Title: Extend and Unify: Outreach and Education for Scholarly Communication and Information Literacy Programs

Book editors: Stephanie Davis-Kahl, Scholarly Communication Librarian at Illinois Wesleyan University and Merinda Kaye Hensley, Instructional Services Librarian/Coordinator, Scholarly Commons at the University of Illinois at Urbana-Champaign.

Estimated publication date: ALA 2013 Midwinter Conference

Publisher: Association of College and Research Libraries. This book will be published in print, available for purchase in various e-book formats, and available as a free downloadable book. Editors of the forthcoming ACRL publications book, Extend and Unify: Outreach and Education for Scholarly Communication and Information Literacy Programs, seek proposals for chapters from skilled librarians or others involved in education around scholarly communication issues who have researched strategies and/or implemented programs on the intersections between scholarly communication (SC) issues and information literacy (IL). This book aims to create a roadmap for librarians to integrate scholarly communication and information  literacy programs through instruction, outreach and other educative opportunities. Written for practicing librarians who wish to build a toolkit for integrating scholarly communication issues into information literacy and vice versa, this book will provide essays, case studies, best practices, lesson plans and outlines, and other material for building collaboration and promoting discussion on scholarly communication issues in libraries and in the academy.

Potential topics include:

• teaching strategies for addressing scholarly communication issues by population - undergraduates, graduate students, staff, administration, faculty as well as by academic discipline
• examples of instruction and outreach through embedded librarianship and reference work
• case studies detailing SC/IL program alignment, collaboration, partnerships between SC and IL librarians, student publishing, campus or discipline-specific research conferences
• classroom-based, curricular integration for undergrads or graduate students which could include IL session outlines, lesson plans, outreach examples
• essays focusing on educating students, faculty and/or staff, possibly by discipline, on specific issues e.g., author rights, copyright/Creative Commons, OA/public access or specific types of scholarly or creative work, e.g., data, images, performances, music, multimedia, etc.
• addressing perspectives of faculty, staff, administration including buy-in, engagement, conversational openings, and educational programs
• assessment of SC/IL programming and outreach efforts

Please note: We are looking for diverse perspectives on these issues across types of higher education institutions including community colleges, liberal arts colleges/universities, ARL institutions, etc.

Target audience: The target audience for this publication is both librarians who are responsible for instruction, information literacy, and/or scholarly communication; liaison librarians and/or bibliographers who are responsible for outreach and education of undergraduate and graduate students, faculty and staff in any discipline, and program coordinators for both SC and IL.

Submission procedure and timeline: Authors are invited to submit proposal by March 2, 2012. Proposals should include author name(s), institutional affiliation, proposed chapter title, 2-page summary of proposed chapter and a current CV. Authors of accepted proposals will be notified by April 2, 2012. Full chapters (4,000+ words) are expected to be submitted by June 30, 2012. All submitted chapters will be reviewed on a blind review basis. Chapters should be unique to this publication – no previously published or simultaneously submitted material should be included. Contributors may also be requested to serve as reviewers for this project.

All inquiries and proposals should be emailed by March 2, 2012 to scil.book@gmail.com.

The good news: Picnik users can use their Premium features for free until they close up on April 19th.  Also,  the company has released a new feature, Picnik Takeout, which makes it easy for users to download their files from Picnik to desktop. Picnik users also have the option to transfer their photos directly into Google+).

Now….let’s go review those upcoming changes to Google’s privacy policy that go into effect on March 1st…..

Give it a listen, and check out the show notes!!!

Join us for future episodes! If you’re interested, please post a comment on the Adventures in Library Instruction blog or email us! We’d love to have you be a part of our Skype discussion or participate in a one-on-one interview. OR you can record your own a segment of something fabulous you’re doing with library instruction techniques, technology, or methods!

A few of the strategies we discussed included:

• Determining which classes can benefit from an online/e-learning alternative [strategically incorporated into their curriculum/research process];
• Requesting less shifts on the Ref Desk during high instruction times [we discuss some objectives to successfully implement such an idea!!!!]; and
• Using your schedule to negotiate with the faculty member a later [and possibly more opportune times for the students' research project] instruction dates.

While listening to the podcast, I realized a couple other ideas:

• Just say, “no” or better yet — ask for help!  I know that’s an INSANE idea isn’t it? I know when I was trying to heavily market instructional services, I *always* tried to accommodate the faculty member even if s/he requested an “orientation to the library” and there was no research component to the class. Is this the best use of our time? I could use that time to prepare for a class where the students are delving into research, and I’ve been incorporated into the class syllabus at highly strategic times. Don’t get me wrong. I am a big believer in creating a fabulous first impression of the library for students, but I began to rely on my colleagues to take on “general orientation” sessions if I couldn’t do it.
• This leads to bringing more people into your instruction team. I loved it when *anyone* in the instruction team/department led instruction sessions. Yes, those staff sans library degrees were in their leading classes, and the ones I got to see did a fabulous job. I found that they appreciated the experience and it was a great professional development opportunity for them.
• Mark off “planning time” on your calendar. I used this a LOT toward my latter years in academic librarianship. I asked my Team Leader if I could mark off time on my calendar to focus on class preparation. Let’s face it, meetings happen, and if I had to nix planning for a meeting that couldn’t wait, I did it. But for me, having that chunk of time set aside for class prep was a major stress-relief.

Give it a listen, and check out the show notes!!!

Join us for future episodes! If you’re interested, please post a comment on the Adventures in Library Instruction blog or email us! We’d love to have you be a part of our Skype discussion or participate in a one-on-one interview. OR you can record your own a segment of something fabulous you’re doing with library instruction techniques, technology, or methods!

Incidentally, you may want to check out Lynda’s recently published book, Numeric data services and sources for the general reference librarian, which includes a chapter about incorporating statistics and numeric data sources into instruction sessions.

Give it a listen, and check out the show notes!!!

Join us for future episodes! If you’re interested, please post a comment on the Adventures in Library Instruction blog or email us! We’d love to have you be a part of our Skype discussion or participate in a one-on-one interview. OR you can record your own a segment of something fabulous you’re doing with library instruction techniques, technology, or methods!