January 20, 2016
Many Worlds to Walk In:
Exploring Diversity in Children’s Literature, Librarianship, and Education
Call for Paper Proposals
Deadline for submission: February 15, 2016
A peer-reviewed graduate student conference on children’s literature, media, and culture
University of British Columbia – Vancouver, B.C., Canada
Saturday, April 30, 2016
Many Worlds to Walk In: Exploring Diversity in Children’s Literature, Librarianship, and Education is a one-day conference on April 30, 2016 showcasing graduate student research in children’s literature. You are invited to submit an academic paper proposal that contributes to research in the area of children’s and young adult literature, librarianship, education, media, or cultural studies. Submissions of creative writing for children and young adults are also welcome. We are particularly interested in research and creative pieces that draw on the broadly interpreted theme of diversity–including research on narratives that depict diversity and the diverse formats we use to create and share narratives.
Topics may include, but are not limited to:
– Diverse theoretical perspectives on children’s and young adult literature (e.g. postcolonial, feminist, queer, eco-critical approaches)
– Multiculturalism and stories of underrepresented, marginalized, or disabled populations
Underrepresented formats of stories for children and young adults (graphic novel, picture book app, etc.)
– Inclusive programming and services in children’s librarianship and education
– Indigenous and aboriginal narratives
– Oral storytelling and sign language storytelling
– Newcomer, refugee, and immigrant narratives
– Otherness and trans-national identities
– Problematic interpretations and definitions of diversity
– Diversity within genres: boundary-pushing books, films, etc.
– Cross-media adaptations of children’s and young adult texts
– Translated and multilingual texts for children and young adults
– Resources and services for multilingual readers and families
– Empathy-building through story
– Imagined identities: diversity in fantasy, created worlds
– Multiple perspectives on historical events (Holocaust narratives, etc.)
The topics above are a guideline for the proposals we would like to see, but we are eager to receive paper proposals on any facet of diversity in children’s and young adult texts.
Academic Paper Proposals
Please send a 250 word abstract that includes the title of your paper, a list of references in MLA format, a 50 word biography, your name, your university affiliation, email address, and phone number to the review committee at email@example.com. Please include “Conference Proposal Submission” in the subject line of your email.
Creative Writing Proposals
Submissions of creative writing for children and young adults in any genre are welcome, including novel chapters, poetry, picture books, graphic novels, scripts, etc. Please send a piece of work no longer than 12 pages double spaced. (Anything shorter is welcome– poetry, for example, might only be a page). The submission should include the title of your piece, a 150 word overview of your piece (describe age group, genre, and links to the conference theme), a list of references in MLA format (if you have any), a 50 word biography, your name, your university affiliation, email address, and phone number. Please send your submission to the review committee at firstname.lastname@example.org. Please put “Creative Conference Proposal Submission” in the subject line of your email.
For more info, please contact email@example.com. Thank you; we look forward to seeing you this spring!
December 7, 2015
Call for Proposals
Race Matters: Libraries, Racism, and Antiracism
LACUNY Institute 2016
Date: May 20, 2016
Location: Brooklyn College, City University of New York
Keynote Speaker: Dr. Jelani Cobb
Associate Professor of History and Director, Africana Studies Institute, University of Connecticut; staff writer, The New Yorker; winner of the 2015 Sidney Hillman Prize for Opinion and Analysis Journalism and author of several books, including The Substance of Hope: Barack Obama and the Paradox of Progress
Submission Deadline: January 25, 2016
Critical Race Theory holds “that race is central, not peripheral, to American thought and life” and “that racism is common and ordinary rather than rare and episodic” (The Oxford Companion to American Law). From hashtags (#BlackLivesMatter, #CharlestonSyllabus, #BlackOnCampus) to podcasts (About Race, Intersection with Jamil Smith, Real Talk with Nekima Levy-Pounds), from city streets to college campuses, these are some of the spaces and places where dialogues about race and racism are happening. This is where the theme for the 2016 LACUNY Institute begins, where it seeks to join the national conversation on race.
In addressing this theme, we are interested in amplifying and extending recent important conversations and scholarship in the library profession which have interrogated the role of libraries in systemic racism, the collusion of library neutrality in oppression, and white privilege and fragility in the profession, among other issues. Libraries attract professionals with “good” and “noble” intentions, but as Ta-Nehisi Coates writes in Between the World and Me, “‘Good intention’ is a hall pass through history.”
How can we move the dialogue beyond good intention, where it has been mired in well-meaning diversity and multiculturalism initiatives? How do we move the profession from racial liberalism, as articulated by Lani Guinier, to racial literacy, which “requires us to rethink race as an instrument of social, geographic, and economic control of both whites and blacks”? How can and do libraries contribute to the national conversation on race, racism, and anti-racism? What are the foundations that librarianship can use to address racism both within the profession and society at large?
The LACUNY Institute Committee seeks proposals that address race in libraries, archives, and the information studies, across myriad roles (staff, faculty, students, patrons, etc.) and functions (technical services, public services, instruction, etc.).
Example topics include but are not limited to:
– Race and critical information literacy and pedagogy
– Race and racism in information organization
– Libraries, race, and access
– What is and is not collected
The Institute will have three tracks: panel presentations, facilitated dialogues, and alt-sessions.
– Panel papers (15 minutes/presenter): Moderated panel presentations with time for questions and discussion.
– Facilitated dialogues (45 minutes): Teams of two lead a discussion on topic of their choice related to the theme, with one person presenting context and the other facilitating conversation.
– Alt-sessions (15-30 minutes): An opportunity for exploring topics through multiple ways of knowing (e.g., short documentary, spoken word, performance art).
Please submit proposals, including a 300-500 word abstract by January 25, 2016.
The goal of this event is to create a space for respectful dialogue and debate about these critical issues. We will be publishing a formal code of conduct, but the event organizers will actively strive to create a public space in which multiple perspectives can be heard and no one voice dominates.
Questions may be directed to Jean Amaral, firstname.lastname@example.org.
November 26, 2015
Invitation to submit to the Canadian Association of Professional Academic Librarians (CAPAL) conference, Congress, Calgary Alberta May 28 – May 31, 2016:
Call for Proposals
CAPAL16: BEYOND THE LIBRARY: AGENCY, PRACTICE, AND SOCIETY
CAPAL/ACBAP Annual Conference – May 28–June 3, 2016
Congress of the Humanities and Social Sciences 2016
University of Calgary
The Canadian Association of Professional Academic Librarians (CAPAL) invites participation in its annual conference, to be held as part of Congress of the Humanities and Social Sciences 2016 at the University of Calgary, Calgary, Alberta, Canada (http://congress2016.ca/). The conference offers opportunity to share critical research and scholarship, challenge current thinking, and forge new relationships across all disciplines.
In keeping with the Congress 2016 theme, Energizing Communities, CAPAL16 seeks to look “Beyond the Library” to rethink how academic librarians engage with their communities within which our institutions are situated or those with whom we share disciplinary concerns or approaches. Such communities may be physical, epistemic, academic, or imagined communities, communities of identity, or those communities around us and to which we contribute.
What can the discipline of library and information studies (LIS) learn from other disciplines? What might LIS as an interdisciplinary field look like? Where and how should academic librarianship be situated within and in relation to other communities?
Like any institution, academic libraries both reflect and help shape the societies of which they are part. It is therefore critical for academic librarians to consider how they and their work are situated – professionally, ontologically, ethically, epistemologically, and physically. As social agents, we share and occupy socio-economic, political, and technological spaces in our efforts to provide diverse, high quality, informational resources and critical education within a contemporary (i.e., neoliberal) legal and economic framework.
In such an environment, effecting change requires seeking out, examining, and engaging with new ideas, approaches, theories, communities, understandings, and ways of knowing, which, themselves, may fall outside the traditional boundaries of the discipline of library and information studies. We need to move our lines of inquiry “beyond the library”–physically and intellectually–into new arenas and new communities. This conference is an invitation to academic librarians and scholars who study libraries and information to discuss how we can reframe academic librarianship: in practice, in policy, in theory, and in society.
Potential topic areas include but are not limited to:
· Academic librarianship in the context of urgent socio-political priorities, such as climate change, environmental sustainability, and social equity;
· The relationship between academic librarianship and democracy;
· Academic librarianship and reconciliation with Indigenous peoples;
· Indigenizing, decolonizing, diversity, and inclusion in academic librarianship;
· The philosophical bases of academic librarianship in social theory;
· The history of academic librarianship and the role of academic librarians in the academy;
· The potentially biased treatment of controversial issues and scholarly debates in knowledge organization and information retrieval systems;
· The sociology of knowledge mobilization;
· Academic librarianship and its relationship to the design of user spaces;
· Academic librarianship’s response to privacy and security in the “post-Snowden” era;
· Community development, “town-gown” relationships, and academic librarianship;
· Core values of academic librarianship in mediated spaces;
· Critical theory, interdisciplinary approaches and subject expertise in LIS education for academic librarians.
The Program Committee invites proposals for individual papers as well as proposals for panel submissions of three papers. Individual papers are typically 20 minutes in length. For individual papers, please submit an abstract of 300 words and a presentation title, with brief biographical statement and your contact information. For complete panels, please submit a panel abstract of 300 words as well as a list of all participants and brief biographical statements, and a separate abstract of 300 words for each presenter. Please identify and provide participants’ contact information for the panel organizer. International proposals and proposals from non-members and students are welcome.
Please feel free to contact the Program Committee to discuss a topic for a paper, panel, or other session format. Proposals should be emailed as an attachment as a doc. or docx. file, using the following filename format:
Proposals and questions should be directed to the Program Chairs:
Michael Dudley: email@example.com
John Wright: firstname.lastname@example.org
Deadline for proposals: Extended to January 15th, 2016.
November 9, 2015
National Diversity in Libraries Conference
August 10-13, 2016 v UCLA
CALL FOR PROPOSALS
Deadline: November 30, 2015
The National Diversity in Libraries Conference (NDLC ’16), co-sponsored by the UCLA Library and the Association of Research Libraries (ARL), will take place on the UCLA campus on August 10-13, 2016. The NDLC ’16 Program Committee invites you to submit a proposal that addresses the conference’s theme of Bridges to Inclusion, highlighting issues related to diversity and inclusion that affect staff, users, and institutions in the library, archive, and museum (LAM) fields. NDLC ’16 aims to articulate the value of and develop strategies for diversity and inclusion in LAMs in order to improve organizational excellence and community engagement.
NDLC ’16 Tracks and Topics
NDLC’16 seeks conference presentations in all areas of diversity, including but not limited to the following topics:
· Collections and Access
Global and multicultural collections, different languages and formats, archives, oral histories, traditional knowledge, data, government information, digital collections, subject headings and controlled vocabulary, accessible spaces and equipment, assistive technologies, accessible catalogs, access services, preservation, etc.
· Programming, Outreach, and Advocacy
Cultural programming, outreach to diverse populations, teaching and learning, reference and research, instructional design, assessment, community collaborations, services to special populations, health education, financial literacy, marketing, social media, apps, advocacy, community and learning spaces, emerging technologies, digital humanities, makerspaces, institutional repositories, online learning, etc.
· Personnel, Management, and Organization
Recruitment and retention, staff development and training, administration and management, leadership development, mentoring, organizational culture, conflict resolution and mediation, bias and prejudice, harassment, unions, cultural competencies, institutional change, public policies, diversity programs, diversity plans, etc.
· Challenging Topics
Difficult patrons, vulnerable users, book challenges, controversial displays, contentious collections, digitization of traditional knowledge, free speech, trigger warnings, censorship, intellectual freedom, privacy and confidentiality, policies, cultural competencies, other legal issues, etc.
Ideal sessions will: provide insightful information and practical skills and strategies; facilitate constructive conversations around critical issues, including an exploration of potential solutions; highlight new research in the field; showcase exemplary programs; examine the successes and failures of initiatives designed to improve diversity and inclusion; or offer approaches for substantive change on limited resources.
All sessions are 75 minutes in length. They can take the following formats:
· Workshop A session with facilitator(s) that provides an in-depth introduction to a topic and/or practical skills and techniques.
· Roundtable A facilitated discussion between presenters and audience participants on a particular topic or broader issue. Should include multiple viewpoints and diverse voices.
· Panel Presentations may cover a specialized topic from different perspectives or a general topic in-depth. Should provide sufficient time for audience questions.
· Individual Paper/Presentation Proposals that are not already part of a set panel. May be assigned to a panel with similar topics.
NDLC ’16 will also accept proposals in formats other than those listed, especially if they provide a new way to engage the audience. A call for poster proposals will go out in early 2016.
All proposals must be submitted on the NDLC ’16 website: http://ndlc.info. Proposal form will be available beginning on October 23, 2015.
You will be asked to provide the following information:
· Primary contact: name, title, institutional affiliation, e-mail address, and phone number
· Additional participant(s): name, title, affiliation, and email address
· Proposal title
· Brief abstract for the conference program (up to 75 words)
· Detailed description, including learning outcomes, for proposal review (up to 250 words)
· Program track
· Session format
All proposals must be received by midnight PST on November 30, 2015. Notifications of proposal selection will be made by February 1, 2016.
All proposals will be reviewed by the NDLC ’16 Proposal Review Subcommittee. Proposals are evaluated on quality and clarity of content, relevance to conference themes, and ability to engage the audience.
Presenters may be invited to use a format other than the one(s) selected or co-present with others who have proposed similar topics.
All selected program presenters must be registered for NDLC ’16 in order to present. Presenters are responsible for paying the conference registration fee, travel, and lodging. (UCLA will offer economical conference housing that includes meals.)
NDLC programs are non-commercial educational learning experiences. Under no circumstances should a session be used for direct promotion of a speaker’s product, service, or other self-interest.
Questions may be sent to the NDLC ’16 Program Committee at email@example.com.
November 5, 2015
CFP: Radical Teaching and Archives
To create, maintain, and control an archive is to establish facts and exercise power. Archives consolidate objects as sources of knowledge, and in so doing, they help construct boundaries around what counts as history and whose stories are likely to be told. Often, archives are the province of the powerful, who have the resources to preserve and regulate access to materials in ways that narrate the world from the perspective of history’s winners. Radicals ignore such depositories at their risk, however, since they must understand power in order to confront it. Official documents often enable critical readers to understand the behavior of their authors in ways that those authors may not have intended. In recent memory, for example, the release of the Pentagon Papers, declassified NSA documents, and wikileaks have all provided opportunities to reconfigure knowledge around highly-charged government actions and historic events. At the same time, professional archivists, scholars, and activists are creating new community-based and bottom-up archives, such as Brooklyn-based Interference Archive (http://interferencearchive.org/), a collectively-run repository of social movement materials; The Lesbian Herstory Archives (http://www.lesbianherstoryarchives.org); and the CUNY Digital History Archive (http://cunydha.org), a participatory project to collect and preserve the histories of the City University of New York. These archives, among many others, are part of a larger movement to build resources for alternative versions and visions of history and society. Accessibility has become a growing problem, however, as the institutions that house these records all too often reduce and/or deskill their professional staffs. Without trained archivists, who know the contents of their collections, students, teachers, and other researchers may find it difficult, if not impossible, to find the materials they seek. Funding is, of course, the issue here, as the neoliberalism suffusing 21st century society is unlikely to put a high priority on recovering the radical past. Radical Teacher invites essays that address radical teaching with, in, and against archives. Some of the questions one might consider include:
– How are progressive educators incorporating archival research, trips, and materials into their pedagogy? What is radical about this work?
– What kinds of efforts have archivists, educators, librarians, and activists undertaken to reconstruct archives in ways that reflect the power and experiences of everyday people (gays/lesbians, working class people, disabled people)? And/or in ways that pose challenges to established forms of information, data-gathering, and political power?
– In what ways can archives be used to promote radical inquiry by students—individually or as group projects?
– Does the radical use of archives require radical content (e.g., the archives of activist collectives, social movements, or avant-garde artists)?
– How might one use community-based archives in the classroom? What questions, anxieties and/or possibilities arise regarding preservation of and access to these records?
– How have progressive educators used archives at their own institutions in their teaching?
– What problems of access have radical teachers and/or their students encountered in using certain archives?
– How has digitization helped or hampered the use of archives? How has it changed the way radical teachers and their students use such collections?
The deadline for submissions is March 1, 2016. Queries, abstracts and proposals are welcome in advance and should be directed to Linda Dittmar (firstname.lastname@example.org) and Joseph Entin (email@example.com). Prospective authors are encouraged to familiarize themselves with Radical Teacher by reading the journal at http://radicalteacher.library.pitt.edu/
November 4, 2015
IEEE Potentials is seeking contributions to a special issue guest edited by Ramona Pringle, Katina Michael and MG Michael. The theme of the issue is: “Unintended Consequences: the Paradox of Technological Potential”.
We are looking for critical reviews and analyses, case examples, commentaries, interviews, opinion pieces, stories, projections and science fiction narratives from researchers, futurists, practitioners and storytellers, examining the hidden implications of our ever-digital lives.
While we are open to predictive scenarios of what the near future will bring, we are also looking for contemporary analysis as well. After all, we are living at a time where the line between science fiction and reality is blurring: our relationships are mediated, our memories are archived, and our identities are public documents. What are the implications of rapidly advancing technology on government (e.g. military drones), organizations (e.g. data analytics), and our personal lives (e.g. wearables)?
With all great innovation comes responsibility; an inevitable dark side, and with the exponential growth of technology, the window within which we can examine the ethics and consequences of our adoption of new technologies becomes increasingly narrow. Instead of fear mongering, how do we adjust our course, as a society, before it is too late? We are looking for disruptive perspectives, and articles that present solutions and blueprints, while questioning the status quo. These may take the form of precautionary tales, scenario-based planning and action, assessment impacts and response, design principles, standards, regulations, and laws, organisational policies and approaches to corporate social responsibility, externality fines and penalties for breaches, advocacy, and the formation of specialised global NGOs.
IEEE Potentials is interested in manuscripts that deal with theory, practical applications, or new research. They can be tutorial in nature.
Submissions may consist of either full articles or shorter, opinion-oriented essays. When submitting an article, please remember:
? All manuscripts should be written at the level of the student audience.
? Articles without equations are preferred; however, a minimum of equations is acceptable.
? List no more than 12 references at the end of your manuscript. No embedded reference numbers should be included in the text. If you need to attribute the source of key points or quotes, state names in the text and give the full reference at the end.
? Limit figures to ten or fewer, and include captions for each.
? Articles should be approximately 1,500–4,000 words in length; essays should be 900–1,000 words.
? Include an individual e-mail address and a brief biography of four to six lines for each author.
All submitted manuscripts are evaluated by the IEEE Potentials reviewer team and graded in accordance with the above guidelines. Articles may be required to go through multiple revisions depending on reviewers’ grades and comments.
CFP distribution: 30 November 2015
Expression of interest (abstract submission): 8 January 2016
Feedback to authors: 15 January 2016
Final paper submission: 15 March 2016
Proof back to authors: 15 April 2016
Publication Date: July/August 2016 (vol. 35, no. 4)
+Ramona Pringle is an Assistant Professor at the RTA School of Media at Ryerson University.
*Katina Michael is an Associate Professor in the Faculty of Engineering and Information Sciences at the University of Wollongong.
*MG Michael is an honorary Associate Professor in the School of Computing and Information Sciences at the University of Wollongong.
September 25, 2015
It’s been a little under the radar, but this blog is maintaining a list of calls for papers, with links and deadlines. CFPs are deleted after the deadlines pass. It’s a good way to find out about conference and publication opportunities. The link is always going to be over on the right on this blog.
The Journal of Critical Library and Information Studies (JCLIS) has a twitter account: @JournalCritLIS
Library Juice Academy news:
- Coming soon: a new Certificate in Library Instruction, consisting of a set of required and elective courses.
- Package deal for the four courses in the Painless Research Series
- The next sequence of the XML/RDF certificate series will start in February. Registration in those courses will be open soon.
- We’re restarting Deborah Schmidle’s Certificate in Library Management series in March. Registration in those courses will open soon.
August 14, 2015
2015 Conference on Inclusion and Diversity in Library and Information Science (CIDLIS) Registration and Paper Submissions Now Open
The 2015 Conference on Inclusion and Diversity in Library and Information Science (CIDLIS) is now accepting registrations and submissions. The conference (known in past years as the Symposium on Diversity in LIS Education) focuses on issues of diversity, inclusion, and information access in library and information professions. It will be held at the University of Maryland on October 15 and 16, 2015. Please note that this is a corrected date from some previous announcements.
It is the one place that practitioners, educators and scholars interested in issues of diversity, inclusion, rights, and justice in LIS can gather to learn, share, and network. The two previous events have included more than 170 attendees; it is a large and vibrant community who attend this conference.
I. Registration and Workshops
As always, attendance is free (and so is the food). All you need to do is send an email to firstname.lastname@example.org with the word “Registration” in the subject line. Please include your name, title, organization, and contact information.
The main day of the conference will be on Friday, October 16. That day’s events will include the presentations, keynote talks, and the presentation of the James Partridge Award.
The events of October 15 will be in the evening – three concurrent workshops:
• A session for doctoral students interested in conducting research and teaching on topics of diversity and inclusion in library and information science;
• A session for faculty interested in conducting research and teaching on topics of diversity and inclusion in library and information science; and
• A session for library professionals interested in collecting data to improve services to diverse populations.
Each workshop will be facilitated by faculty working in these areas.
Space is limited for the workshops. If you want to attend one of them, please clearly indicate which one in your registration email. Unless you say you want to participate in one of the workshops, we will assume that you only want to attend the events on October 16.
When you register, you will also be given the opportunity to make a donation to help support the event. It is not required, but it would be appreciated.
This year, papers for the conference will be refereed and published as proceedings in the new open access Journal of Inclusion and Diversity in Library & Information Science Education (JIDLIS).
The CDLIS planning committee welcomes abstracts that address topics including – but not limited to – the following themes:
• Increasing diversity in LIS education, professions, research, and practice
• Libraries and information organizations as change agents
• The impact of libraries/librarians on social justice
• Libraries as Institutions of Human Rights
• Programming and service to underserved populations
• Programming and service to patrons with disabilities
• Cultural competence in LIS
• Methods for increasing diversity in LIS
Your abstract should be no more than 350 words and also include a title, and your name, title, organization, and contact information. Submitted abstracts must describe papers that have not been published previously nor are under consideration for publication.
Abstracts must be submitted by 11:59 PM EST on August 30 via an email to email@example.com. The subject line of the email should be “Submission.”
Please email questions regarding registration and the call for abstracts to firstname.lastname@example.org.
Additional information as available will be posted at: http://ipac.umd.edu/cidlis-2015
Sponsors for the 2015 CIDLIS include the Information Policy & Access Center (iPAC), the College of Information Studies at the University of Maryland, the Office of Diversity & Inclusion at the University of Maryland, University of Maryland Libraries, ProQuest, Cecil County Libraries (MD), Harford County Libraries (MD), Prince George’s County Memorial Library System (MD), Carroll County Libraries (MD), and Simmona Simmons.
July 27, 2015
Call for Papers: Deadline Extended for Inaugural Issue
Theme: Why is the Journal of Critical Library and Information Studies needed today?
The Journal of Critical Library and Information Studies is a peer-reviewed open access journal which addresses the need for critical discourse in library and information science and associated domains such as communication and media studies. It critically engages the cultural forms, social practices, the political economy, and the history of information and information institutions. It also seeks to broaden the methodological commitments of the field and to broaden the scope of library and information studies by applying diverse critical, trans-disciplinary, and global perspectives. The journal engages issues of social and cognitive justice and the historical and contemporary roles of documentary, information, and computational technologies in creating, mediating, surveilling, and challenging personal and social identities in cultural and political economies of power and expression.
For its inaugural issue, the JCLIS will focus on why such a journal is needed, as a platform for critical discourse in LIS. JCLIS seeks to publish research articles, literature reviews, and possibly other essay forms (up to 7000 words) that use or examine critical perspectives on library and information studies. Some of the issues that might be addressed are: What are the current gaps in disciplines and discourses that make the JCLIS necessary? How can scholars speak to past silences in research and thinking in information studies? What is “critical perspective” in library and information studies research? What ethical or political commitments might a critical perspective entail? What do critical perspectives look like in practice?
The theme for the inaugural issue is broad by design in order to encourage diverse perspectives in describing, analyzing, and providing insight into how and where library and information studies might intersect with ethical, philosophical, and/or political concerns, interpretative or speculative approaches to analysis, or experimentation with novel, unique, or exploratory research designs that might be marginalized or excluded from mainstream library and information studies research. JCLIS aims to be a an inclusive platform for library and information studies research,including locally specific research designs and investigations as well as research that adopts a more global or international frame of inquiry. To that end, the journal also welcomes unpublished works in translation.
Deadline for receipt of manuscripts has been extended to December 18th, 2015.
Possible topic areas may include (but are not limited to):
– What is/are critical library and information studies? What might distinguish critical approaches?
– The use of a particular critical perspective for research into topics relevant to library and information studies
– Different notions of critical approaches and perspectives, and their relations to information and knowledge studies and research
– When and why are critical approaches timely? How does its timeliness or not apply to today’s problems of information and knowledge?
– Applications of critical approaches in information institution, organization, or community contexts of practice.
– How critical approaches or methods might relate to other contemporary topics within library and information studies: open access, patron privacy, evolutions in scholarly communication, digital humanities, etc.
– How are critical perspectives included or excluded from empirical or engineering methods in the information and library sciences?
– Descriptions and reflections on methods for conducting library and information studies research with a critical approach. What is the relationship of method tocritical activity?
– Critical perspectives on race and ethnicity in LIS, and/or the need for critical perspectives in LIS research.
– How might postcolonial theory expand the scope and methods of LIS research?
– Critical approaches for investigating militarism and the politics of information.
– Development/Implementation of information services for diasporic populations.
– What has been the relation of critical theory to the LIS tradition and its modes of historical, qualitative, and quantitative research?
– What is the relationship of critical theory to LIS education and to LIS research?
– Failures and shortcomings: how can critical perspectives inform and improve library and information studies?
– Gender and identity within LIS: how might critical perspectives or approaches be used to explore or investigate them?
– #critlib and alternative platforms for critical professional conversation
– Library and information studies versus library and information science: What are the differences?
Types of Submissions
JCLIS welcomes the following types of submissions:
Research Articles (no more than 7000 words)
Perspective Essays (no more than 5000 words)
Literature Reviews (no more than 7000 words)
Interviews (no more than 5000 words)
Book or Exhibition Reviews (no more than 1200 words)
Research articles and literature reviews are subject to peer review by two referees. Perspective essays are subject to peer review by one referee. Interviews and book or exhibition reviews are subject to review by the issue editor(s).
Guest Editors for the Inaugural Issue of JCLIS
Please direct questions to the guest editors for the issue:
Ronald Day, Indiana University – Bloomington: email@example.com
Alycia Sellie, Graduate Center, City University of New York: ASellie@gc.cuny.edu
Andrew J Lau, UCLA Extension: firstname.lastname@example.org
Associate Editor: Emily Drabinski
Associate Editor: Rory Litwin
Managing Editor: Andrew J Lau
Description of the Journal of Critical Library and Information Studies
The mission of the Journal of Critical Library and Information Studies is to serve as a peer-reviewed platform for critical discourse in and around library and information studies from across the disciplines. This includes but is not limited to research on the political economy of information, information institutions such as libraries, archives, and museums, reflections on professional contexts and practices, questioning current paradigms and academic trends, questioning the terms of information science, exploring methodological issues in the context of the field, and otherwise enriching and broadening the scope of library and information studies by applying diverse critical and trans-disciplinary perspectives. Recognizing library and information studies as a diverse, cross-disciplinary field reflective of the scholarly community’s diverse range of interests, theories, and methods, JCLIS aims to showcase innovative research that queries and critiques current paradigms in theory and practice through perspectives that originate from across the humanities and social sciences.
Each issue is themed around a particular topic or set of topics, and features a guest editor (or guest editors) who will work with the managing editor to shape the issue’s theme and develop an associated call for papers. Issue editors will assist in the shepherding of manuscripts through the review and preparation processes, are encouraged to widely solicit potential contributions, and work with authors in scoping their respective works appropriately.
JCLIS is open access in publication, politics, and philosophy. In a world where paywalls are the norm for access to scholarly research, the Journal recognizes that removal of barriers to accessing information is key to the production and sharing of knowledge. Authors retain copyright of manuscripts published in JCLIS, generally with a Creative Commons Attribution (CC-BY) license. If an article is republished after initially publication in JCLIS, the republished article should indicate that it was first published by JCLIS.
Submission Guidelines for Authors
The Journal of Critical Library and Information Studies welcomes submissions from senior and junior faculty, students, activists, and practitioners working in areas of research and practice at the intersection of critical theory and library and information studies.
Authors retain the copyright to material they publish in the JCLIS, but the Journal cannot re-publish material that has previously been published elsewhere. The journal also cannot accept manuscripts that have been simultaneously submitted to another outlet for possible publication.
JCLIS uses the Chicago Manual of Style, 16th Edition as the official citation style for manuscripts published by the journal. All manuscripts should employ the Notes and Bibliography style (as footnotes with a bibliography), and should conform to the guidelines as described in the Manual.
Manuscripts are to be submitted through JCLIS’ online submission system (http://libraryjuicepress.com/journals/index.php/jclis) by December 18th, 2015. This online submission process requires that manuscripts be submitted in separate stages in order to ensure the anonymity of the review process and to enable appropriate formatting.
Abstracts (500 words or less) should be submitted in plain text and should not include information identifying the author(s) or their institutional affiliations. With the exception of book reviews, an abstract must accompany all manuscript submissions before they are reviewed for publication.
The main text of the manuscript must be submitted as a stand-alone file (in Microsoft Word or RTF)) without a title page, abstract, page numbers, or other headers or footers. The title, abstract, and author information should be submitted through the submission platform.
July 16, 2015
Conceptual Crowbars and Classification at the Crossroads: The Impact and Future of Classification Research
Workshop sponsored by ASIS&T SIG/Classification Research
ASIS&T 2015 Annual Meeting
Saturday, November 7, 2015, 8:30 AM – 12:30 PM
Hyatt Regency St. Louis at the Arch, USA
This year’s Classification Research workshop consciously and critically engages the general conference theme, “Information Science with Impact,” in order to frame conversations about the results and significance of classification research. With the increasing emphasis on impact in and around information science, the theme provides us with an opportunity to consider some of the ways in which we define ourselves as a Classification Research group and how we understand our research to affect and influence theory and practice. Classification matters not only in the functioning of information systems and technologies, but also in the lived experiences of individuals, and in society, organizations, and all information contexts.
The spate of violent events in the U.S., together with the resistance and response, quickens a crucial set of questions about the nature of our work. This workshop aims to cast such violence as a knowledge organization problem. We also aim to consider whether and how classificatory acts and systems can be reparative, or even transformative: What bearing does the structuring of knowledge have upon the seeking, reception, circulation, and use of knowledge and information? Do classifications tell us something about agendas, political contexts, or authority? What role do our classification systems play in constituting, and challenging categories of difference? In what ways have communities used and/or challenged classifications in civic action and protest?
We welcome papers that address positive or negative and intended or unintended consequences of classification, as well as papers and projects that explore potential and possibilities for classification systems and research. Doctoral students are encouraged to submit paper/presentation proposals, and two scholarships covering workshop fees will be awarded to student authors. We also invite presentations and posters of classification design projects in any stage of development, as well as nontraditional presentation formats.
We are interested in work that addresses questions and issues such as the following:
· Encounters with classification in daily life, on- and off-line
· Material effects of classifications, e.g., how do classifications bar or grant access to information, and in what ways does this matter?
· Structures and hierarchies and their effects and consequences
· Design and aesthetics in classifications
· Consequences of specific systems or types of systems, e.g., thesauri, universal classifications, folksonomies
· Reparative/transformative classifications
· Classification research as it relates to diversity initiatives
· Limitations and possibilities for assessing impact of classifications
· The role of classifications in constituting and ordering value in information science, i.e., how measurements of impact rely upon the classification and ranking of what counts as research, users, and knowledge
· Critical / theoretical discussions of classifications, e.g., critical race studies, queer theory, disability studies
· Classificatory mechanisms as tools for building or dividing communities
· Classifications as reflections of agencies, nations, individuals, or organizations
· Classifications in particular contexts, e.g., health information, libraries, archives, the Semantic Web, Linked Open Data, social media, etc.
· Knowledge organization in scientific and political debates, e.g. climate change
· The construction of users (user types, user communities, user identities) through classification
August 20, 2015: Submit abstracts of no more than 500 words for a paper, poster, or alternative format presentation to Melissa Adler: email@example.com
Include your name, title, and institutional affiliation with your submission.
September 10, 2015: Tentative author notification date, to be determined so that authors will be notified ahead of the early bird registration date.
$100, SIG/CR members
$110, non-SIG/CR members
(Fees increase after the early bird registration deadline)
Melissa Adler, University of Kentucky
Jonathan Furner, UCLA
Barbara H. Kwasnik, Syracuse
Joseph T. Tennis, University of Washington
July 11, 2015
The Feminists Among Us: Resistance and Advocacy in Library Leadership
Call for Proposals
Editors: Shirley Lew and Baharak Yousefi
Publisher: Library Juice Press
The Feminists Among Us: Resistance and Advocacy in Library Leadership aims to make explicit the ways in which a grounding in feminist theory and practice impacts the work of library administrators who identify as feminists.
Recent scholarship by LIS researchers and practitioners on the intersections of gender with sexuality, race, class, and other social categories within libraries and other information environments have highlighted the need and desire of this community to engage with these concepts both in theory and praxis.
The current project adds to this conversation by focusing on a subset of feminist LIS professionals and researchers in leadership roles who engage critically with both management work and librarianship. By collecting these often implicit professional acts, interactions, and dynamics and naming them as explicitly feminist, these accounts will both document aspects of an existing community of practice as well as invite fellow feminists, advocates, and resisters to consider library leadership as a career path.
Proposals might consider questions such as:
- Do current practices in library leadership training encourage a critique of power structures within librarianship?
- What does a feminist-led library or information organization look and feel like?
- What are the synergies between feminist and the open knowledge movements?
- How can feminists in library leadership best mentor future feminist leaders? What are the consequences of feminist librarians avoiding leadership work for the profession as a whole?
- How might feminist leaders best advocate for anti-oppression work and confront white privilege in their libraries?
- What are examples of intersectional feminist strategies within library leadership?
- In professional contexts where librarians have academic freedom, are they exercising that freedom fully? If not, why not?
- “Good” vs. “bad” feminism: is there a hierarchy of acceptance of feminist practice within ILS?
- How can a feminist framework guide the work of developing collection policies?
- In our professional history, what are the ways in which librarians have used a feminist framework in their practice of leadership?
- Feminist leaders are often found leading from without, rather than from within, our institutions. Is this due to personal choice, institutional barriers, or are there other forces at play?
Proposals can cover a variety of professional and theoretical topics and methodologies.
Submissions concerning the intersection of gender with sexual orientation, race, ethnicity, and class within the context of library leadership are strongly encouraged. Established and emerging practitioners, scholars, and activists are encouraged to submit proposals by December 7, 2015.
Proposals should contain 1) an abstract of no more than 500 words describing the proposed contribution and 2) a brief biographical statement about the author(s). Submit proposals to firstname.lastname@example.org.
About the Editors
Shirley Lew is Director, Library and Learning Centre at Vancouver Community College. She is Past-President of the BC Book Prizes, Director on the Vancouver Writers Fest Board, and an active member in professional and literary arts communities for fifteen years. She has a Bachelor of Arts in Human Geography and Master of Library and Information Studies.
Baharak Yousefi is Head Librarian at Simon Fraser University’s Surrey Campus Library and a Director on the Board of the BC Libraries Cooperative. She received a Master of Arts in Women’s Studies in 2003 and a Master of Library and Information Studies in 2007. She lives on the unceded traditional lands of the Musqueam, Skwxwu7mesh, and Tsleil-Waututh people in Vancouver, BC.
June 22, 2015
REFLECTIONS: Narratives of Professional Helping
Published by Cleveland State University School of Social Work
Call for Narratives: Special Issue on Librarians as Helping Professionals
Deadline: September 30, 2015
Laura Habat, Guest Editor
Reflections: Narratives of Professional Helping is a double-blind peer reviewed interdisciplinary journal that has been published since 1995. All of the journal’s issues are now available online at www.rnoph.org and via EBSCO SocIndex. This is a call for narratives to be featured in a Special Issue: Librarians as Helping Professionals.
The compelling vignettes found in Reflections narratives portray interpersonal interactions, witnessed events, and felt experiences. Rooted in key moments, this narrative content is placed within the context of a well-told story (exposition). In addition to showing and telling what happened in their practice and activism, authors often reflect on their stories and share conclusions. Reflections articles are valuable for education for practice. They also contribute to empirical knowledge about the nature of practice in the helping professions and often introduce important ideas and concepts that address unresolved theoretical problems.
The present Special Issue on Librarians as Helping Professionals will publish narratives about professional practice with individuals and communities as it relates to librarianship. Historical reflections on the role of librarianship as a helping profession are also welcome. Librarians and other helping professionals recognize the need for access to information and resources that encourage learning, enrichment, and a sense of community. Another shared value is a commitment to helping others and working with the public, including vulnerable populations. Librarianship is firmly rooted in advocacy for information and working with people to access that information. Libraries promote lifelong learning, civic engagement and community development. Librarians are both information professionals and helping professionals. We offer a unique perspective in our work with the community. This special issue is an opportunity for librarians to publish narratives which acknowledge these aspects of the profession.
Please read the Helpful Instructions on the journal website as well as the Review Guidelines prior to preparing your manuscript. Write your narrative in a style which makes sense to you, from a single vignette to longer stories with multiple portrayals of interaction and references to literature, within the range of 1200-8000 words. Submit to Reflections, being sure to choose the Librarians as Helping Professionals section when doing so. When registering for the journal, be sure to check the author box. For feedback, even on an early idea for a narrative, please contact the Guest Editor: Laura Habat, MLIS, MSW-Candidate, email@example.com. Librarians wishing to serve as reviewers of submitted articles are also welcome to contact the guest editor.
June 8, 2015
OPEN ACCESS CONFERENCE 2015:
LEARNING FROM EXPERIENCE
San Jose State University
Dr. Martin Luther King, Jr. Library
October 23, 2015
Call For Proposals
In celebration of Open Access Week, San Jose State University will be hosting
its biennial one-day conference on October 23, 2015, on all things Open: Open
Access, Open Educational Resources, Open Education. For the conference
sessions, we are interested in what worked, what didn’t work, and why in areas
–Open access publishing and institutional repositories
–Sustainability, scalability, and assessment of open access
–Open educational resources and open access applications in the classroom
–Massive open online courses (MOOCs) : copyright issues, assessment,
–Outreach, promotion, and overcoming resistance to open initiatives
We will consider proposals for individual presentations and panels organized
around a theme. Presentations are scheduled for either 60 minutes or 30
minutes. In the final program, 30-minute sessions will be paired. We are also
offering a lightning round session consisting of 5- to 10-minute presentations
showcasing your best ideas and your most educational failures.
Submit your presentation proposal to:
Deadline for proposals: July 31, 2015
Notification of accepted proposals expected: August 15, 2015
Please feel free to contact the Program Planning Committee with questions:
Ann Agee, Program Proposal Coordinator, at firstname.lastname@example.org and
Christina Mune, Program Planning Chair, at email@example.com
May 12, 2015
Call for Proposals:
Topographies of Whiteness: Mapping Whiteness in Library and Information Science
Editor: Gina Schlesselman-Tarango
Publisher: Library Juice Press
Projected publication date: April 2017
From the materials libraries and archives collect to the spaces they design and inhabit, whiteness can be mapped and traced in library and information science (LIS). Exploring the diverse terrain of LIS, this edited collection strives to unveil, name, explore, interrogate, problematize, and ultimately fissure whiteness at work. It will provide critical accounts of LIS history, exploring the legacies and current formations of whiteness, from whiteness and technology to whiteness and library pedagogy. Offering theoretical and practical approaches, this text will consider possibilities for challenging oppressive legacies and charting a new course towards anti-racist librarianship. Finally, this text will take seriously the limitations of and problems inherent in studying whiteness.
Proposals might address the following:
– Theoretical approaches to whiteness in LIS, including but not limited to those drawn
from postcolonial, critical race, whiteness, disability, feminist, womanist, queer, media,
and architectural studies.
– Histories and legacies of whiteness and white supremacy in LIS; ways in which these
histories and legacies are tied to colonialism and cultural imperialism.
– Whiteness and white supremacy at work in LIS subfields and practices, including but not limited to archives, cataloging, collection development, information technology, instruction, and reference.
– White identity in LIS.
– The ways in which whiteness intersects with class, gender, sexuality, ability, etc. in LIS.
– Practical steps and theoretical approaches librarians can take to move beyond “checking their privilege” to engaging in meaningful anti-racist librarianship.
– The limitations of and problems inherent in studying whiteness, white identity, white
This is not an exhaustive list. Proposals are welcome from anyone involved in LIS. Contributions from people of color, those who belong to communities underrepresented in LIS, and those who work in school and public libraries are encouraged. Autobiographical accounts of white privilege should be paired with theoretical or practical suggestions for moving towards anti-racist practice.
This collection will contain papers and essays of approximately 1500 – 5000 words. Proposals should include a short biographical statement followed by an abstract of no more than 500 words describing the proposed contribution. Send proposals to firstname.lastname@example.org by September 15, 2015.
Submission of proposals deadline: September 15, 2015
Notification regarding proposals: November 1, 2015
First drafts of manuscripts due: May 1, 2016
Editing and revision: June-October 2016
May 6, 2015
ALISE 2016, Boston, MA, January 5-8, 2016
Historical Perspectives Special Interest Group Call for Papers
DEADLINE: June 30, 2015
In keeping with the 2016 ALISE Conference Theme, “Radical Change: Inclusion and Innovation,” the Historical Perspectives SIG invites submissions for individual papers, or for a 3+ person panel program that examines the history of radical change, innovators, or inclusion in LIS education. Historical research that explores some of the persistent questions related to pedagogy and educational reform in LIS education is encouraged. If you have something in mind that is not related to the conference theme, we invite you to propose different topics. This call is open to anyone working in the field of library and information science, regardless of occupational label.
In order to make the July 15th ALISE SIG deadline submission, submit 300 – 500 word abstracts in PDF, ODT, or DOCX format by June 30, 2015, to Susan Rathbun-Grubb, email@example.com or C. Sean Burns, firstname.lastname@example.org.