Thursday, July 18, 2019

Call for book chapter proposals - Teaching about Fake News

Chapters are sought for the forthcoming ACRL book Teaching About "Fake News": Lesson Plans for Different Disciplines and Audiences.

The problem of "fake news" has captured the attention of administrators and instructors, resulting in a rising demand for librarians to help students learn how to find and evaluate news sources.  But we know that the phrase "fake news" is applied broadly, used to describe a myriad of media literacy issues such as misinformation, disinformation, propaganda, and hoaxes. There's no way we can teach everything there is to know about "fake news" in a 50-minute one-shot library session.  What we can do is tailor our sessions to be relevant to the specific audience. For example, a psychology class may benefit from a session about cognitive biases, while an IT class might want to talk about the non-neutrality of algorithms.  Special populations such as non-traditional students or writing center tutors could also be considered.
Although the chapter may include how you teach the topic, the emphasis should be on the "why" behind fake news.  Why is it so prevalent? Why do people believe it?  Why does it matter? Successful proposals will select one narrow reason and explore it in-depth. The heart of the chapter should explore a particular issue; this is not intended to be an activity cookbook.

Chapter structure:
Each chapter of this book will be designated for a specific audience, discipline, or perspective, and be written by an author with expertise in that area.  In order to provide a foundation for the teaching librarian, it will discuss that specific aspect of fake news and be grounded in the established scholarship.  Next it will include a brief annotated list of accessible readings that could be assigned to participants ahead of a workshop when appropriate.  Authors will be asked to house a student-friendly PowerPoint version of their chapter in the ACRL Framework for Information Literacy Sandbox (; the teaching librarian could use it as-is or modify it for the direct instruction portion of a session.  Finally, each chapter will include hands-on activities and discussion prompts that could be used in the actual workshop.

Final chapters will be 2,000-3,000 words in length.

Example chapter summary:
A chapter about the Facebook Cambridge Analytica scandal would explore the scandal, written so that the teaching librarian would feel she had a good grasp of it.  She could then use the student-friendly PPT in her one-shot workshop, and use the provided active learning exercise.

Submission due dates:
Submit proposals  here: by July 31,  2019
Notifications will be sent by September 1, 2019
Final chapters will be due by December 1, 2019

Possible chapter topics:
These are just examples of disciplines and audiences; we are open to others!

Lessons by discipline
  • Psychology
  • Journalism/Communication
  • History
  • Information Technology
  • Sociology
  • Health Sciences
  • Rhetoric/Composition
  • Political Science
  • Philosophy
  • Business
Lessons by audience
  • Writing Center
  • Senior Citizen groups
  • Professors

Proposal information:

Authors should complete the following form to submit proposals:

Proposals will include:
1.      Discipline or audience addressed
2.      100 word abstract of proposed chapter
3.      A sample learning activity

Email with any questions.

Candice Benjes-Small, Head of Research, and Mary K. Oberlies, Research and Instruction Librarian, William & Mary; Carol Wittig, Head of Research and Instruction, University of Richmond

Monday, July 15, 2019

Call for proposals Code4LibJournal (C4LJ)

The Code4Lib Journal (C4LJ) exists to foster community and share information among those interested in the intersection of libraries, technology, and the future.
We are now accepting proposals for publication in our 46th issue. Don't miss out on this opportunity to share your ideas and experiences. To be included in the 46th issue, which is scheduled for publication in mid November, 2019, please submit articles, abstracts, or proposals here or e-mail by Friday, August 2, 2019.  When submitting, please include the title or subject of the proposal in the subject line of the email message.

C4LJ encourages creativity and flexibility, and the editors welcome submissions across a broad variety of topics that support the mission of the journal.  Possible topics include, but are not limited to:

* Practical applications of library technology (both actual and hypothetical)
* Technology projects (failed, successful, or proposed), including how they were done and the challenges faced
* Case studies
* Best practices
* Reviews
* Comparisons of third party software or libraries
* Analyses of library metadata for use with technology
* Project management and communication within the library environment
* Assessment and user studies

C4LJ strives to promote professional communication by minimizing the barriers to publication.  While articles should be of a high quality, they need not follow any formal structure.  Writers should aim for the middle ground between blog posts and articles in traditional refereed journals.  Where appropriate, we encourage authors to submit code samples, algorithms, and pseudo-code.  For more information, visit C4LJ's Article Guidelines or browse previous articles published in the journal at:

Remember, for consideration for the 46th issue, please send proposals,abstracts, or draft articles to no later than Friday, August 2nd, 2019.  (Use if sending attachments.)

Send in a submission.  Your peers would like to hear what you are doing.

Call for Chapter Proposals - Implementing Excellence in Diversity, Equity, and Inclusion: A Handbook for Academic Libraries

Chapter proposals are requested for an edited volume titled Implementing Excellence in Diversity, Equity, and Inclusion: A Handbook for Academic Libraries, to be published by the Association of College and Research Libraries. Head editors are Brian Lym (Hunter College) and Corliss Lee University of California, Berkeley , and co-editors are Jonathan Cain (University of Oregon), Tatiana Bryant (Adelphi University), and Kenneth Schlesinger (Lehman College).

We are seeking case studies, qualitative research studies, quantitative research studies, survey research studies, and other research-based solutions that can be implemented in today’s libraries. A more detailed outline appears below.

Proposals, including a 600-800 word abstract, should be submitted hereby August 19, 2019.  Notification of acceptance will occur by the end of September 2019.  Selected authors should expect to submit a full draft of their article no later than January
14, 2020.

Send questions to head editors Brian Lym and Corliss Lee 

Book Outline

The well-documented lack of diversity in the academic library workforce remains problematic, especially given growing expectations that the overall academic workforce be more representative of the increasingly diverse student bodies at our colleges and universities. That the lack of diversity
is especially notable among the professional ranks (librarians, library leadership, and administrators) is indicative of inequity of opportunities for people of color and “minoritized” ethnic groups.  Further, remediation of racial and ethnic diversity in the academic library workplace raises broader diversity issues, including individuals with identities outside the gender binary and other individuals who face discrimination due to their sexual orientation, disabilities, religious affiliation, military status, age, or other identities.

Emerging efforts to diversify the academic library workplace are pointedly raising issues of inclusion in libraries where demographic homogeneity has historically prevailed. With Implementing Excellence in Diversity, Equity, and Inclusion, we hope to capture emerging research and practice that demonstrates ways academic libraries and librarians can work with and within their institutions to create a more equitable and representative workforce.

Part 1:  Leveraging and Deploying Systemic and Bureaucratic/Structural Solutions

Since colleges and universities are hierarchical and complex systems with centralized and bureaucratic controls that can effect or impede transformative change, academic library leaders need to leverage and deploy formal structures and administrative resources to achieve DEI excellence.


·                     Recruitment and Hiring

·                     Retention and Advancement

·                     Professional Development and Support

·                     Assessment: Tracking DEI Progress

Part II:  Leveraging Collegial Networks, Politics, and Symbols:

Strengthening and Deepening Change for DEI Excellence
Acknowledging and deploying collegial networks, leveraging informal and formal political power, and symbolic resources to foster diversity, equity, and inclusion excellence in academic libraries.


·                     Navigating Collegial Networks and Normative Expectations

·                     Leveraging the Politics of Organizational Behavior

·                     (formal and informal power)

·                     Reinforcing the Message:  Deploying Change Through Deployment of Symbolic Activities