Monthly Archives: September 2016

CFP: RBM: A Journal of Rare Books, Manuscripts, & Cultural Heritage

The Fall 2016 issue of RBM: A Journal of Rare Books, Manuscripts, & Cultural Heritage is still in-process, but it’s already time for me to start nudging you for Spring 2017. There’s no special theme for this issue, so we’ll take a look at everything (within reason). Here’s a link to the type of content we usually include, in case that’s helpful: http://rbm.acrl.org/site/misc/about.xhtml. Please remember that our journal isn’t just restricted to rare books–we’re interested in content related to working in and with all sorts of cultural heritage collections.

We always need time to peer review and request revisions if necessary, so I’m setting the deadline for the spring issue as the beginning of January. If you have any questions along the way, please don’t hesitate to ask. You can email your submissions and/or questions to me atjsheehan@grolierclub.org.

I hope to see lots of interesting content coming our way. I know that there’s plenty of great research, writing, and exploration going on out there, and I hope you’ll consider sending some of it RBM‘s way.

Jennifer K. Sheehan, Ph.D.
Editor, RBM: A Journal of Rare Books, Manuscripts, & Cultural Heritage
Exhibitions Manager
The Grolier Club
47 East 60th Street
New York, NY  10022
phone: 212/838-6690 ext. 2

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New Book: Critical Library Pedagogy

ACRL published a two-volume set, Critical Library Pedagogy Handbook. While it is library-focused, there are some chapters written by archivists. Although I have not read it, I expect some of the library instruction techniques can be applied to archival instruction.

Critical pedagogy incorporates inclusive and reflective teaching for aims of social justice; it provides mechanisms for students to evaluate their social, political, and economic standing, and to question societal norms and how these norms perpetuate societal injustices. Teaching librarians have long incorporated social justice into their work, but focused interest in critical library pedagogy has grown rapidly in recent years.

In two volumes, the Critical Library Pedagogy Handbook works to make critical pedagogy more accessible for library educators, examining both theory and practice to help the busy practitioner explore various aspects of teaching for social justice.

Volume One, Essays and Workbook Activities, provides short essays reflecting on personal practice, describing projects, and exploring major ideas to provide inspiration as you begin or renew your exploration of critical pedagogy. The bibliography of each chapter provides a network of other sources to explore, and the volume closes with a selection of workbook activities to improve on your own practice and understanding of critical pedagogy.

Volume Two, Lesson Plans, provides plans covering everything from small activities to multi-session projects. Critical pedagogy requires collaborating with learners and adapting to their needs, as well as continual reflection, but these lessons provide elements you can pull and tweak to fit your own environment. These chapters also provide 30 different views on creating and delivering critically designed information literacy instruction and reflect material commonly requested by faculty—including introductions to databases, evaluating information sources, and the research cycle.

These two volumes provide a collection of ideas, best practices, and plans that contribute to the richness of what it means to do this type of work in libraries. The Critical Library Pedagogy Handbook will help you build personal teaching skills and identity, cultivate local community, and document your journey as a critical practitioner.


Table of Contents

VOLUME 1

 

Foreword
James Elmborg

Acknowledgments

Introduction
Nicole Pagowsky and Kelly McElroy

Chapter 1. Falling out of Praxis: Reflection as a Pedagogical Habit of Mind
Heidi LM Jacobs

Chapter 2. Learning from Teaching: A Dialogue of Risk and Reflection
Anne Jumonville Graf

Chapter 3. How Unplanned Events Can Sharpen the Critical Focus in Information Literacy Instruction
Ian Beilin

Chapter 4. “Taking Back” Information Literacy: Time and the One-Shot in the Neoliberal University
Karen P. Nicholson

Chapter 5. At Odds with Assessment: Being a Critical Educator within the Academy
Carolyn Caffrey Gardner and Rebecca Halpern

Chapter 6. What Standards Do and What They Don’t
Emily Drabinski and Meghan Sitar

Chapter 7. Barriers to Critical Pedagogy in Information Literacy Teaching
Gr Keer

Chapter 8. Loading Examples to Further Human Rights Education
Lisa Janicke Hinchliffe

Chapter 9. Social Constructivism and Critical Information Literacy
Jessica Critten and Andrea G. Stanfield

Chapter 10. Finding and Analyzing Information for Action and Reflection: Possibilities and Limitations of Popular Education in One-Shot Library Instruction
Kenny Garcia

Chapter 11. Collaborative Pedagogies: LIS Courses and Public Library Partnerships
Jessica Hochman

Chapter 12. What Is Possible: Setting the Stage for Co-Exploration in Archives and Special Collections
Patrick Williams

Chapter 13. Of the People, by the People, for the People: Critical Pedagogy and Government Information
Melanie Maksin

Chapter 14. The Failed Pedagogy of Punishment: Moving Discussions of Plagiarism beyond Detection and Discipline
Kevin P. Seeber

Chapter 15. Queering Library Instruction for Composition: Embracing the Failure
Ashley P. Ireland

Chapter 16. Search and Destroy: Punk Rock Tactics for Library Instruction
Caitlin Shanley and Laura Chance

Chapter 17. Cultivating a Mind of One’s Own: Drawing on Critical Information Literacy and Liberal Education
Elizabeth Galoozis and Caro Pinto

Chapter 18. Reflections on the Retention Narrative: Extending Critical Pedagogy beyond the Classroom
Alison Hicks and Caroline Sinkinson

Chapter 19. We Don’t Count: The Invisibility of Teaching Librarians in Statistics on Academic Instructional Labor
Aliqae Geraci

Chapter 20. Leave Your “Expert” Hat at the Door: Embracing Critical Pedagogy to Create a Community of Librarian Learners
Marisol Ramos, Dawn Cadogan, Sharon Giovenale, Kathleen R. Labadorf, and Jennifer Snow

Chapter 21. Starting Small: Practicing Critical Pedagogy through Collective Conversation
Megan Watson and Dave Ellenwood

Chapter 22. Developing a “Critical Pedagogy Disposition”
Donna Witek

Chapter 23. Resistance Is Fertile: (Or Everything I Know about Teaching I Learned in Yoga Class)
Robert Schroeder

Chapter 24. Using Personal Reflection to Incorporate Antiracist Pedagogy in Library Instruction
Melissa Kalpin Prescott

Chapter 25. Critical Self-Reflection: Moving Inward to Provide Outward Service
Xan Goodman

Chapter 26. Carrots in the Brownies: Incorporating Critical Librarianship in Unlikely Places
Maura Seale

Chapter 27. Fresh Techniques: Getting Ready to Use Hip Hop in the Classroom
Danielle Rowland

Chapter 28. Course Materials: Reinforcing Dominant Narratives or Challenging Mindsets
Elizabeth Mens

Chapter 29. Information Worlds and You: Harnessing Theory for Instruction
Julia Skinner

Chapter 30. Documenting Your Critical Journey
Nicole A. Cooke

About the Authors

VOLUME 2

Table of Contents

Foreword
Safiya Umoja Noble

Acknowledgments

Introduction
Nicole Pagowsky and Kelly McElroy

Chapter 1. Mapping Power and Privilege in Scholarly Conversations
Lauren Wallis

Chapter 2. Moving Students to the Center through Collaborative Documents in the Classroom
Maura A. Smale and Stephen Francoeur

Chapter 3. Deconstructing Gender in Financial Literacy
Fobazi M. Ettarh

Chapter 4. Question Authority and Be an Authority: The Future Belongs to Us
Romel Espinel

Chapter 5. Podcasting as Pedagogy
Nora Almeida

Chapter 6. Speaking Up: Using Feminist Pedagogy to Raise Critical Questions in the Information Literacy Classroom
Sharon Ladenson

Chapter 7. Authority and Source Evaluation in the Critical Library Classroom
Eamon Tewell and Katelyn Angell

Chapter 8. Critical Pedagogy and the Information Cycle: A Practical Application
Gina Schlesselman-Tarango and Frances Suderman

Chapter 9. Critical Engagement with Numbers and Images
Christine Photinos

Chapter 10. Critical Consciousness and Search: An Introductory Visualization
Sarah Polkinghorne

Chapter 11. Googling Google: Search Engines as Market Actors in Library Instruction
Jacob Berg

Chapter 12. Zines as Primary Sources
Kelly Wooten

Chapter 13. Teaching with Riot Grrrl: An Active Learning Session at the Intersections of Authenticity and Social Justice
Amy Gilgan

Chapter 14. Using Pop Culture, Feminist Pedagogy, and Current Events to Help Students Explore Multiple Sides of an Argument
Dory Cochran

Chapter 15. Zines in the Classroom: Critical Librarianship and Participatory Collections
Robin Potter and Alycia Sellie

Chapter 16. Where Should These Books Go?
Haruko Yamauchi

Chapter 17. Questioning Health Sciences Authority
Xan Goodman

Chapter 18. Critical Pedagogy for Business and Management Undergraduates: Evaluation of Marketing Information
Ilana Stonebraker, Caitlan Maxwell, and Jessica Jerrit

Chapter 19. Teaching with Data: Visualization and Information as a Critical Process
Andrew Battista and Jill Conte

Chapter 20. From Traditional to Critical: Highlighting Issues of Injustice and Discrimination through Primary Sources
Alan Carbery and Sean Leahy

Chapter 21. My Primary Sources: Using Student Personal History as a Gateway to Historical Context
Margaret Browndorf

Chapter 22. Historical Newspapers and Critical Thinking: A Lesson Plan
Gina Levitan

Chapter 23. Thinking through Visualizations: Critical Data Literacy Using Remittances
Erin Pappas, Celia Emmelhainz, and Maura Seale

Chapter 24. Critically Reflective Final Exercise
Angela Pashia

Chapter 25. Fresh Techniques: Hip Hop and Library Research
Dave Ellenwood and Alyssa Berger

Chapter 26. Social Justify Your Lesson Plan: How to Use Social Media to Make Pop Culture Scholarly
Lydia Willoughby and Kelly Blanchat

Chapter 27. Zotero: A Tool for Constructionist Learning in Critical Information Literacy
Joshua F. Beatty

Chapter 28. Ten-Minute Brainstorm in a First-Year English One-Off
Jenna Freedman

Chapter 29. How to Get to the Library from Here, There, and Everywhere!
Jolanda-Pieta (Joey) van Arnhem

Chapter 30. Incorporating Critically Conscious Assessment into a Large-Scale Information Literacy Program
Rachel Gammons

CFP: Histories of Digital Labor, Past and Present (edited collection)

An non-archives publishing opportunity that welcomes “archival work” as one possible method.

CFP: Histories of Digital Labor, Past and Present (edited collection)

250-300 word abstracts due January 31, 2017 (submit here)
6,000-word essays due June 30, 2017
Full CFP here: http://oncomouse.github.io/digital-labor-cfp

Recent attempts to rewrite dominant accounts of technological progress, including the annual Ada Lovelace Day and Hidden Figures—the upcoming film about African-American women’s achievements in NASA—have drawn attention to the unknown histories lurking behind our digital present. This edited collection will not only continue to uncover such occluded histories, but also will interrogate our definitions of and assumptions about labor, effort, merit, and reward structures as they relate to new digital conditions of work. Who does the labor, what kind of labor is it, and what were the conditions of that labor? How was that labor attributed (or not), compensated (or not), rewarded (or not), and remembered (or not)?

Mythic visions of STEM history in the digital tend to reinscribe the great men narrative models of the past, but how do we imagine histories of the digital that tell stories closer to the actual work of making these myths? As McKenzie Wark asks in Molecular Red, “[W]hat in these times is labor? Can a concept of labor include scientific labor, reproductive labor, affective labor, precarious labor, even non-labor?” (120). As technological apparatuses come to constitute more and more of the scene of labor, how has this transition influenced our accounts of labor (and for better or worse)?

Submissions may draw from any historical period as long as a persuasive link is made to the specifically digital technologies we use today. Reconfiguring these narratives may involve exploring one of many sites of technological labor: the laboratory, the factory, the office, the library, the makerspace, the classroom, the personal computer, the living room, the garage. We welcome a variety of methods (such as oral history, close reading, archival work, quantitative analysis, ethnography, or material/visual cultural analysis) and disciplinary approaches from the humanities and social sciences. Papers whose style and content reaches across disciplines and audiences—rather than attempt to make very specific disciplinary interventions—are especially desirable.

What matters most is that each submission reconstructs a compelling narrative of occluded labor and allows that narrative to generate a new definition or approach to work in the digital age. We have already begun communicating with a prominent publisher and anticipate moving swiftly once full drafts are received.

For inquiries, please email both Andrew Pilsch (apilsch@tamu.edu) and Shawna Ross (shawnaross@tamu.edu) or tweet (@oncomouse and @ShawnaRoss).

Submit 250-300 word abstracts, short bio, and contact information via GoogleForms by January 31, 2017. Authors can expect to hear back from the editors by the end of February 2017.

New Issue: Journal of Documentation

Abstracts are available; accessible by subscription or pay; see a list of databases where it is indexed and/or abstracted. Note: not all articles are archives-related, but a few may have information or techniques that can be applied; and there is an article by Alex H. Poole about digital curation.

Pictorial metaphors for information
Jenna Hartel and Reijo Savolainen

To document the undocumentable
Ulrika Kjellman

Perceived self-efficacy and interactive video retrieval
Dan Albertson and Boryung Ju

Towards global music digital libraries
Xiao Hu and Jin Ha Lee

The construct validity of the h-index
Cameron Stewart Barnes

Using the domain analytical approach in the study of information practices in biomedicine
Annikki Roos and Turid Hedlund

Nanook of the North (USA, 1922/1947/1976/1998) and film exhibition in the classical silent era
Roswitha Skare

Information in the knowledge acquisition process
Boris Bosancic

The conceptual landscape of digital curation
Alex H. Poole

Apply for Editor of RBM

Applications and nominations are invited for the position of editor of Rare Books & Manuscripts (RBM), the biannual research journal covering issues pertaining to special collections libraries and cultural heritage institutions of the Association of College and Research Libraries (ACRL). The editor is appointed for a three-year term, which may be renewed for two additional three year terms. Membership in ALA and ACRL is required at the time of appointment. Qualifications include professional experience in academic libraries, a record of scholarly publication, editing experience, an ability to meet publication deadlines, an understanding of the scholarly communication process, and a broad knowledge of the issues confronting academic libraries.

Appointment will be made by the ACRL Board of Directors following the 2017 ALA Midwinter Meeting upon the recommendation of the search committee and the ACRL Publications Coordinating Committee. The incoming editor will assume editorial responsibility in July 2017.

Nominations or resumes and letters of application, including the names of three references, should be sent to:

RBM Search Committee

c/o Dawn Mueller
ACRL
50 East Huron Street
Chicago, IL 60611
dmueller@ala.org

The deadline for receipt of applications is October 1. Applications will be accepted until the position is filled.

Finalists will be interviewed by phone when the position is closed.

New Issue: Journal of the American Institute for Conservation

Volume 55, Issue 2, 2016

Editorial
Julio M. del Hoyo-Meléndez

Ferrous Attractions: The Science Behind the Conservation Use of Rare-Earth Magnets
Gwen Spicer

Development of Contact Portable Microfade Tester to Assess Light Sensitivity of Collection Items
Christel Pesme, Andrew Lerwill, Vincent Beltran, & James Druzik

Fluorescence Fails: Analysis of UVA-Induced Visible Fluorescence and False-Color Reflected UVA Images of Tintype Varnishes Do Not Discriminate Between Varnish Materials
Corina E. Rogge & Krista Lough

CFP: Gender and Archiving: Past, Present, and Future

Thanks to SAA’s Facebook for posting this! I had not heard of this publication and it’s a great opportunity for archivists. While I always recommend reading the Author Guidelines, because this is an international publication I strongly advise reading them thoroughly. A few items of note: write in British English, Oxford spelling, and many other very specific style issues.

Yearbook of Women’s History 2017 in collaboration with Atria on Gender and Archiving
Atria will be the Guest Editor of the Yearbook of Women’s History that will be published in May 2017. The volume is a follow-up of the international conference celebrating the 80th anniversary of the IAV-collection (International Archive of the Women’s Movement) that was hosted by Atria in December 2015. It will focus on the meaning and potential of archiving for enhancing gender equality and the position of women worldwide.

Call For Papers
There is an increasing interest in the significance of Women’s archives. Contemporary theory on gender and women’s archives and women’s libraries emphasizes that libraries and archives are more than storehouses of knowledge (De Jong en Koevoets 2013). Eichhorn, writing on feminist archiving, states that: “A turn toward the archive is not a turn toward the past but rather an essential way of understanding and imagining other ways to live in the present”(Eichhorn 2014). What is the meaning of archiving for the women’s movement then, now and in the future? What is the impact of practices of libraries and archives as they are undergoing profound transformations under the influence of new (technological) developments? What concepts, categories, discoveries, and theories can help expand our understanding of the meaning and potential of women´s archives and other institutions in the domain of history and gender research for enhancing gender equality and the position of women worldwide?

This issue will discuss these questions taking into account historical, contemporary and future perspectives. The focus will be international and comparative, looking at women’s archives from various parts of the globe and in different geopolitical settings. We would particularly welcome contributions outside Europe, notably on the role of women’s organisations in evolving democracies.

Abstracts (maximum 300 words) are to be submitted before 16 September 2016 to Saskia Bultman (editorial secretary): s.m.bultman.3@hum.leidenuniv.nl.