New/Recent Publications

Books

Engagement in the Digital Era
Edited by Nicole J. Milano and Christopher J. Prom; featuring modules by Michele Casto, Dina Kellams, Jessica Lacher-Feldman, Nicole J. Milano, Daniel J. Linke, Jennie Thomas, and Travis H. Williams
(Society of American Archivists, 2020)

Who Owns the News?: A History of Copyright
Will Slauter
(Stanford University Press, 2019)

The Color of Creatorship: Intellectual Property, Race, and the Making of Americans
Anjali Vats
(Stanford University Press, 2020)

Archive Wars: The Politics of History in Saudi Arabia
Rosie Bsheer
(Stanford University Press, 2020)

The Public Domain Review: Selected Essays, Vol. VII
(2020)

Reflections on Practitioner Research: A Practical Guide for Information Professionals
Lee Ann Fullington, Brandon K. West, Frans Albarillo
(ACRL, 2020)

Libraries, Archives, and Museums Today: Insights from the Field
Peter Botticelli, Michèle V. Cloonan, Martha R. Mahard
(Rowman & Littlefield, 2019)

Saving Your Digital Past, Present, and Future: A Step-by-Step Guide
Vanessa Reyes
(Rowman & Littlefield, 2020)

Encyclopedia of Archival Writers, 1515 – 2015
Edited by Luciana Duranti and Patricia C. Franks
(Rowman & Littlefield, 2020)

The Preservation Management Handbook: A 21st-Century Guide for Libraries, Archives, and Museums, Second Edition
Revised by Donia Conn, Ross Harvey, and Martha R. Mahard
(Rowman & Littlefield, 2020)

Archival Basics: A Practical Manual for Working with Historical Collections
Charlie Arp
(Rowman & Littlefield, 2020)

Articles

“Mass Print, Clipping Bureaus, and the Pre-Digital Database: Reexamining Marianne Moore’s Collage Poetics through the Archives,” Journal of Modern Literature Volume 43, Number 1, Fall 2019
Alison Fraser

Reports

Social Interoperability in Research Support: Cross-Campus Partnerships and the University Research Enterprise
by Rebecca Bryant, Annette Dortmund, and Brian Lavoie
(OCLC, 2020)

Case Studies

Engaging History Majors in Intensive Archival Research: Assessing Scaffolded Curricula for Teaching Undergraduates Primary Source Literacy Skills

Teaching with Primary Sources Remotely

Rethinking Record Groups and University Archives Classification at the University of Nevada, Las Vegas

Podcasts

Pearl Jam: It’s a Rock Band, Not The Smithsonian
The Kitchen Sisters

Newsletters

Ohio Archivist, Fall 2020

Archivists and Archives of Color, Summer 2020

CFP for Trans and Gender Diverse Voices in LIS

Call for chapter proposals

Working title: Trans and Gender Diverse Voices in LIS

Editors: Kalani Adolpho, Stephen G. Krueger, Krista McCracken

Submission deadline: December 18, 2020

Publisher: Library Juice Press, Series on Gender and Sexuality in Information Studies

Overview

Currently there are very few books that contain any content on trans and gender diverse* experiences within library and information science (LIS). Trans and Gender Diverse Voices in LIS will center the lived experiences of trans and gender diverse people in LIS work and education. All authors and editors will be self-identified trans and gender diverse people.

The editors invite submissions from anyone who identifies as trans and/or gender diverse and who works in, teaches, and/or studies library and information science, or has done so in the past, with the goal of representing a wide range of experiences and identities in the final collection.

*We use “trans and gender diverse” to describe any self-identified non-cisgender identities, including nonbinary, agender, genderfluid, genderqueer, and others, as well as genders that do not fall within the Western system, such as two spirit, māhū, and others.

Possible topics include, but are not limited to, the following:

  • Positive experiences with trans and gender diverse inclusion in LIS education and/or the workplace
  • Negative experiences with trans and gender diverse exclusion in LIS education and/or the workplace
  • Trans and gender diverse experiences during LIS education
  • Experiences outside of the cis/trans Western gender binary (e.g. two spirit, māhū, etc.)
  • The intersection of being trans or gender diverse with other identities in LIS work and study (including, but not limited to: race, ethnicity, disability, sexual and romantic orientation, mental health, religion, and socioeconomic status)
  • Transitioning and/or coming out in the workplace or as an LIS student
  • Navigating and performing gender, possibly in combination with other identities, and ideas about professionalism
  • Being the first/only out trans or gender diverse person in your workplace or LIS program
  • Experiences with changes over time in how the LIS field treats trans and gender diverse people
  • Navigating the workplace or educational environment as a trans or gender diverse person who is not out in those spaces
  • Navigating interviewing, hiring, and/or onboarding as a trans or gender diverse library worker
  • Navigating library systems and other structures (eg. library accounts, learning platforms, HR systems, etc.) as a trans or gender diverse library worker or student
  • Anything else about the personal experiences of trans or gender diverse LIS workers, educators, and students

Authors and Anonymity

We are fully aware that many trans and gender diverse people may not be able to comfortably or safely share their experiences with their name attached. Any authors may use a pseudonym or have their chapters published anonymously. The editors will communicate with all authors to ensure that nobody has information shared that they would prefer not to.

Proposals with multiple authors are welcome.

Tentative Timeline

  • Abstract submission deadline: December 18, 2020
  • Information session: October 6, 2020 at 3:00-4:00pm EST
  • Notification/Feedback regarding submission: February 19, 2021
  • First drafts due: June 18, 2021
  • Final drafts due: September 17, 2021
  • Final manuscript due to publisher: January 1, 2022

Submissions

Please use this form to submit proposals. Note that acceptance of a proposal does not guarantee inclusion in the final book.

Abstracts should briefly describe your topic and include a short biographical statement. You are welcome to submit multiple abstracts about different possible topics. Material cannot be previously published. Final chapters should be in the 1,000 to 5,000 word range.

For those interested in submitting a proposal, or learning more about the book, the editors will be holding an information session October 6, 2020 at 3pm EST to answer questions. Register for the session using this form.

Any questions can be directed to trans.voices.LIS@gmail.com or to any of the editors.

About the editors

  • Kalani Adolpho (they/them) is a queer, trans, non-binary, and hapa (Kanaka Maoli and white) archivist. They are the Processing Archivist for Manuscripts and Archives Management at University of Miami Libraries. Kalani has presented on trans and gender diverse inclusion in libraries, diversity residencies, and colonialism in cataloging. Kalani can be contacted at kalani.adolpho@miami.edu.
  • Stephen Krueger (he/him or they/them) is the Scholarly Publishing Librarian at Dartmouth College. He has written and presented extensively on trans inclusion in libraries, including the book Supporting Trans People in Libraries and the webinar Supporting Trans Library Employees (see full details at https://www.stephengkrueger.com/scholarly-work). Stephen is the founding member of the Gender Variant LIS Network. Contact Stephen at Stephen.G.Krueger@dartmouth.edu.
  • Krista McCracken (they/them) is a queer non-binary archivist and public historian. They work as the Researcher/Curator for the Shingwauk Residential Schools Centre and Arthur A. Wishart Library at Algoma University. Their work focuses on community archives, access and outreach. Krista can be reached at krista.mccracken@gmail.com.

Call for Chapter Proposals: Innovation and Experiential Learning in Academic Libraries Meeting the Needs of 21st Century Students

This call does not specifically mention archives, but is potentially related to academic archivists.

_________________________________

Innovation and Experiential Learning in Academic Libraries
Meeting the Needs of 21st Century Students

Rowman & Littlefield Publishing Group
Series: Innovations in Information Literacy
Editors: Sarah Nagle and Elias Tzoc

As technology advances and the skills required for the future workforce continue to change rapidly, academic libraries have begun to expand the definition of information literacy and the type of library services they provide to better prepare students for the constantly-developing world they will face upon graduation. More than teaching the newest technologies, information literacy is expanding to help students develop enduring skills such as critical thinking, creativity, problem solving, communication, teamwork, and more. Innovation and Experiential Learning in Academic Libraries: Meeting the Needs of 21st Century Students addresses the multitude of ways that academic librarians are collaborating with faculty and helping students develop these enduring skills by developing and integrating active and experiential learning approaches into teaching activities.

We plan to organize 8-10 chapters (from a multidisciplinary group of authors) into three main sections:

  • Section I – Innovation and Leadership: in times of unprecedented changes and transformations, library leaders must plan, advocate and implement innovative services that support effective learning and teaching environments for all disciplines.

  • Section II – Examples and Case Studies: academic librarianship is a field of practice where librarians and information professionals are actively involved in creating programs and services that meet the dynamic and ever-changing needs of students and faculty.

  • Section III – Future Literacy Developments: as the world continues to change, because of new technologies or global crisis, the academic library community must also continue to change/create innovative literacy services that will contribute to student success.

Chapters will be 15-20 pages (5,000 – 7,000 words and will include 1-2 figures, tables, or images) each.

Chapter proposal topics may include, but are not limited to:
Section I: Innovation and Leadership

  • Leading teams focused on new/innovative instructional techniques and technologies

  • Campus-library partnerships for innovative initiatives

  • Examples and best practices for working with faculty to incorporate new literacies/experiential learning into curricula

  • Challenging the status quo at your institution

  • Championing innovative efforts

Section II: Examples and Case Studies of Literacy efforts in

  • Digital humanities

  • Data literacy

  • Digital scholarship

  • Active/experiential learning in information literacy

  • Maker/creation literacy

  • Design thinking/entrepreneurial thinking

Section III: Future Literacy Developments

  • Emerging Literacy Services in the Age of Artificial Intelligence

  • Information Literacy and Academic Library Innovation in a Post-COVID World

We seek chapter proposals that can provide crucial guidance for administrators and information literacy practitioners on implementing various new and innovative literacies into their instruction.

Chapter submissions deadline: November 15th, 2020
Decision on chapters proposals: December 15th, 2020
Full chapters deadline: May 15th, 2021

Linked Data for the Perplexed Librarian: Q&A With the Authors (Free)

Join the Linked Data Users Group for a discussion of linked data with authors Cory Lampert, Darnelle Melvin, and Anne Washington

About this Event

Linked Data Users Group: All Users Group Meeting
October 15, 2020, 1:00-2:00pm EDT
Linked Data for the Perplexed Librarian: Q&A with the Authors

Linked data is already happening right now, evident in projects from Big Tech and the Wikimedia Foundation as well as the Web pages of library service platforms. The goal of exposing cultural institutions’ records to the Web is as important as ever—but for the non-technically minded, linked data can feel like a confusing morass of abstraction, jargon, and acronyms. Get conversant with Linked Data for the Perplexed Librarian, published by ALA Editions in collaboration with the Association of Library Collections and Technical Services (ALCTS).

Join the Linked Data Users Group for a discussion of linked data with Linked Data for the Perplexed Librarian authors Cory Lampert, Darnelle Melvin, and Anne Washington.

Do you have questions about current and future uses of linked data in libraries? Do you find the whole concept of Linked Data perplexing? Join us for this hour-long virtual Q&A/discussion and bring your questions.

About the Authors of Linked Data for the Perplexed Librarian

Cory Lampert is a Professor and the Head of Digital Collections at the University of Nevada Las Vegas (UNLV) Libraries. She is responsible for operations and strategic planning for a dynamic department that comprises digitization facilities, metadata creation, and online delivery of digital collections. Her research interests focus on digital library best practices and linked open data for libraries, archives, and cultural heritage organizations. She is a co-author of the book Linked Data for the Perplexed Librarian. She received a B.A. from Sarah Lawrence College in 1995 and a MLIS from the University of Wisconsin-Milwaukee in 2005.

Anne Washington is the Metadata Services Coordinator at the University of Houston Libraries, where she is responsible for managing metadata creation and maintenance for the University of Houston Digital Library and other repository services. Her research interests include technologies, such as linked data, that have the potential to more broadly expose and connect resources as well as inclusive, user-centered approaches to metadata. Anne received her MLIS from the University of Wisconsin-Milwaukee.

Darnelle Melvin is the Special Collections and Archives Metadata Librarian and an Assistant Professor at the University of Nevada, Las Vegas, where he is responsible for managing metadata activities, remediation projects, and metadata documentation. He is co-author of Linked Data for the Perplexed Librarian and researches metadata, linked data, and resource discovery in relation to digital libraries, repository migrations, and data integration.

(Not presenting but additional book co-author) Scott Carlson is a software and metadata professional with 12+ years of academic library and non-profit experience, Scott is currently a Digital Library Software Engineer focusing on Discovery access with Arizona State University.

CFP-Essays on Librarians/Archives/Libraries in Graphic Novels, Comic Strips and Sequential Art

Date: November 15, 2020
Subject Fields: Art, Art History & Visual Studies, Cultural History / Studies, Film and Film History, Library and Information Science, Popular Culture Studies

Call for Essays: Libraries, Archives, and Librarians in Graphic Novels, Comic Strips and Sequential Art edited by Carrye Syma, Donell Callender, and Robert G. Weiner.

The editors of a new collection of articles/essays are seeking essays about the portrayal of libraries, archives and librarians in graphic novels, comic strips, and sequential art/comics. The librarian and the library have a long and varied history in sequential art. Steven M. Bergson’s popular website LIBRARIANS IN COMICS (http://www.ibiblio.org/librariesfaq/comstrp/comstrp.htm; http://www.ibiblio.org/librariesfaq/combks/combks.htm) is a useful reference source and a place to start as is the essay Let’s Talk Comics: Librarians by Megan Halsband (https://blogs.loc.gov/headlinesandheroes/2019/07/lets-talk-comics-librarians/). There are also other websites which discuss librarians in comics and provide a place for scholars to start.

Going as far back as the Atlantean age the librarian is seen as a seeker of knowledge for its own sake. For example, in Kull # 6 (1972) the librarian is trying to convince King Kull that of importance of gaining more knowledge for the journey they about to undertake. Kull is unconvinced, however. In the graphic novel Avengers No Road Home (2019), Hercules utters “Save the Librarian” which indicates just how important librarians are as gatekeepers of knowledge even for Greek Gods. These are just a few examples scholars can find in sequential art that illustrate librarians as characters who take their roles as preservers of knowledge seriously. We will accept essays related to sequential art television shows and movies e.g., Batgirl in the third season of Batman (1966); Stan Lee being a librarian in The Amazing Spider-Man (2012) movie.

Some possible topics include:

  • Libraries and librarians in the comic strip Unshelved.
  • Oracle/Batgirl as an information engineer in the DC Universe.
  • Libraries and Librarians in the Marvel Universe Archives in the Star Wars Comics Archives/Librarians in the X-Men series
  • The Librarian in Neil Gaiman’s Sandman series
  • The librarian in the Buffy Comics
  • Libraries and Librarians in early and contemporary comic strips
  • Libraries and Librarians during the Golden Age (1940s/1950s) comics.
  • How is information seeking portrayed in graphic novels?
  • Librarians/Libraries in independent comics and graphic novels.
  • The use of graphic novels such as Matt Upson, C. Michael Hall, and Kevin Cannon’s Information Now.
  • Webcomics and Libraries and Librarians
  • In what other ways is the traditional role of librarian portrayed in other types of characters in comics? (oracle, seer, three witches, etc.)

These are just a few suggested topics. Any topic related to librarians/archives/librarians in comics and sequential art will be considered. We are seeking essays of 2,500-5,000 words (no longer) not including notes in APA style for this exciting new volume.

Please send a 300-500-word abstract by November 15th 2020 to Carrye Syma Carrye.Syma@ttu.edu Assistant Academic Dean and Associate Librarian Texas Tech University Libraries

Please note that this will be edited by three editors Rob Weiner, Carrye Syma, and Donell Callender even though Carrye Syma is the initial contact person.

New/Recent Publications

Books

Digital Preservation without Tears
Margot Note
(Lucidea Press, 2020)

Open Heritage Data: An introduction to research, publishing and programming with open data in the heritage sector
Henriette Roued-Cunliffe
(Facet Publishing, 2020)

Mapping Information Landscapes: New Methods for Exploring the Development and Teaching of Information Literacy
Andrew Whitworth
(Facet Publishing, 2020)

The Anarchivist
Geof Huth
(AC Books, 2020)

Digitizing Enlightenment: Digital Humanities and the Transformation of Eighteenth-Century Studies
Edited by Simon Burrows and Glenn Roe
(Oxford University Press, 2020)

Pen, print and communication in the eighteenth century
Archer-Parré, CarolineDick, Malcolm
(Liverpool University Press, 2020)

See the Museum & Archives catalog from Rowman & Littlefield.

Articles

Radical Holdings? Student Newspaper Collections in Australian University Libraries and Archives,” Journal of the Australian Library and Information Association, (May 2020)
Jessie Lymn & Tamara Jones

Other

Archives and Special Collections Linked Data: Navigating between Notes and Nodes
OCLC Research Archives and Special Collections Linked Data Review Group
(OCLC, 2020)

Podcasts

Archivist’s Alley:
S4.5: Miranda Barnewall: Advocacy, Career Examinations and Material Importance
S4.4: Claire Fox: Best Case Scenarios, Metadata Milieus & Graduating in a COVID-19 Landscape

The Keepers:
145 – Louis Jones, Field Archivist, Detroit

Library and Archives Canada:
Upcoming episodes

Library of Congress Digital Preservation:
William Kilbride, Digital Preservation Coalition

Lost in the Stacks:
ENCORE Episode 312: Data Driven Decisions
Episode 468: Bodies on the Line
Data as Wood

Transcripts:
Gender Reveal
Country Queers

Call for Chapters: Teaching Critical Reading Skills: Strategies for Academic Librarians Published by ACRL Press

Have you created library instructional or outreach activities focused on student reading? If you have case studies, lesson plans, stories, or programmatic approaches aimed at developing active, engaged, mindful, and critical readers, we want to hear from you.

Focus of the Book:

Librarians engage with student reading in a variety of ways: We work with students as they learn to become part of their disciplinary communities and practice reading scholarly articles, interpreting historical information from archival materials, and drawing conclusions based on information from unfamiliar source types like government documents, patents, figures, data, or works of criticism. This book will offer strategies for librarians working across a range of disciplinary areas so they can engage students who need to learn how to read in order to work, understand, and create new knowledge in their field.

We also work with students as they become critical, engaged citizens. We interact with students as they learn to make sense of information in web-based environments where authorship is often uncertain, take active steps to triangulate the information they find, and make decisions based on social media sources where bias and filter bubbles are inherent. We also work with student readers who come from a variety of backgrounds (e.g., non-native English speakers) and who are at different stages in their academic journey (e.g., transfer students or graduate students). This book will offer strategies that take into account librarians’ unique instructional opportunities to encourage students who read in order to understand, empathize, and create change.

Potential Chapter Topics May Include But Are Not Limited To:

  • Critical Reading – Defined and Examples in Practice
  • Primary Source Literacy (i.e., Special Collections and Archives) and Critical Reading
  • Reading for different student audiences – examples could include expert vs. novice approaches, reading instruction for first-year students, transfer students, or graduate students’ reading practices
  • Programmatic Approaches to Reading Programs
  • Community College Librarians and Critical Reading
  • Reading Scholarly Articles
  • Reading Beyond Scholarly Articles
  • Reading Emotionally Difficult Material
  • Reading in the Disciplines (i.e., sciences, social sciences, humanities)
  • Reading for Non-native English Speakers
  • Strategies for comprehending data or health resources
  • Reading strategies for different source types (e.g., opinion pieces, government documents, books…)

Submission Procedure:

Please submit an initial chapter proposal description of up to 500 words and a tentative chapter title. As part of your proposal description, please include a brief description of the practical content you will include in your chapter (e.g., lesson plan, instructional activity, assignment, outreach plan, or model for creating a campus program). Please also include the author(s)’ names, titles, and institutional affiliations, along with a link to current CV (or copy relevant info from your CV, which may be abbreviated to focus on information relevant to your experiences either with instruction and outreach or relevant publishing history).

Please submit proposals to: https://docs.google.com/forms/d/e/1FAIpQLSepZQVtqxnLvjRZLdGvhiVIFnIL5JWQFSq79xx0vLQqXdkJCg/viewform?usp=sf_link

Proposals are due by October 1, 2020.** Authors will be notified of their status (accept or decline) by November 15, 2020. A first draft of approximately 2000-5000 words (excluding endnotes and bibliography) will be due on February 15, 2021, and after receiving editorial feedback, a final draft will be due on July 31, 2021. Chapters must not be previously published or simultaneously submitted elsewhere.

**Special note – we very much understand that these are extremely strange and difficult times. If you have an idea but aren’t sure what your schedule looks like for fall/winter, please still contact us to express interest and share your idea. We’ll see what we can figure out together.**

Anticipated book publication date will be early 2022. Chapter authors will be able to make their chapters open access by posting final copies of their chapter in their institutional repositories.

For additional information, contact:

Hannah Gascho Rempel, Professor and Science Librarian, Oregon State University, Corvallis, OR  – Hannah.Rempel@oregonstate.edu

Rachel Hamelers, Teaching and Learning Librarian, Muhlenberg College, Allentown, PA – rachelhamelers@muhlenberg.edu

New/Recent Publications

Books

Archiving People: A Social History of Dutch Archives
Eric Ketelaar
(free ebook, 2020)

Archives and Special Collections as Sites of Contestation
Mary Kanduik
(Litwin Books & Library Juice Press, 2020)

Shadow Archives: The Lifecycles of African American Literature
Jean-Christophe Cloutier
(Columbia University Press, 2019)

The Passion Projects: Modernist Women, Intimate Archives, Unfinished Lives
Melanie Micir
(Princeton University Press, 2019)

Foundations of Information Ethics
Edited by John T F Burgess and Emily J M Knox
(Facet Publishing, 2019)

Trusting Records in the Cloud: The creation, management, and preservation of trustworthy digital content
Edited by Luciana Duranti and Corinne Rogers
(Facet Publishing, 2019)

Do Archives Have Value?
Edited by Michael Moss and David Thomas
(Facet Publishing, 2019)

The No-nonsense Guide to Born-digital Content
Heather Ryan and Walker Sampson
(Facet Publishing, 2019)

Reimagining Historic House Museums: New Approaches and Proven Solutions
Edited by Kenneth C. Turino and Max Van Balgooy
(Rowman & Littlefield/AASLH, 2019)

Copyright for Archivists and Records Managers, 6th edition
Tim Padfield
(Facet Publishing, 2019)

Linked Data for the Perplexed Librarian (An ALCTS Monograph)
Scott Carlson, Cory Lampert, Darnelle Melvin, Anne Washington
(ALA Editions, 2020)

Digital Art through the Looking Glass: New strategies for archiving, collecting and preserving in Digital Humanities
Oliver Grau, Janina Hoth, eveline wandl-vogt
2019

Women’s Labour and the History of the Book in Early Modern England
(Bloomsbury, 2020)

Articles

The Creativity of Digital (Audiovisual) Archives: A Dialogue Between Media Archaeology and Cultural Semiotics,” Theory, Culture & Society. 2019.
Ibrus, I., & Ojamaa, M.

The Study of Key Elements to Establish Natural Disaster Preparedness Plan in Libraries and Archives,” Journal of the Korean BIBLIA Society for Library and Information Science (한국비블리아학회지:한국비블리아) Volume 30 Issue 1, 2019
도서관과 기록관의 자연재난 대비 계획수립 핵심 요소 고찰
Lee, Sangbaek
이상백

The gay archival impulse: the founding of the Gerber/Hart library and archives in Chicago,” Global Knowledge, Memory and Communication 2019
Aiden M. Bettine, Lindsay Kistler Mattock

Other

Internship Program Evaluation
Brooklyn Museum and Citi Foundation

Copyright Education in Libraries, Archives, and Museums: A 21st Century Approach
A Summary Report of Roundtable Discussions at Columbia University

The Law and Accessible Texts: Reconciling Civil Rights and Copyrights, authored by Brandon Butler (UVA), Prue Adler (ARL), and Krista Cox (ARL)

Call for Submissions: Sustainability in Libraries

This call does not specifically mention archives, but directly relates to initiatives that archivists are engaged in.

_____________________

Sustainability in Libraries, edited by Rebekkah Smith Aldrich, Monika Antonelli, Adrian Ho, and René Tanner will be published by ALA Editions. The book will offer insights into the important developments on how librarians provide leadership and how libraries serve as models for sustainable practices. The editors are seeking articles from a variety of perspectives on topics related to sustainability-including crisis preparation, response, and recovery-within the library profession.

Objective of the Book:

In 2019, the American Library Association adopted Sustainability as a new core value. This book will provide direction to library personnel and libraries as institutions to position themselves as connectors, conveners, and catalysts for the changes needed. “Sustainability” is not an end point but a mindset, a lens through which operational and outreach decisions can be made. With the climate crisis upon us and its devastating impact on wildlife, oceans, air quality, soil, and the very fabric of life on Earth, we are compelled to find answers and provide direction for our library communities whether they be rural, suburban, metropolitan, schools, or institutions of higher learning. The examples and ideas shared in this edited volume will have far reaching potential and bolster the United Nations’ work on the Sustainable Development Goals, which seek to create a more sustainable future for all.

Suggested Topics:

The book chapters will be divided into three main themes for sustainable action.

Theme #1: Libraries as Inspiration & Catalysts – Content that would fall under this theme include topics and examples related to how libraries may provide leadership and serve as a model for sustainable practices through facility stewardship, innovative service design, and outreach and partnership practices.

Theme #2: Libraries as Conveners & Connectors – Content that would fall under this theme include topics and examples related to how libraries work collaboratively through visionary partnerships to facilitate collective impact work to address existing challenges and opportunities with a focus on community well-being and self-reliance.

Theme #3: Libraries as Contributors to Community Resilience – Content that would fall under this theme includes topics and examples of how libraries contribute to future community resilience. For example, active participation in library-centric or community-based resilience/disaster preparedness, response, and recovery efforts and work that contributes to creating a culture of respect, understanding, and empathy in the library’s service area.

Target Audience:

The intended audience for this book is people working in public, school, academic, special, rural, and urban libraries. In addition, this book will include instructional materials to be used in Library and Information Science programs to educate future library practitioners about Sustainability, the newest Core Value of Librarianship.

Special Considerations:

High quality, large file, professional, black and white images are encouraged to enhance the text. Unless they are public domain or openly licensed for commercial use, a permission release will be required for each image submitted. A model release form will be necessary for any images with recognizable people in them. The person must be a legal adult or have a parent’s permission to use the image.

Submission Guidelines:

The editors welcome submissions from authors who are interested or have experience creating sustainable libraries or working on topics of sustainability in connection with libraries. The editors are open to a variety of submissions including research articles, how-to articles, essays, and interviews. Manuscript submissions should comply with APA Style.

The editors are looking for submissions about sustainability in libraries that emphasize scalable approaches that can be applied to a variety of libraries at different levels. Brief proposals about programs and partnerships that provide inspiration and actionable takeaways are encouraged. Submit a summary of your proposed article (300 words or less) to Sustainability in Libraries.

The development of manuscripts will be done in phases. After comments are returned to authors regarding accepted chapter summary proposals, a chapter outline (500 words or less) will be requested.

Once authors receive acceptance for their chapters they will submit their final manuscripts in .doc or .docx format.  Suggested length is 2,000 to 3,500 words.  Manuscripts should comply with APA style guidelines.

Timeline:

  • Chapter Summary Proposal deadline:  June 15, 2020
  • Notification by editors of proposal acceptance: July 15, 2020
  • Chapter Outlines deadline:  August 17, 2020
  • First Manuscript Drafts deadline: October 1, 2020
  • Additional key dates will be sent to successful proposal writers.

Submit chapter summary proposals to: forms.gle/axqBoa1c9LAa6GQF6

For additional information, please contact:

Adrian Ho, Director of Digital Scholarship, University of Kentucky, hoadriank[at]gmail[dot]com, or

Rene Tanner, Liaison Librarian, Humanities Division, Arizona State University, rene.tanner[at]asu[dot]edu.

Call for Essays: Women and the Art and Science of Collecting: Eighteenth-Century Collecting Beyond Europe

Women and the Art and Science of Collecting: Eighteenth-Century Collecting Beyond Europe
Edited by Dr. Arlene Leis and Dr. Kacie Wills
Abstracts due by 1 July 2020, with case studies due by 31 October 2020 and longer essays due 1 December 2020

We are inviting chapter abstracts for a collection of essays designed for academics, specialists, and enthusiasts interested in the interrelations between art and science in women’s collections and collecting practices beyond Europe in the long 18th century. This volume will follow our forthcoming compendium on the topic entitled, Women and the Art and Science of Collecting in Eighteenth-Century Europe, published by Routledge. This book recovers women’s histories through numerous interdisciplinary discourses pertaining to the subject of collecting, and it examines their interests, methodologies, and practices in relation to cultures of art and science.

In the second volume, we continue this discussion and consider women’s relationships to collecting of European and non-European objects, gathered, exchanged, and displayed within colonies and with indigenous cultures beyond Europe. Responding to ideas about indigenous collecting raised by Nicholas Thomas, Jennifer Newell, Greg Dening, Anne D’Alleva, Adriana Craciun, Mary Terrall, and others, we also aim to consider intercultural exchanges and collections of objects relatively unknown to Europeans. European collecting often traces its roots to biblical mythologies, such as the stories of Adam (naming and owning) and Noah (rescuing and preserving). What are the histories of collecting beyond Europe? And in what ways did women actively participate in or challenge those stories?

We hope to explore a diverse range of theoretical contexts, such as art historical, material culture, feminist, social, performance, gender, colonial, archival, and literary. We welcome essays that take a material culture approach and are particularly keen on research that makes use of new archival resources. We encourage interdisciplinary perspectives and are especially interested in essays that reveal the way in which women’s collections outside of Europe participated in cultures of art and science.

The compendium will consist of around ten essays of 6,000–6,500 words (with footnotes), each with up to four illustrations. In addition to these more traditional essays, we are looking for shorter (circa 1,000 words) case studies on material objects of interest from the period. The subject of women’s collections and art and science is also central to these smaller contributions, and each will include one illustration.

We aim to address the following topics and questions:
• The practice of collecting as cultural construct
• Decolonizing collecting
• What motivated women to collect in places outside of Europe? What were they collecting? How were women’s collections beyond Europe similar or different to their European counterparts?
• Women’s travel, immigration, exploration and the mobility of objects
• Collaborations
• Classification, taxonomies and methodologies of collecting outside of Europe
• Religious collections
• Display
• Collecting for power and status
• Preservation, creation and learning
• The aesthetics of collecting beyond Europe
• Women’s exchanges/interactions with indigenous populations
• Collections formed as a means of making sense of the world

All inquiries should be addressed to Arlene Leis, aleis914@gmail.com or Kacie Wills, kacie.wills@gmail.com
. Essay abstracts of 500 words and 300 word abstracts for smaller case studies are due July 1, 2020 and should be sent along with a short bio to: kacie.wills@gmail.com and aleis914@gmail.com. Finished case studies will be due October 31, 2020, and long essays will be due December 1, 2020.