building and managing library collections.
  • A small (capped at 80 attendees), informal and stimulating gathering in a convivial and glorious Pacific Northwest setting.


WHAT TOPICS are we looking for?
The planning committee is seeking submissions on all aspects of library acquisitions and collection management. Presenters are encouraged to engage the audience in discussion, whether the presentation leans more toward the practical "here's what we did" sessions or toward the more abstract "here's what we think" sessions. The committee may also seek to achieve balance in the program by bringing individual proposals together to form panels, or by recommending that a proposal be converted to a table talk. We invite you to indicate whether or not you'd be interested in these opportunities on the submission proposal form.

Topics we and/or last year's attendees are interested in include (in no particular order):

  • Collections analysis projects (e.g., GreenGlass or Gold Rush experiences, altmetrics, etc.)
  • Assessment tools, methods, and projects (e.g., linking collections with learning outcomes; usage studies)
  • Managing liaison programs
  • Public library and/or small academic library perspectives in acquisitions and collection development
  • New models for selection
  • Sustainable models for publishing/pricing
  • Effective management of collections with constrained resources
  • Vendor and publisher evaluation, including business skills to determine financial viability
  • Diversity, inclusion and social justice in acquisitions and collections
  • Negotiation skills and how to use them, including during library-vendor and library-publisher meetings
  • Innovative vendor-librarian relationships and/or partnerships
  • Staffing, training and development, and recruiting issues, challenges, successes (e.g., onboarding new acquisitions and/or collections staff)
  • Using data visualization techniques to tell our stories (e.g., budget, collections, staff successes, etc.)
  • Impacts of Open Access and Open Repositories on acquisitions and collection development
  • Data curation, including Big Data, and management and other new roles for subject and technical services librarians
  • Digital scholarship


The DEADLINE for submitting a proposal is December 31, 2019.



Important Dates:
·         Mon 12/31/19: Proposals due
·         Wed 1/15/20: Review of proposals complete, and presenters notified
·         Wed 1/22/20: Presenters confirm commitment to present
·         Mon 2/3/20: Registration scheduled to open

________________________________________

The 2020 Acquisitions Institute at Timberline Lodge Planning Committee is:
Damon Campbell, University of Oregon
Kristina DeShazo, Oregon Health & Science University
Kerri Goergen-Doll, Oregon State University
Jamie Hazlitt, Loyola Marymount University
Kathleen Spring, Linfield College
Kasia Stasik, Harrassowitz

Tuesday, December 03, 2019

CFP: Call for Chapter Proposals on Data Literacy


  • How to find and interpret data?
  • How to be a critical consumer of data?
  • How to be an ethical producer of data?
  • What it means to decolonize data?
  • Why it’s important to document and share research data?
  • Any other form of data literacy?

Then you are invited and encouraged to submit chapter proposals for an upcoming book to be published by ALA Editions, tentatively titled Teaching Critical Thinking with Numbers: Data Literacy and the Framework for Information Literacy for Higher Education. Each chapter should be between 4,000 and 6,000 words, and should include a discussion of the ways in which you and/or your colleagues and institution are incorporating data literacy into your work. Possible topics for these case studies could include, but are not limited to, methods for incorporating data literacy into information literacy instruction, experiences promoting data literacy in digital scholarship projects, or strategies for getting community buy-in for data literacy across your institution. If you have any questions about a topic you are considering, you are encouraged to reach out to Julia Bauder (bauderj@grinnell.edu) to discuss it before submitting a full proposal.
To submit a proposal, please e-mail the following to bauderj@grinnell.edu by February 3, 2020:
  • An approximately 400-word summary of the proposed chapter.
  • For each author:
    • Name, institution, and current title.
    • A list of previous publications.
    • If no previous publications, please include or link to a writing sample.

Timeline:
February 3, 2020: Chapter proposals due.
February 21, 2020: Authors notified of acceptance of chapter proposals.
July 1, 2020: Chapter drafts due.
August 14, 2020: Chapter drafts returned to authors for revisions.
October 17, 2020: Chapter revisions due.

Thank you for considering submitting a proposal. Please, if you have any questions, don’t hesitate to reach out to me.
Julia Bauder, editor, Teaching Critical Thinking with Numbers: Data Literacy and the Framework for Information Literacy for Higher Education

CFP: New Research in Collection Management and Development ALA Annual 2020

Call for Papers: New Research in Collection Management and Development ALA Annual 2020
The Publications Committee of the Collection Management Section of ALCTS is sponsoring the program “New Research in Collection Management and Development” (previously known as the “Annual Collection Management & Development Research Forum”) at the 2020 American Library Association Annual Conference held in Chicago, Illinois, from June 25-30, 2020.
This is an opportunity to present and discuss your research. Completed research as well as research in progress will be considered. All researchers, including collection practitioners from all types of libraries, library school faculty and students, and other interested individuals, are encouraged to submit a proposal.
The Committee will use a blind review process to select two projects. The selected researchers are required to present their papers in person at the forum. Each researcher should plan for a 20-minute presentation, with a 10-minute open discussion following each presentation.
Criteria for selection:
  • Significance of the study for improving collection management and development practice 
  • Potential for research to fill a gap in collections scholarship or to build on previous studies
  • Quality and creativity of the methodology
  • Research published or accepted for publication after December 13, 2018 will be considered. Previously published research or research accepted for publication prior to December 13, 2018, will not be accepted.

Application:
The submission must consist of no more than two pages. On the first page, please list your name(s), title(s), institutional affiliation(s), and contact information (including your mailing address, telephone number, fax number, and email address). The second page should be a one-page proposal, and it should NOT show your name or any personal information. Instead, it must include only:
  • The title of your project 
  • A clear statement of the research problem
  • A description of the research methodology used
  • Results of the project, if any

The deadline for proposals is December 20, 2019.
Notification of acceptance will be made by February 28, 2020.  
ALCTS, in its bylaws, claims the right of first refusal for publication of any work emanating from an ALCTS body or program.

Please send submissions by email to Co-Chairs:
Paul Kelsey, Co-Chair, ALCTS CMS Publications Committee
Fred Folmer, Co-Chair, ALCTS CMS Publications Committee

CFP: JASIS&T Special Issue on Paradigm Shift in the Field of Information



The field of information integrates various academic disciplines and practice-based perspectives centered on “the origination, collection, organization, storage, retrieval, interpretation, transmission, transformation, and utilization of information” (Borko, 1968, p. 3). The concept of paradigm, is defined by Kuhn (1970) as “an entire constellation of beliefs, values, techniques and so on, shared by a given community’ in which ‘universally recognised scientific achievements … for a time provide model problems and solutions to a community of practitioners” (p. 175).  The field of information went through its first significant paradigm shift in the 1980s, changing from a system orientation focus to a user-centered focus (Dervin & Ninan, 1986). Following this shift, a new paradigm emerged as Nardi and O’Day (2000) called for computer scientists and software engineers to design systems as information ecologies that connect people, information, technology, and their practices in context. In 2008, Marchionini (2008) indicated that information scientists should adopt an ecological framework. Fidel (2012) also advocated an ecological framework to conceptualize the engagement between information behavior and information practice. Nevertheless, at present, it remains questionable whether the transition to an ecological perspective of human information interaction has successfully taken place.

The existing key information models, to a large extent, are individual-based, focusing on steps and processes, rather than on shared/distributed or embodied cognition (Allen, Karanasios, & Slavova, 2011). They tend to be centered on information seeking, and typically do not take into account social, cultural, political, economic, and/or community-driven factors (amongst others) that influence human information behavior and shape people’s use of socio-technical systems and services (Mehra, Bishop, Bazzell, & Smith, 2002). Furthermore, other significant issues have not been investigated in depth. This includes ubiquitous access, user immersiveness (Robinson, 2015a, 2015b), contextual embeddedness of information, false information (misinformation or dis-information) and its politicization, social justice and community outcomes, digital readiness, and online reasoning skills, and the fact that information seeking might no longer require the greatest effort. (Mehra, 2017; Tang, 2018)

We believe that there is a need for a paradigm shift, one that shakes the foundation of traditional information research, and takes into full account the emergent information reality (Tang, 2018). In our current reality, information is manipulated, and false information is produced without easy detection. Ubiquitous and mobile access to information decreases the need for users to seek information, as they already are overly-exposed to information from multiple sources in varying formats. It is of an increased importance for users to synthesize, assess, deselect, and make use of pertinent information. More importantly, such a shift embraces situational relevance and contextual factors (Höglund & Wilson, 2000; Pettigrew, Fidel, & Bruce, 2001; Solomon, 2002), social responsibility, action research, and community engagement (Mehra & Rioux, 2016). Additionally, this shift presents an integration of impact/outcome in the theory-practice discourse (Mehra, Sikes, & Singh, 2018). “This integration will help expand the relevance of information research moving forward into the future and assist the information professions to make a difference in the lives of people immersed in a global, networked information society” (Tang, Mehra, Du & Zhao, 2019a).
                                               
This special issue aims to open a forum for the reconceptualization of the field information. It will consist of a collection of articles, which present a theoretical discourse and empirical evidence for a new thinking of information research. This research will empower the information field to go beyond system-centered and user-centered design to new modes of conceptualization and practice, which are timelier and more pertinent to the emerging challenges and opportunities in the 21st century. We welcome submissions that address the theoretical and/or methodological innovation that effect a paradigm shift in the field of information, which also includes critical investigations into the general or specific outcome of the paradigm shift in information research, practice, and related intersections.       

Topics of Interest
Based on a survey study (Tang, Mehra, Du, & Zhao, 2019b), which collected data from 639 respondents from 59 countries, who self-identified as practitioners, academics, and students in the field of information, we developed a set of topics for this special issue. These topics include, but are not limited to, paradigm discussion in the areas of:

·      Historical Evolution of Paradigm Shifts in the Field of Information
·      Theoretical Paradigms
·      Practice-Based and Outcome-Driven Paradigms
·      Methodological Paradigms
·      Technology Impact on Paradigm Shift
·      Social, Cultural, and Community Oriented Paradigms
·      Multi-view Integrated Paradigms
·      Data Driven Paradigms
·      Critical Perspectives, Social Justice, and Advocacy
·      Diversity, Equity and Inclusion
·      Cross- and Inter-Disciplinary Perspectives on Paradigm Shift in the Field of Information


Submission Guidelines
Before submitting your manuscript, please ensure you have carefully read the JASIST Manuscript Preparation and Submission Guidelines
(https://asistdl.onlinelibrary.wiley.com/hub/journal/23301643/homepage/forauthors). The complete manuscript should be submitted through JASIST’s Submission System (https://mc.manuscriptcentral.com/jasist). To insure that your submission is routed properly, please selecYes in response to “Is this submission for a special issue? and specify Paradigm Shift in the Field of Information” when prompted later.


Submission Deadline
Paper submissions due: May 1, 2020

Guest Editors
Rong Tang, School of Library and Information Science, Simmons University, USA. Email: rong.tang@simmons.edu
Bharat Mehra, School of Library and Information Studies, University of Alabama, USA. Email: bmehra@ua.edu
Jia Tina Du, School of Information Technology and Mathematical Sciences, University of South Australia, Australia. E-mail: tina.du@unisa.edu.au
Yuxiang (Chris) Zhao, School of Economics and Management, Nanjing University of Science and Technology, China. Email: yxzhao@njust.edu.cn

Monday, December 02, 2019

Call for Chapters: Academic Library Mentoring: Fostering Growth and Renewal to be published by ACRL

Call for Chapter Proposals

Academic Library Mentoring: Fostering Growth and Renewal 
to be published by ACRL

Editors – Leila June Rod-Welch & Barbara E. Weeg

Proposal submission deadline: December 13, 2019

Editors Leila Rod-Welch and Barb Weeg invite the submission of chapter proposals for a peer-reviewed book on mentoring in college and university libraries. Mentors, mentees, and those organizing mentorships are especially encouraged to submit proposals.

The book will explore mentoring, a relationship between a senior library employee and a novice library employee or student to ease the mentee’s transition to becoming a full member of the library world and to promote professional growth. Mentoring involves coaching, guiding, informing, leading, nurturing, and challenging for career success, and is more than orienting or on-boarding an individual to a specific library. Some chapters will focus on senior library faculty guiding junior library faculty to their responsibilities of librarianship (or teaching), research, and service. Mentoring can be reciprocal and include co-mentoring in which the mentee guides the mentor in gaining new, more recent knowledge and applying it to the evolving library profession. Organizational renewal is enhanced by this exchange of new knowledge and perspectives.  

Mentorships may begin formally with pairs matched by a department head or director and with a written, signed mentorship agreement, or may form and evolve informally as novice and senior faculty members come to know each other. Mentoring may be done in dyads, teams, or other configurations and communication may occur in face-to-face meetings or through various communication technologies. The myriad forms of mentoring in academic libraries offer many growth and renewal options for library personnel and their institutions. 

We are seeking proposals for the topics described below and invite authors to propose other topics that are within the spirit of the book.  



Section 1: Mentoring Fundamentals

  • Defining mentoring
  • Mentoring models
  • Communication modalities and channels used
  • Mentoring agreements: Documents and protocols employed
  • Forming mentoring dyads: Who pairs and why
  • Mentoring cohorts: Communities of continuity
  • Reverse mentoring: Reinvigoration of experienced employees
  • Dysfunctional mentoring relationships: Abuses of power
  • Diversity, equity, and inclusion in mentoring
Section 2: Library Faculty-to-Library Faculty Mentoring
  • Being a mentor, being a mentee
  • Experienced faculty-to-novice faculty mentoring
  • Assessing benefits of faculty-to-faculty mentoring: Career and library commitment
Section 3: Mentoring of Staff

  • Mentoring for the career growth of all library staff
  • Opportunities and challenges of mentoring library personnel who are the only one or one of few
  • holding the position in the library

Section 4: Library Faculty Mentoring of Students

  • Library faculty mentoring of library science graduate students
  • Library faculty mentoring of graduate students writing theses or dissertations
  • Library faculty mentoring students beyond library science
Section 5: Extending Mentoring: Leadership Formation

  • Identifying future library administrators
  • Promoting leadership skills in all library personnel

Authors may address these concepts within the library setting through qualitative descriptions of mentoring experiences, reviews of the literature, original research projects, and other approaches. Documents to help readers understand the concepts being explored or the recommendations being made are encouraged, such as, step-by-step mentoring checklists, mentoring agreements, mentorship forms, or mentor training materials. Chapters may not have been published previously or submitted elsewhere simultaneously.

Submission procedure: Please submit chapter proposals of 500-700 words, a one-paragraph author’s statement including your experience with mentoring (e.g., as mentor, mentee, or both; in a formal or informal relationship, or both) for each author, and, if available, a list of previous publications to Call for Chapter Proposals -- Academic Library Mentoring by December 13, 2019. 

Final manuscripts should be approximately 12-20 pages (double-spaced, 12-point Times New Roman) following Chicago Manual of Style. 

Timeline: 
Proposals for chapters due to editors: December 13, 2019 
Notification by editors of proposal acceptance: January 24, 2020
Authors submit completed chapters: May 22, 2020
Additional key dates will be sent to successful proposal writers

Dr. Leila Rod-Welch is the Outreach Services Librarian & Associate Professor and Barbara E. Weeg is a Collection Strategist Librarian & Professor, both at the University of Northern Iowa.


Wednesday, November 27, 2019

CFP: Advances in Mobile Gaming and Games-based Leaning

Special Issue: Advances in Mobile Gaming and Games-based Leaning
Deadline for manuscript submissions: 31 January 2020
Website and Planned
Papers:https://www.mdpi.com/journal/information/special_issues/MobileGaming_Gamesbased_Learning

Guest Editor:
Dr. Antonio Coelho
Faculdade de Engenharia, Universidade do Porto, 4200-465 Porto, Portugal

Dr. Carlos Vaz de Carvalho
Instituto Superior de Engenharia do Porto, Instituto Polit?cnico do
Porto, 4200-072 Porto, Portugal

We cordially invite you to submit a manuscript for consideration and possible publication in a Special Issue on "Advances in Mobile Gaming and Games-based Leaning" to be published in an EI, ESCI and Scopus-indexed open access journal Information (http://www.mdpi.com/journal/information).

The submission manuscript deadline is 31 January 2020. For more details, please visit the website:
https://www.mdpi.com/journal/information/special_issues/MobileGaming_Gamesbased_Learning

You may share this invitation with your team members and colleagues; co-authors are most welcome.

Please let me know within a month or as soon as possible if you and your colleagues are interested in submitting a manuscript for this special issue. If more time is needed, please feel free to tell us (information@mdpi.com). Your contribution would be most welcome.

Information is fully open access. Open access (unlimited and free access by readers) increases publicity and promotes more frequent citations, as indicated by several studies. Open access is supported by the authors and their institutes. An Article Processing Charge (APC) of CHF 1000 currently applies to all accepted papers. You may be entitled to a discount if you have previously received a discount code or if your institute is participating in the MDPI Institutional Open Access Program (IOAP), for more information see: http://www.mdpi.com/about/ioap.

For further details on the submission process, please see the instructions for authors at the journal website (http://www.mdpi.com/journal/information/instructions).

We hope this topic is of interest to you and look forward to collaborating with you in the near future.

Kind regards,
Blink Yu
Section Managing Editor
---
Dear Colleagues,

Education is evolving to overcome new challenges related to the unique competencies of the professionals of the future and the requirements of a new generation that is immersed in the digital media world from birth. Digital Games is one of the media that have the potential to reach these
two objectives.

Game-based learning is the scientific area that focuses on the development of games that are designed over specific learning objectives. From thoroughly crafted educational games to the use of
gamification, the new era of the school will be digital. However, we should not forget tangential learning with the use of entertainment games.

Mobile games are also leveraging a large community of gamers that relies on the specifics of mobile technology, such as ubiquity and pervasiveness. The solutions can leverage informal learning, literacy, science communication, and citizenship, among a vast area of applications.

The aim of this Special Issue is to disclose the new advances in game-based learning and mobile games that can enhance the effectiveness and outreach of learning objects.

Topics of interest include but are not limited to the following:
  • Game-based learning;
  • Serious games;
  • Mobile games;
  • Pervasive games;
  • Learning models and practices with the use of games;
  • New technologies for game-based learning:
  • Virtual and augmented reality;
  • New interaction devices, toys, and playthings;
  • Simulations;
  • 3D rendering technologies;
  • Game engines and development tools;
  • Location-based games;
  • Artificial intelligence;
  • Educational games analytics;
  • Assessment and evaluation of educational games;
  • User experience design;
  • The psychology of educational games;
  • Gender and age issues;
  • Social and collaborative games;
  • Security and confidentiality in educational games;
  • Case studies in educational games;
  • Game development for mobile devices.

Dr. Antonio Coelho
Dr. Carlos Vaz de Carvalho
Guest Editors
--
Mr. Blink Yu
Managing Editor
E-Mail: blink.yu@mdpi.com
Skype: live:c91693ac8277e1f0

Tuesday, November 26, 2019

CFP: Big Talk From Small Libraries 2020 (Online - February 28, 2020) Small & Rural Libraries

The Call for Speakers for Big Talk From Small Libraries 2020 is now open!
This free one-day online conference is aimed at librarians from small libraries; the smaller the better! We are looking for speakers from small libraries or speakers who directly work with small libraries. Small libraries of all types – public, academic, school, museum, special, etc. – are encouraged to submit a proposal. We’re looking for seven 50-minute presentations and five 10-minute “lightning round” presentations.

Do you offer a service or program at your small library that other librarians might like to hear about? Have you implemented a new (or old) technology, hosted an event, partnered with others in your community, or just done something really cool? The Big Talk From Small Libraries online conference gives you the opportunity to share what you’ve done, while learning what your colleagues in other small libraries are doing. Here are some possible topics to get you thinking:
§  Unique Libraries
§  Special Collections
§  New buildings
§  Fundraising
§  Improved Workflows
§  Staff Development
§  Advocacy Efforts
§  Community Partnerships
§  That great thing you’re doing at your library!
Big Talk From Small Libraries 2019 will be held on Friday, February 28, 2020 between 9:45 a.m. and 6:00 p.m. (ET) via the GoToWebinar online meeting service. Speakers will be able to present their programs from their own desktops. The schedule will accommodate speakers’ time-zones.
If you are interested in presenting, please submit your proposal by Friday, January 3, 2020.

Speakers from libraries serving fewer than 10,000 people will be preferred, but presentations from libraries with larger service populations will be considered.

Call for Chapters on Library Pedagogies & Pedagogical Approaches @manclibrarian @PlayBrarian

A call for chapter submissions from library workers on their pedagogies and pedagogical approaches.

Andrew Walsh and Sam Aston welcome short (250-500 words) proposals for chapters to feature in this book, provisionally called “Library Pedagogies”. Proposals should include a short summary of the author’s pedagogical approach, how this connects with their teaching philosophy and an outline of the key factors that have influenced that approach. Please include a brief professional biography of no more than 3 or 4 sentences.

Each chapter should focus upon how the author’s wider approaches to teaching within libraries influence their pedagogy: individual teaching interventions could feature but are less important. Your chapter should be reflective in style and share those underlying beliefs in the purpose behind your teaching, how students learn in your settings, and how your approaches are informed by learning theories and the wider literature. Tell the story of the journey you have taken to evolve your pedagogy, and the internal and external influences that have shaped your practice. Your final chapters should be between 4,000 - 8,000 words long.

Proposals should be sent to the editors via a.p.walsh@hud.ac.uk

Deadlines for proposals: 24th January 2020 
First draft: 24th June 2020 
Reviewers comments returned by: August 2020
Final version of chapters: 6th November 2020
Publication: Early 2021

A wide range of pedagogical approaches could be covered, which may include but are not limited to any of the following:
  • Critical pedagogies
  • Feminist pedagogies
  • Pedagogies from under-represented groups 
  • Enquiry based learning
  • Problem based learning
  • Team based learning
  • Active Learning
  • Lecturing
  • Playful or game based Learning 
  • Creativity and learning
  • Visual approaches
  • Improvisation approaches
  • Using Drama techniques
  • Psychogeography / space exploration
  • Rhizomatic Learning 
  • Gonzo education 
  • Punk / anarchist education

Andrew and Sam will offer a supportive and collaborative approach for chapter authors and would like to hear a range of voices, mainstream and under-represented, whether or not you have written for publication previously. We will encourage, but not impose, the use of collaborative writing tools so that authors can share their chapters with each other and offer informal review and support. We intend to also offer a two day writing retreat (in the North of England) for UK chapter authors to spend time writing their chapters together with the editors. 

Note on licencing: Contributors will retain full copyright over their work. All authors / contributors will sign a simple agreement to allow rights to publish their contribution and to permit others to use the contents of the book under a CC licence. 

From the Editors,

Sam Aston (@manclibrarian) & Andrew Walsh (@PlayBrarian)

University of Huddersfield inspiring global professionals.