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First Call for Papers for Library Trends 63(3) Issue on Social Justice in Library and Information Science and Services
Dr. Bharat Mehra would like to invite you to submit a manuscript proposal by June 30, 2013, under the extended timetable below.
The Winter/February 2015 issue of Library Trends (63:3) will include papers in the continuing study of themes related to social justice in library and information science (LIS) and services. For a broad scholarly review of social justice in library and information studies, consult Mehra, Rioux, and Albright's (2009) piece in the Encyclopedia of Library and Information Sciences(3rd edition) (edited by M. J. Bates and M. N. Maack), 2009, pp. 4820-4836. This call specifies original scholarship and central to all proposals must be the social justice inquiry of core, peripheral, and other principles of librarianship and information studies, as broadly as that domain may be interpreted. Authors should strive to meet a 20-30 page limit (5,000-10,000 words).
Submit proposals of no more than 300 words by June 30, 2013. Decisions will be communicated to contributors by July 31, 2013.
The Library Trends issue will consider the following topics [though not limited to]:
- Library Science/Services and Social Justice;
- Information Science/Services and Social Justice;
- Concepts/Theories in LIS/Services and Social Justice;
- Methods/Approaches in LIS/Services and Social Justice;
- Interdisciplinary Constructs in LIS/Services and Social Justice;
- Information and Communication Technologies and Social Justice;
- Other Related Topics.
Social justice in LIS/services involves achieving action-oriented socially relevant outcomes via information-related work. Such efforts are planned, conceptualized, and implemented in the LIS service professions to further community-wide progressive changes via partnering with, and, on behalf of people on society's margins. This special issue presents articles that examine theories, methods, strategies, and case studies in social justice research, teaching, and service design while keeping their focus on social impact and community involvement in LIS/service practice, education, policy development, and program implementation, amongst other areas. The frame of study is inclusive of (though not limited to) academic, public, school, and special libraries, museums, archives, and other information-related settings in an international context of analysis.
June 30, 2013: Deadline proposal submissions.
December 1, 2013: Deadline papers submissions.
February 1, 2014: Deadline reviews papers.
June 1, 2014: Deadline revised papers.
February 2015: Publication of the special issue
Author guidelines are established at http://www.press.jhu.edu/journals/library_trends/AuthorInstructions.pdf [cut and paste URL in web browser]
All submissions and inquiries should be directed to the attention of Dr. Bharat Mehra [E-mail: email@example.com].
To apply, please complete the attached proposal form and email it to selection committee Co-Chair Russ Hall at firstname.lastname@example.org by May 29, 2013. Please feel free to contact Russ via email or phone (814-898-6426) with questions.
The Journal of Library and Information Service in Distance Learning, a peer-reviewed journal published by Taylor & Francis, welcomes the submission of manuscripts.
The journal is devoted to the issues and concerns of librarians and information specialists involved with distance education and delivering library resources and services to this growing community of students.
Topics can include but are not limited to:
- Faculty/librarian cooperation and collaboration
- Information literacy
- Instructional service techniques
- Information delivery
- Reference services
- Document delivery
- Developing collections
If you are interested in submitting an article, this journal uses ScholarOne Manuscripts (previously Manuscript Central) to peer review manuscript submissions. Please read the "Guide for ScholarOne Authors" at http://journalauthors.tandf.co.uk/submission/ScholarOne.asp before making a submission. Complete guidelines for preparing and submitting your manuscript to this journal are provided at http://www.informaworld.com/openurl?genre=journal&issn=1533-290X or can be emailed to you directly. WLIS receives all manuscript submissions electronically via their ScholarOne Manuscripts website located at: http://mc.manuscriptcentral.com/WLIS. ScholarOne Manuscripts allows for rapid submission of original and revised manuscripts, as well as facilitating the review process and internal communication between authors, editors and reviewers via a web-based platform. ScholarOne Manuscripts technical support can be accessed via http://scholarone.com/services/support/.
Inquiries and questions are welcome and can be sent directly to the editor, Jodi Poe, at email@example.com.
Please note: We accept manuscript submissions through the year; however, the deadline to have your article appear in our next issue, if accepted, is August 1, 2013. Accepted and approved manuscripts received after this date have no guarantee of being included in the next published issue.
Jodi W. Poe, Editor
Journal of Library & Information Services in Distance Learning
Associate Professor, Head of Technical Services
Houston Cole Library
Jacksonville State University
700 Pelham Road North
Jacksonville, AL 36265-1602
TEL: (256) 782-8103
FAX: (256) 782-5872
The American Association of School Librarians (AASL) invites proposal submissions for 60- or 90-minute concurrent sessions and half- or full-day preconference workshops to be presented during the American Library Association (ALA) 2014 Annual Conference.
The submissions deadline for preconference proposals is 11:59pm CDT on Monday, May 27, 2013. The submissions deadline for concurrent session proposals is 11:59pm CDT on Monday, August 26, 2013.
June 28-30, 2014
Las Vegas, NV
K-12 School Librarians, Program Officers, District Supervisors, Coordinators, Educators, Directors
The recommended proposal submission length is approximately 300 words. Proposals should outline the main points of the program and its relevance to attendees. For preconference proposals, it is recommended that you show how you would incorporate at least one active learning exercise into your session. All proposals should include up to three learning objectives and should address how the session supports the AASL Strategic Plan, the AASL Standards for the 21st-Century Learner and/or Empowering Learners: Guidelines for School Library Programs.
Program titles should be short (no more than 140 characters in length), but descriptive. Catchy titles, indicating benefits to the audience are encouraged.
A list of suggested topical areas
Submissions will only be accepted via online form. Email, mail, or fax submissions will not be accepted.
The primary/submitting author will receive an email message confirming the receipt of the abstract. Please notify your co-authors that the confirmation was received.
Submissions will be evaluated for clarity, originality and timeliness. Special attention will be given to submissions that incorporate one or more of these characteristics:
· Demonstrates innovative thinking and/or new perspectives
· Presents strategies for effectively implementing new ideas and technology
· Incorporates at least one active hands-on learning exercise (Preconferences only)
· Design includes activities that will incorporate various learning styles
· Demonstrates how learning outcomes will be achieved
· Supports the AASL Strategic Plan, the AASL Standards for the 21st-Century Learner and/or Empowering Learners: Guidelines for School Library Programs.
All questions regarding AASL programming at the ALA 2014 Annual Conference should be directed to Melissa Jacobsen at firstname.lastname@example.org or (800) 545-2433 x4381.
Deadline for Proposals: June 10, 2013
The Northeast Popular Culture Association's Visual Culture and Digital
Media interest group is soliciting proposals for presentation at the
annual fall conference scheduled for the weekend of October 25-26, 2013
on the campus of St. Michael's College in Colchester, Vermont. We
welcome any proposals that fall into the area of visual culture and
digital media in popular culture.
Individuals interested in submitting a proposal for presentation should
fill out the paper proposal form located at
NEPCA welcomes both individual papers and complete panels. We also
encourage works in progress and informal presentations. The only
restrictions of presentations are that the proposal be rooted in
research (though we do not automatically exclude original poetry,
composed works of fiction or performances-but such works must be
connected to greater theoretical and research frameworks), that the
proposal not be overtly commercial and that the proposed presentation
appeal to a broad audience. We encourage undergraduate students,
graduate students, faculty and independent scholars to submit proposals
Please submit your proposals to Dr. Andi McClanahan, Visual Culture and
Digital Media Area Chair at email@example.com (Please copy the Program
Chairs on your proposal: firstname.lastname@example.org and Jennifer.Tebbe@msphs.edu).
For more information on NEPCA and the annual fall conference, visit
Call for Chapters
- Heather Jagman, Coordinator of Library Instruction, DePaul University, email@example.com
- Troy Swanson, Department Chair of Library Services, Moraine Valley Community College, firstname.lastname@example.org
Publisher: Association of College and Research Libraries
The editors are seeking chapters written by librarians or faculty members focusing on theoretical approaches, projects, assessments, instructional sessions, or curricula that teach students how to think about information. This book will focus on pedagogies that challenge students to dive deeper into authority, connect to prior knowledge, and construct knowledge in a world of information abundance. This book will also include chapters that bridge the gap between the epistemological stances and threshold concepts held by librarians and that of students.
How do librarians and faculty members move college students beyond the simple mechanics of online catalogs, search engines, and subscription databases? How do we encourage students to recognize the difference in information sources themselves? How do we motivate students to explore their own beliefs and work with sources that conflict with their beliefs?
We are seeking chapters that may include:
Part 1 Bridging the Gap Between Librarians, Students and Faculty: Conceptualizing Information
- 1.1 Librarian Epistemologies and Beliefs: How do librarians think about information and the nature of knowledge? How does this approach to knowledge impact how librarians approach the classroom and learning?
- 1.2 Student Epistemologies and Beliefs: What assumptions do students bring to the classroom about how information and knowledge are constructed? How do these assumptions impact information literacy and their interactions with libraries and librarians?
- 1.3 Faculty Epistemologies and Beliefs: How do faculty assumptions about knowledge impact their interactions with librarians and students? How do discipline-specific epistemologies shape faculty approaches to learning, students, and information literacy?
Part 2 Making it Work: Teaching Students About Information
- 2.1 The Nature of Expertise, Authority and Credibility: How do we teach students to understand and value authority and expertise? What assumptions and power structures are hidden in this understanding? In what ways do we teach students to utilize authority and build their own authority as scholars?
- 2.2 Point of View and Source Bias: In what ways do we teach students to deal with explicit and hidden biases in sources? How do we encourage students to deal with and recognize their own biases?
- 2.3 Cognitive Biases and Belief: How do we work with students to address confirmation bias, selection bias, and hindsight bias? How do we connect information literacy to personal belief?
- 2.4 Data, Measurement and Interpreting the world: How do we teach students to deal with data, facts and measurements? How do we teach students to interpret empirical research? How do we encourage students to compare their beliefs about how the world works with actual measurements?
- 2.5 Journalism & Witnessing the World: How do we teach students about the role of journalism? How do encourage students to interpret and value the journalistic enterprise?
Original research that directly reports student views and/or results from studies with students will be given preference.
- Draft Title
- Author Info
- 300-500 Word Abstract and Brief Outline
- Please also include a writing sample of some form
Please submit chapter proposals and writing samples to both Editors at email@example.com
firstname.lastname@example.org by June 15, 2013.
Thanks, and best regards,
Coordinator of Library Instruction
Liaison to Biology & Theater
DePaul University Library
2350 N Kenmore Avenue
Chicago, IL 60614
Lincoln Park: (773)325-7704
Follow DePaul University Libraries on Twitter:
We want to bring together a bunch of people (including librarians, learning developers, learning technologists and more) next year for a two day conference of inspiring each other to innovate and be more creative in libraries. There will be talks, workshops, fun and games galore. We'll talk to each other about successes and challenges, thinking about how we can use what we learn from one another to improve libraries.
The call for papers (http://i2c2conference.org/) is open until 25th October 2013 and we're looking for a limited number of talks, workshops and creative interventions that fit within the conference themes.
The overarching themes are those of innovation and creativity in information work, split into three strands: Space; People; Resources.
Andrew Walsh MSc MCLIP FHEA
Academic Librarian, University Teaching Fellow, National Teaching Fellow
Music, Humanities, Media, Education and Professional Development.
Information Literacy Practitioner of the Year, 2012
Innovation, Inspiration and Creativity Conference: Using Positive Disruption to improve libraries (I2C2) http://i2c2conference.org/ 6th & 7th March 2014.
The theme for Access 2013 is In Context :
As this will be the 20th conference, we'd like to reflect on the way that Access has grown and developed along with our libraries over the past two decades. What have we learned on this long strange trip? What were our triumphs? How have our failures made us wiser? Where will we go next?
We're looking for proposals that consider:
- our present context, and the challenges facing our user communities in digital preservation, in data archiving, in alternative publishing models, and in large scale search and discovery and more.
- the future context. How can we engage with trends like big data, linked data, open access, and interoperable cloud-based services? How can we build agile organizations that can respond quickly to emerging needs?
- the community context, the potential for new partnerships in digital humanities, in evidence-based practice, in web metadata, in maker/hacker spaces, in online cultural spaces. How can we reach out into non-traditional areas?
- our administrative context: the rise of interdisciplinarity and internationalization within our universities; new vendor business models; legislative reform around copyright, privacy, and access to information. How can we help to shape our context? How shall we advocate?
This year we want to take advantage of the flexibility of single track conference planning by letting you propose your preferred session length and format. Let us know if you want to do a traditional session, a quick demo, audience participation, storytelling, Pecha Kucha, lightening talks, a panel of experts or something completely different. Be creative. We'll accept proposals in any format. You choose a length from 5 minutes to 45 minutes. Sessions over 15 minutes will be selected via peer-review.
Please submit proposals to email@example.com by May 15, 2013
Call for Proposals
Chapman University - Leatherby Libraries
Friday, June 21, 2013
Join us as a presenter at the upcoming retreat! Proposals are now being accepted for break-out sessions and poster sessions. Please see the specific proposal guidelines below.
About the Retreat
The summer teaching retreat at Chapman University's Leatherby Libraries was created to build community amongst instruction librarians and library school students. The retreat provides unique and practical presentations. Participants have opportunities to share teaching experiences, ideas, and resources during lively break-out sessions as the practices and innovative ideas of librarians are discovered. Ideally, participants leave the retreat with a larger network of resources and contacts, as well as inspiration to creatively expand their library instruction repertoire.
Attendees of past retreats included librarians from academic, public, school, and special libraries. Approximately one-third of the attendees were MLIS students.
Break-out Session Proposal Guidelines
Break-out sessions are intimate small-group discussions of approximately 15 or less individuals. Proposals should be related in some aspect to teaching. Creative proposals that stretch the boundaries of library instruction, bring in interdisciplinary connections, or go beyond the library classroom are especially sought. Proposals must be 250 words or less.
Poster Session Proposal Guidelines
As a way to support up and coming LIS professionals, a new addition to this year's retreat will include poster presentations by students. Students enrolled in library and information science programs (undergraduate and graduate) are invited to submit proposals to present on a topic related to teaching information skills in library instruction settings and beyond. Presenters are welcome to draw from research done for school assignments or past experiences and inspiration gained outside the field. Proposals must be 250 words or less. Questions regarding poster presentations can be directed to firstname.lastname@example.org.
Proposals are due Friday, May 3, 2013, by 11:59 p.m. Applicants will be notified by Friday, May 17, 2013.
Submit Your Proposal
Please visit http://www1.chapman.edu/library/teaching/proposalform.html to be directed to our online submission form.