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Mission of IJWLTT:

The mission of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is to contribute to the broadening of the overall body of knowledge regarding the multi-dimensional aspects of Web-based technologies in contemporaneous educational contexts, assisting researchers, practitioners, and decision makers to design more effective learning systems and scenarios. IJWLTT explores the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, IJWLTT endeavors a broad range of authors and expands the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal seeks to explore the impact of Web-based technology on the design, implementation and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors implied in such processes.

Coverage of IJWLTT:

The International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) focuses on the dimensions of reporting about developing new WBLT technologies and uses, and also sharing educational experiences and situations including (but not limited to) distance learning, collaborative work, constructivist approaches in on-line class-rooms, designing blended learning and programs, importance of dialogue in distance education programs, CSCL, network learning, etc. IJWLTT also covers aspects such as models and frameworks for the pedagogical design of courses including or supported by WBLT technologies, and for issuing and evaluating educational policies in institutions, and for organizing and managing training policies or departments in companies. Issues in methodologies for the training of teachers and trainers, for the building of multi-disciplinary teams for distance and on-line program administration and delivery are also included in the coverage. Topics to be discussed in the journal include, but are not limited to the following:

·  Best practices

·  Building multi-disciplinary teams for Web-based learning and teaching

·  Building Web-based learning communities

·  Constructivist approaches to Web-based learning and teaching

·  Decision making in implementing Web-based learning and teaching

·  Knowledge building using Web-based learning and teaching technologies

·  Management side of Web-based learning and teaching

·  Network learning using WLTT

·  Project management for implementing WLTT

·  Related issues that impact the overall utilization and management of Web-based technologies in education

·  Web-based CSCL

·  Web-based technologies enabled pedagogical scenarios

·  Web-based technologies enabled pedagogical systems and programs

·  WLTT implementation: models, methods, and frameworks

Interested authors should consult the journal's manuscript submission guidelines


Professing Feminism:Teaching Through the Digital Divide

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Call for Submissions
Deadline: Dec. 15, 2014
Page limit 15-25 pages
Format: Email articles in MLA style. Double spaced.MSWord attachments only.
Professing Feminism, inspired by our own online teaching experiences in for-profit and not-for-profit higher education, will be a path-breaking anthology exploring feminist pedagogy and feminist content in online courses. Have you had experience teaching feminism online? How can your shared experience help facilitate the inclusionof feminist pedagogy and feminist content in the growth of online teaching thatis rapidly mushrooming?
We are open to essays that both critique and positively evaluate the potential for professing feminism in online work, in a variety of contexts. Submissions can cover any aspect of the experience of feminism, feminist pedagogy, online teaching and online learning.
We are especially interested in articles that address the following topics:
Enacting a feministpedagogy in online courses
Feminism and for-profit schools
Teaching other people's feminism (teaching from prewritten courses in for-profit or not-for-profit online programs).
Providing feminist context in classes that include women's literature, but provide no feminist context to the works.
Men and feminism in online classes.
Encouraging feminism in composition classes (or any classes where feminist content is rarely found or emphasized).
Academic hierarchy and feminism in online schools.
Feminist collaboration:issues of isolation, networking and publishing as an online adjunct
Addressing the stigma of teaching online and the divide between online and on ground schools and instructors.
Addressing the negative perceptions of online teaching.
The role of feminism in the new model of online teaching and for-profit schools
Feminism's role withinthe job preparation emphasis in online schools
About the Editors:
Melissa Rigney has over 10 years online teaching and course development experience in both for-profit and not-for-profit higher education. In addition to a PhD in English from the University of Nebraska. She also has an M.S in Educational Technology from Texas A&M.
Batya Weinbaum holds a doctorate in English from University of Massachusetts at Amherst. She has been teaching feminism online since 2007, and has been editing the journal Femspec since1997. Her scholarship, including writings on feminist pedagogy, has appeared in numerous venues, including Transformations, a journal of inclusive teaching practices. She has published three scholarly books, including a book with University of Texas Press, and has been included in numerous scholarly anthologies.

The Women & Gender Studies Section will hold its 7th annual Research Poster Session during our General Membership Meeting at the ALA Annual Conference in LAS VEGAS on Saturday, June 28, 2014, from 4:30-5:30 p.m. The forum seeks to provide an opportunity to present newly completed research or work in progress. Both beginning and established researchers are welcome to apply. Participants may receive collaborative feedback and recommendations for future publishing and/or new initiatives.

The potential scope of the topics includes, but is not limited to, teaching methods, instruction, information technology, collection development, interdisciplinarity, and collaboration with academic faculty.* For research ideas, see the newly updatedResearch Agenda for Women and Gender Studies Librarianship

* This year the committee is especially interested in receiving submissions which highlight the ways in which librarians work with faculty and/or establish faculty partnerships. However, as stated above, submissions are NOT limited to this particular theme.      

Applicants chosen to present their work at the poster session are expected to supply presentation materials, including poster boards. Tables for presentation materials will be provided.  Attendees at the forum will find an arena for discussion and networking with their colleagues interested in related issues and trends in the profession.

The committee will use a blind peer review process. 

Selection criteria:

1. Significance of the topic. Priority will be given to Women and Gender Studies Section members and/or women and gender studies topics

2. Originality of the project

Proposal submission instructions:

1. Proposals should include:  

-          Title of the proposal

-          Proposal narrative (no more than 2 pages, double spaced) 

-          Name of applicant(s) 

-          Affiliation (s) 

-          Applicant Email address(es), Phone number(s)  

-          Are you a member of the Women & Gender Studies Section? 

If you would like to become a member, go to:

2. NOTE: Submission deadline: March 31, 2014
3. Proposals should be emailed to: Beth Strickland, Chair, WGSS Research Committee (

4. The chair will notify the applicants by April 30, 2014

Trends Impacting Young Adult Services

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Trends Impacting Young Adult Services: A Paper Presentation Sponsored by YALSA Past Presidents

The YALSA Midwinter Paper Presentation is an annual event sponsored by past presidents of YALSA.  Its purpose is to provide a venue for educators, librarians, students, and others interested in young adult librarianship to gather and explore a topic of current interest that impacts the field.  The YALSA Midwinter Paper Committee will select one paper to be delivered at the 2015 ALA Midwinter Meeting.  The paper will be published in YALSA's peer-reviewed Journal of Research on Libraries and Young Adults after the conference.  For more information about the journal, visit

Paper Topics

The YALSA Midwinter Paper Presentation Committee is seeking proposals for papers presenting points of view based on current research and relating either to topics covered in YALSA's Future of Library Services  for and with Teens Report ((  or Research Agenda (  The agenda includes four priority areas:

    Priority Area 1: Impact of Libraries on Young Adults
    Priority Area 2: Young Adult Reading and Resources
    Priority Area 3: Information Seeking Behaviors and Needs of Young Adults
    Priority Area 4: Informal and Formal Learning Environments and Young Adults


To provide a venue for educators, librarians, students, and others interested in young adult librarianship an opportunity to gather and explore a topic of current interest that impacts the field.
Application Requirements

Please use the official application form (

    Paper proposals are due no later than June 1, 2014.
    Only previously unpublished papers will be accepted.
    The winner will be selected, and all applicants will be notified by September 1, 2014.
    All paper presenters must register for the Midwinter Meeting by December 1, 2014.

    For questions, email the Midwinter Paper Presentation Committee Chair (

Statement on Eligibility

Any individual from within or without of the library community is welcome to submit an application.  Membership in ALA/YALSA is not required.


Making Libraries Integral in the Lives of Baby Boomers

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Book Publisher: Scarecrow Press

Editor: Carol Smallwood, Library Services for Multicultural Patrons to Encourage Library Use co-ed., (Scarecrow Press, 2013)

Chapters sought for an anthology by practicing public librarians and LIS faculty in the United States and Canada: creative, practical how-to chapters on strengthening and expanding services to the age group called baby boomers. Possible topics: fostering positive staff attitudes; encouraging endowments and advocacy; programming and workshops; maximizing their experience as volunteers; instruction in technology; needs assessment surveys; genealogy and oral histories; grants.

Concise, how-to chapters based on experience to help colleagues totaling 3,000-4,000 words, or two chapters that come to 3,000-4,000 words. No previously published or simultaneously submitted material. One, two, or three authors per chapter; if two chapters they are to be by the same author(s). Compensation: one complimentary copy per 3,000-4,000 word accepted submission, discount on more copies.

Please e-mail titles of  2-3 topics each described in 2 sentences by March 31, 2014 with brief biography sketch(s); place BOOMERS and Last Name on the subject line to:

Nordic Journal of Feminist and Gender Research

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Call for Papers<>

Celebrating over two decades of Gender Research and of the joint Nordic Journal of Feminist and Gender Research, NORA, the journal invites gender and feminist researchers to participate in the first Nordic Conference for Gender Research: NORA conference 2014.

Papers are invited in the context of the following six thematic streams around which the conference is organized.

*         The gain & the pain. Life in welfare societies

*         Departures & arrivals. Global voices entangling the Nordic

*         Who knows? Feminist knowledge & methods

*         Feminist resistance, resistance to feminism

*         Concepts as interventions. Genders & bodies in feminist theory

*         The power of gender imaginaries

We encourage all participants to consider untraditional ways and formats when presenting and sharing their work.

Submission deadline for abstracts June 1, 2014

Click here for full information<>

Annual Review of Cultural Heritage Informatics

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Be a part of history and the future at the same time!

The second annual review looks at how we access, store and preserve our cultural heritage.  The University of South Carolina, School of Library and Information Science and Rowman & Littlefield Publishing Group/AltaMira Press with Charles Harmon, Executive Editor publishes an annual compilation of research, technologies, and a review of literature in the fields of Cultural Heritage, Imaging for Museums and Libraries, Digital Humanities, User Behavior and Best Practices in the field.  International contributions are welcome.  An editorial board formed from scholars in the field, researchers and museum professionals with previous work in the field of cultural heritage and informatics assists with reviewing and editing manuscripts.   

The publication of a second Annual Review in this nascent and growing field is an important contribution to our scholarly knowledge and we welcome you to continue to help us build for the future.  The target audience for the Annual Review includes undergraduate or graduate students, scholars, and professionals.

Please submit a Letter of Intent with a brief description of your work by March 10, 2014 to The editorial board will notify you with an invitation to submit by March 15Manuscripts will be due May 15 for publication in the 2014 edition.  Author guidelines will be sent after the letters of intent are received.

I look forward to hearing from you.

Sam Hastings

Dr. S. K. Hastings

Director and Professor

School of Library and Information Science

University of South Carolina

Davis College

1501 Greene St.

Columbia, SC 29208




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World Library and Information Congress

80th IFLA General Council and Congress

Libraries, Citizens and Societies: Confluence for Knowledge

16-22 August 2014, Lyon, France

The newly formed IFLA LGBTQ Users SIG is pleased to accept proposals for WLIC 2014 in Lyon. For more information about the SIG and the full CFP, please visit

Please get in touch with any questions and share this exciting news with colleagues!

Lucas & rae (co-conveners) 

for specific call go to

*Graduate Assistants Call for Applications Deadline: March 1, 2014*

The seventh annual meeting of Philosophy in an Inclusive Key Summer
Institute (PIKSI) will take place from June 14--June 21, on the campus of
the Pennsylvania State University in University Park, PA. At least* two
graduate students* will assist Ellen Feder, who will direct the Institute
this year. In addition, one graduate assistant will come from the Penn
State philosophy department. *We expect that, as was the case in previous
summers, the home institution of the other graduate assistants will fund
their positions.* (The philosophy departments of the University of Memphis,
Binghamton University, Villanova University, Michigan State University,
University of Colorado at Boulder, Stony Brook University, University of
Washington, Dalhousie, American University, DePaul University, University
of Oregon, and the University of Alberta, generously supported PIKSI
graduate assistants in 2006-2013.)

We invite those of you teaching in graduate programs to nominate graduate
student assistants for PIKSI. The applications will be screened according
to the graduate student's accomplishments as a researcher, a teacher, and
mentor; the relevance of her or his research to the topics of the
institute; and the home institution's willingness to fund the student
(approximately $2000, including travel, housing, and stipend).

Applications should include:

·          a cover letter from the graduate student which discusses why he
or she would like to be a GA for PIKSI

·          the graduate student's CV

·          a letter of support from a faculty member

·          documentation of institutional support, if available

Please e-mail complete applications by March 1, 2014 to:

Ellen Feder
Department of Philosophy and Religion
American University
4400 Massachusetts Ave. NW
Washington, DC 20016-8056

If you have any further questions please contact Eva Feder Kittay, PIKSI
Board Chair, at ** <>, or Ellen
Feder, Director of PIKSI Summer 2014, at
3-4 participants for a roundtable/panel tentatively titled "The Transgressive Classroom: Borders, Barriers, & Becoming in the Queer Studies Classroom"
at the annual NWSA conference, November 13-16, in San Juan, Puerto Rico.

It is no revelation to learn that higher ed instructors and classrooms are called to satisfy many goals, from covering substantive material to satisfying education outcomes and assessment requirements to preparing students for the "real world." The burden falls perhaps even more heavily on the feminist and queer classrooms, populated as they often are by students who have deeply personal reason for taking such courses. What is our responsibility to these students, the ones who may "need" the course for more than academic reasons? And what is our responsibility to our other students, who may take the course for academic credit but for whom the spark of activism can be lit?
How can we blend our commitment to the affective dimensions of teaching (in which the material covered may indeed be literal matters of life, liberty, and love for instructors and students) while also maintaining the intellectual rigor required by our own training and the pedagogical goals of our institutions? In what ways do concepts both old and new, from "the personal is political" to "engaged learning," assist in - or detract from -- this struggle? Are queer classrooms transgressive simply by virtue of existing at all? Or are there specific approaches, strategies, techniques that produce queer classrooms which exist "not merely to share information but to share in the intellectual and spiritual growth of our students." We hope to range across several broad categories of concern in queer pedagogy -- practical concerns (texts, readings), curricular concerns (requirements, program design, "coverage"), theoretical concerns (queer vs. LGBT approaches), and material concerns (embodiment, silencing, activism) - while at the same time questioning the interplay between teaching and transgression, learning and liberation.

We are excited for a variety of approaches to and perspectives on this topic both theoretical and practical, and we intend for the session to include ample time for audience-panelist discussion. Please don't hesitate to submit your idea or to email with questions.

Send topic, title, and 50-100 word abstract to by Friday, February 7th.
Please include your name, contact info, institutional affiliation and position/level (if any), and any other relevant information.

Notifications will be sent out no later than Tuesday, February 11th.

Contact Milton Wendland at



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