Category: Books

CFP: “Teaching the Whole Student: Compassionate Instruction in the Academic Library”

Title: Teaching the Whole Student: Compassionate Instruction in the Academic Library
Editor: Elena Rodriguez, College of Charleston
Publisher: ACRL
Chapter Proposals due September 15, 2023 (bit.ly/twscial)


I am excited to invite chapter proposals for Teaching the Whole Student: Compassionate Instruction in the Academic Library, an edited volume to be published by ACRL. Please email Elena Rodriguez at compassionateinstructionacrl@gmail.com with any questions.

About the book:
Compassion at its simplest definition is the “sympathetic consciousness of others’ distress together with a desire to alleviate it” (Merriam-Webster). The cognitive, affective, and motivational tenants associated with compassion (Jazaieri 2018) relate to the concept of whole-person care, a social work practice where a person’s well-being is assessed in “the interplay among physical, environmental, behavioral, psychological, economic, and social factors” (NASW Standards, 1992). Compassionate instruction, to that end, creates space in the classroom for the “whole student” to be seen and supported. It encourages their success and well-being by taking into consideration that there are both known and unknown challenges that affect and impact their ability to succeed, and it helps remove barriers, so students do not face challenges in a silo.

Teaching to the Whole Student: Compassionate Instruction in the Academic Library is not a reference on how librarians can become social workers. Instead, it is a resource to learn how to be more intentional in the impactful ways compassion can be incorporated into instruction practices to promote whole student care, support, and success. While librarians are not traditionally trained to provide the specialized services and interventions social workers and mental health providers are equipped to offer, each of these professions are grounded in the concept of responding to the needs of the individual. Academic librarians are uniquely poised to lead campus communities in compassionate instruction practices that focus on the whole student. We see a diverse student population daily across all disciplines, we work closely with faculty, and we are frequent collaborators with campus groups and services. Librarians are natural bridges to information and resources; engaging with the whole student allows us to be more thorough in meeting them where they are and getting them to what they need. Integrating a compassionate instruction approach to one shots, credit-bearing instruction, and beyond, librarians are supporting student success by building community and developing relationships that allow for students to have the agency to ask for help – whether that be academically or otherwise. 

Call for Chapter Proposals:
Proposals are invited from individuals with experience teaching information literacy or credit-bearing instruction through an academic library. Additionally, staffers who provide information services (e.g. reference, walk-up support, programming) in an academic library and individuals who work in a social work program in higher ed are also encouraged to submit proposals.

Case studies and exploratory research are invited and welcome, as are essays that incorporate scholarly writing with personal narratives. Final chapters should be between 4,000-5,000 words. This is not an exhaustive list, so do not feel limited by the following suggested topics!

Section 1: Framework for Compassion
Chapters in this section will set a foundation for why compassion and empathy are necessary and reflect on how to foster and encourage these practices. Sample topics and questions could include:

  • Social work tendencies in librarianship
  • Compassion in the workplace – navigating doing more with less; setting boundaries and reasonable expectations
  • Empathy and compassion for ourselves: avoiding vocational awe and burnout (we can’t pour from an empty cup)
  • Setting the example: how can librarians be an example for students to practice understanding?
  • Building relationships for student support – not just student success
  • Critical compassionate pedagogy in the library

Section 2: Compassionate Practices in the One-Shot
Chapters in this section will reflect on how librarians can incorporate compassion and/or empathy within the frequently utilized one-shot session. Sample topics could include: 

  • Importance of community in the classroom and methods to foster that community
  • Collaborating with faculty or campus groups 
  • Lesson planning to teach the whole student
  • Continued engagement and access
  • Intentional practice of compassion and/or empathy 
  • Meeting students where they are

Section 3: Compassionate Practices in Credit-Bearing Instruction
Chapters in this section will focus on how librarians who teach credit-bearing courses have and can incorporate compassion and/or empathy into their instruction practices. Sample topics and questions could include:

  • Intentional scaffolding of compassion into instruction 
  • Creating equitable spaces to create agency using teaching methods such as ungrading or democratizing the classroom
  • How does empathy and compassion fit into helping meet the expressed needs of students?
  • Trauma informed approach in the classroom
  • Collaborating with faculty or campus groups
  • Transparency to encourage communication
  • Building classroom community
  • Demonstrating empathy in online instruction

Section 4: Compassionate Practices in the Library
Chapters in this section will consider compassion in “non-traditional” instruction spaces and approaches. Sample topics and questions could include:

  • Practicing compassion in the research appointment
  • How can we demonstrate empathy and care in our one-on-one interactions?
  • Inclusive library events
  • Asynchronous instruction
  • Virtual instruction 
  • Service desks and point-of-need interactions

Proposal Instructions:
Please submit your proposals using the CFP Google Form (bit.ly/twscial) by September 15, 2023. The proposal should include all contributing authors, a working title, 3-5 keywords describing your proposed topic, a description of your proposed chapter that does not exceed 500 words, and two to three learning objectives or outcomes for your proposed chapter.  

Authors will be notified of acceptance by October 31, 2023. See below for the full project timeline. Please email Elena Rodriguez at compassionateinstructionacrl@gmail.com with any questions.

Project timeline:

  • CFP closes September 15, 2023
  • Authors notified of acceptance by October 31, 2023
  • Chapter outlines sent to editor by December 31, 2023
  • First drafts due March 1, 2024
  • Draft reviews completed and feedback provided to authors around April 30, 2024
  • Final drafts due June 1, 2024
  • Publication anticipated fall 2025

References

Jazaieri, H. (2018). Compassionate education from preschool to graduate school: Bringing a culture of compassion into the classroom. Journal of Research in Innovative Teaching & Learning, 11(1), 22–66. doi.org/10.1108/JRIT-08-2017-0017

NASW standards for social work case management. (1992). National Association of Social  Worker. www.nycourts.gov/reporter/webdocs/nasw_standards_socialwork_casemgt.htm

Call for Book Chapters: Memory Studies – An Anthology of Perspectives

Chapter proposals are invited for a volume on contemporary memory and literary studies edited by Dr. D. Sudha Rani ( VNRVJIET ), Dr. Rachel Irdaya Raj ( VNRVJIET ), Dr.Shashibhusan Nayak (GP Nayagarh& MLA).

Memory studies is an increasingly diverse, interdisciplinary, and dynamic field of knowledge that spans multiple disciplines. Sociologists, psychologists, literary critics, media, cultural studies scholars, and natural and applied scientists have been exploring the concepts and application of memory to evolve a theoretical, conceptual, and methodological framework to investigate this emerging field of study. Memory—personal, collective, cultural—is crucial to the formation, conservation, and preservation of the identity of an individual, community, society, and nation. The act of remembering involves narration, and storytelling is a form of storing. As narration moves from oral, written, and visual records to the digital, it becomes imperative to understand the interface between and among the human and the non-human, digital and analog, and its impact on memory and its narrativization.

The explosion of technology allows us to know what we need to know and preserve what we want our future generations to know. To study and document certain forms of knowledge that are crucial to defining who we are, this interdisciplinary edited collection aims to bring together researchers, academics, technologists, corporates, and students to discuss, debate, and understand the various storytelling strategies adopted by different communities, regions, and nations to record and preserve their identities and collective memories. Since technology has assumed a vital role in this endeavor, it is necessary to assess the impact of technology on both the content and form of memory and its narration. The edited collection attempts to understand how the past, present, and future are formed, framed, mediated, and remediated through various forms of storytelling. Drawing on the theoretical and methodological approaches offered by literary, cultural, and media studies, history, sociology, psychology, as well as science and technology, this edited collection hopes to investigate the artistic representations of languages, communities, regions, and nations in oral histories, life writings, testimonies, and fictional and nonfictional narratives. The edited collection would examine issues related to memory, identity, representation, and narrativization and the impact of digital technology on memory studies and storytelling.

The edited collection invites papers on the following themes but is not limited to:

• Memory studies—theories and praxis

• Modes and methods of storytelling—of languages, communities, nations, and regions

• Impact of digital technologies on memory and memory studies

• Language, literature, and memory

• Interdisciplinarity and intersectionality of memory and memory studies.

• Memory and oral history

• Memory and life writing

• Memory and archive

• Memory and erasure

• Memory and marginality

• Memory and textuality

• Memory, cognition, and critical theory

• Memory and the Medium of fiction

• Memory and (mis)representation

• Memory and production of identities

Submissions

Abstracts of about 200 words, along with up to six keywords, a 50-word bio-note, institutional affiliation, and contact details, should be emailed by 30 July 2023 to shashienglish@gmail.com as a single MS Word document attachment.

Chapter requirements: A chapter should be max. Eight thousand words, including footnotes and bibliography adhering to the MLA 9th edition.

Important Dates:

Deadline for abstract submission: 30 July 2023

Abstract selection notification: 30 August 2023

Complete Paper Submission: 30 October 2023

Contact :

Dr. Shashibhusan Nayak

MLA Bibliography Fellow

email: shashienglish@gmail.com

CFP: Writing Artifacts (Edited Collection)

Call for Proposals: Writing Artifacts 
Co-Edited by Cydney Alexis and Hannah J. Rule

In our first edited collection The Material Culture of Writing (2022), we call for others to join us in addressing a gap in writing studies: scholarship on the histories and uses of writing artifacts that reveal the material lives of those who work with them. This CFP extends that effort. For this edited collection titled Writing Artifacts, we invite scholars in writing studies and material culture studies, as well as those across disciplines who study writing or writing artifacts, to help us build a rich archive of the objects and possessions that matter to the study and practice of writing–broadly construed. 

What is a writing artifact? For the purposes of this collection, we mean any material thing taken up in acts of writing: tools, implements, possessions, objects–material and immaterial (such as digital objects)–that can teach us about writers and writing. Any mundane human thing can be an artifact when we approach it as worthy of study. Artifacts might be one writer’s personal possessions or heirlooms or those that communities rely on to achieve communal tasks or goals. They could be small objects or large ones, artifacts that uncover the histories of marginalized groups, forgotten or lost objects, or writing tools that we know little about, but about which we want to know more. We are interested in range, from a nineteenth-century “secretaire” desk to the library card, the writing on which could be used to trace sociomaterial inequities across communities. By writing, we signal both alphabetic scribal acts and acts of multimodal, symbolic meaning-making. Our hope is to see the lives, writing histories, and writing practices of everyday people reflected in the artifacts documented in this volume. 

To help writers and scholars in diverse disciplines and from diverse professional writing backgrounds envision topics, we offer the following non-exhaustive list of potential focal objects: 

  • An heirloom, historical artifact, or object in your writing practice or home that you’re curious about researching 
  • Objects that have undergone “shift” in use during the pandemic or other times of flux/crisis 
  • Objects that undergird the writing process, even if they’re not traditional writing “objects” 
  • Sentimental or talismanic objects, those that sustain writing habits 
  • Objects that gatekeep, surveil, regulate, or impede writing  
  • Marginalized objects, ones that traditionally have not been showcased or preserved 
  • Literacy artifacts 
  • Writing identity artifacts 
  • Objects that might not at first glance seem like writing tools, but trigger writing and writing identity performance in public or private 
  • Objects that sustain or tell the stories of members of marginalized communities  
  • Mundane or vernacular objects 
  • Objects relevant to specific disciplinary, cross-disciplinary, or discourse community practices 
  • Objects related to research and lab practices  
  • Medical or health-related writing objects 
  • Workplace objects related to writing practice or production, including workplace sites such as businesses, libraries, and printing presses 
  • Writing and research tools, including AI-created/informed artifacts; coding, citation, and research management software; and revision tools  
  • Any object, really: such as office or desk objects, tools, digital files, good luck charms, art, music, devices, a rolodex, old communication technologies, new communication technologies, dining room tables, a laptop, family heirlooms, thrifted objects, an item housed in your university or workplace archives, hacked or modified objects, photographs that involve writing, quilts, typewriters, and assistive technologies such as screen readers. 

Each shorter form chapter (3,000-5,000 words) in this volume should center on one writing artifact–or related set of them. Our emphasis on shorter pieces is to encourage fresh, new scholarly work–a space to test novel ideas. We hope this CFP generates broad interest and will allow scholars/writers interested in writing objects an opportunity to engage (or re-engage, post-pandemic). 

We encourage work that utilizes varied qualitative and hybrid research methodologies and theoretical frameworks, as long as authors demonstrate a core interest in writing artifacts and the lives of the people who use or rely on them. Methods might include, but are not limited to, life-span interviews, autoethnography, consumer research, narrative, phenomenological approaches, observation and thick description, and historical secondary research. Contributors looking for methodological direction might consider undertaking a version of Prownian analysis, as described by Kenneth Haltman in American Artifacts: Essays in Material Culture (2000).  

If the project includes research on human subjects, we ask authors to follow the best practices of the research protocols of their discipline.  

Proposal Submission Guidelines

  • Please submit a proposal by Sunday, September 25, 2023, with:
    • 250-400 word abstract that identifies the artifact(s) you’ll study and the research methods you’ll use. Please include a tentative title for your proposed chapter. We will also accept full chapter draft submissions for consideration, provided authors to edit their work down to the 3,000-5,000 word count. 
    • Your name and short bio with institutional/professional affiliation or writing/work background to provide context for your submission.  
  • Submissions are encouraged from all disciplines and backgrounds. Submissions that highlight the artifacts of marginalized communities and cultures welcomed. 
  • Ideally, authors will engage with material culture and/or consumer research scholarship, and we are happy to assist authors at the proposal or acceptance/revision stages. See list of touchstone work below for possible connections.  
  • We invite a wide range of genres/sub-genres, and favor work that is rich and complex in ideas, but written in a clear prose style that is accessible to a broad audience. 
  • If your project involves human subject research, please indicate the IRB timeline or share the procedure specific to your discipline.  

Touchstone Work 

  • Alexis and Rule, The Material Culture of Writing 
  • Haltman and Prown, American Artifacts: Essays in Material Culture 
  • Jules Prown, “Mind in Matter: An Introduction to Material Culture Theory and Method” (Winterthur Portfolio) 
  • Henry Petroski, “Why the Pencil?” (American Scientist) 
  • Laura Micciche, “Writers Have Always Loved Mobile Devices” (The Atlantic) 
  • Henry Glassie, Material Culture 
  • Epp and Price, “The Storied Life of Singularized Objects: Forces of Agency and Network Transformation” (Journal of Consumer Research) 
  • Lesley Bartlett, “Identity Work and Cultural Artefacts in Literacy Learning and Use: A Sociocultural Analysis” (Language and Education) 
  • Gouge and Jones, “Wearables, Wearing, and the Rhetorics that Attend to Them” (Rhetoric Society Quarterly) 
  • Csikszentmihalyi and Rochberg-Halton, Why We Need Things 

Project Timeline 

Deadline for proposal submission: Sunday, September 25, 2023 
Contributors notified of acceptance: Monday, October 30, 2023 
Full chapter submission: Sunday, March 10, 2024 

Please direct all queries and submission to both Cydney Alexis, cydneyalexis [at] gmail [dot] com and Hannah Rule, rulehann [at] gmail [dot] com 

New/Recent Publications

Books

Ceglio, Clarissa J.. A Cultural Arsenal for Democracy: The World War II Work of U.S. Museums. Public History in Historical Perspective Series.
Amherst: University of Massachusetts Press, 2022.

Herman, Ana-Maria. Reconfiguring the Museum: The Politics of Digital Display.
Montreal: McGill-Queen’s University Press, 2023.

Robert Irwin, ed. Migrant Feelings, Migrant Knowledge: Building a Community Archive.
University of Texas Press, 2022.

Murphy, Brian Michael. We the Dead: Preserving Data at the End of the World
The University of North Carolina Press Publication, 2022.

Articles

Tara Murray Grove, Clara Drummond, J. Adam Clemons, Autumn Johnson. “Engaging with campus and community: Insights from a traveling exhibition.” College and Research Library News 84 no. 6 (2023).

Fogel, T. & Schrire, D., (2023) “Negotiating Tradition Archives in a Community Setting: Sounds of Silence and the Question of Credibility”, Ethnologia Europaea 53(1), 1-23. doi: https://doi.org/10.16995/ee.9433

Nick Thieberger. “Doing it for Ourselves: The New Archive Built by and Responsive to the Researcher.” Digital Humanities Quarterly 17 no. 1 (2023).

Sara Diamond. “The Dangers of Disappearance, the Opportunities of Recovery.” Digital Humanities Quarterly 17 no. 1 (2023).

Abigail Hollingsworth, “The role the LGBTQ+ Community Plays in Preserving Their Own History: The Rise of LGBTQIA+ Grassroots Archives.” SLIS Connecting 11, no. 2 (2023)

Reports

Living Wages Art Museum Leaders Confront Persistent Staff Compensation Challenges Joanna Dressel, Deirdre Harkins, Liam Sweeney. ITHAKA S+R Issue Brief. DOI: https://doi.org/10.18665/sr.319152

New Co-Editor for Routledge Studies in Archives

Dr. Sumayya Ahmed of Simmons University will be joining Dr. James Lowry of City University of New York as co-editor of the Routledge Studies in Archives book series.

Routledge Studies in Archives was established in 2020 as a home for new theoretical interventions in archival studies, with a focus on sole authored books. To date, the series has published landmark new texts by Jamie A. Lee, Verne Harris, Peter Lester, Victoria Hoyle, Michelle Caswell and Jeannette Bastian, as well as edited collections on social justice, and Caribbean archival practices, with a forthcoming volume on archival materiality.

Dr. Lowry said “I’m excited to be working with Sumayya as we build on the early successes of the series. It’s important to keep renewing its vision and scope as the field develops.”

Dr. Ahmed, whose training and scholarship has primarily focused on archives and private collections in North Africa and the Arabian (Persian) Gulf, said of her appointment as series editor, “it is truly an honor to be able to steward new voices, experiences and perspectives for this vital series”.

Authors interested in publishing in the series can contact Dr. Ahmed at sumayya.ahmed@simmons.edu and/or Dr. Lowry at james.lowry@qc.cuny.edu

Call for Chapters: Text and Data Mining Literacy for Librarians

Editors: Whitney Kramer, Evan Muzzall, and Iliana Burgos

We are excited to invite chapter proposals for Text and Data Mining Literacy for Librarians, an edited volume to be published by ACRL. Click this text to fill out the Google Form and start your submission. Please email Whitney Kramer at wbk39@cornell.edu with any questions. 

About the book:

Text and Data Mining Literacy for Librarians will provide librarians with a broad overview of the TDM-specific data literacy skills needed to support researchers. It will include case studies of library-supported TDM projects in a variety of disciplines, from the digital humanities to the social sciences and beyond. This volume will help librarians of all experience levels learn to support researchers utilizing TDM across disciplines and even conduct TDM research of their own. We will prioritize open scholarship principles and data-centric approaches to TDM when applicable and encourage librarians to think critically about the applications of TDM — especially with regards to social impacts, intellectual property rights, and power structures in facilitating TDM. Ultimately, this volume is intended to empower librarians, inform decision makers, and support our research communities as working with textual data becomes further embedded into the research landscape. 

Call for chapters:

We invite chapter proposals for the following sections. If you have experience supporting text and data mining research in any form, please consider submitting a proposal. Do not feel limited by the following suggested topics! We encourage proposals from first-time authors and authors based in any type of college or university setting. 

Section 1 – Essentials of Text Data Literacy

This section will provide a basic understanding of contemporary research topics and skills necessary for librarians to adequately support faculty and students who are conducting TDM research. Sample topics could include:

  • How to engage in a TDM “reference interview”
  • Data ethics in text data mining research contexts
  • Embedding critical theory into text data education
  • The role of library administration and management in supporting TDM

Section 2 – Education, Training, and Logistics 

This section will cover the many core mechanics of TDM, including data sources, licensing and legal aspects, collections management, vendor products, and administrative perspectives. Sample topics could include:

  • Text data sources and collections management
  • Library applications of text data mining: easy examples in context
  • Problems of text data mining in libraries: licensing and legal aspects of TDM 
  • Labor in supporting TDM education
  • Evaluating proprietary and black box TDM products

Section 3 – Practical Applications and Case Studies

This section will provide case studies of library-supported TDM projects in a variety of disciplines in order to help readers understand practical applications for TDM skills in the library. Sample topics could include:

  • Electronic health records
  • Engaging with ChatGPT and tools powered by artificial “intelligence”
  • Large language models
  • Law and technology
  • Literary text data
  • Social media data
  • Speech and /audio data
  • Text data in the digital humanities
  • Text data in the social sciences
  • Using TDM for library assessment
  • Working with multilingual corpora

Proposal Instructions:

Please submit your proposals using this Google form. The text of the proposals should not exceed 500 words. Be sure to include a working title, 3-5 keywords describing your proposed topic, and one or two learning objectives. (Note: These are not included in the word limit.) 

Submissions are due by July 15, 2023. We expect to notify authors of acceptance by August 15, 2023. See below for the proposed project timeline. Please email Whitney Kramer at wbk39@cornell.edu with any questions. 

Project Timeline:

  • CFP closes July 15, 2023 
  • Authors notified of acceptance by August 15, 2023 
  • Chapter outlines sent to editors by October 2, 2023 
  • First drafts due January 15, 2024 
  • Draft reviews completed and feedback provided to authors around April 15, 2024 
  • Second drafts due May 15, 2024 
  • Editor reviews completed around July 1, 2024 
  • Final draft submitted to ACRL by August 31, 2024

Call for Chapters: Archival Pedagogies

Archival Pedagogies

Editors: James Lowry (City University of New York), Tshepho Mosweu (University of Botswana), Pimphot Seelakate (Chulalongkorn University, Thailand), Magdalena Wisniewska-Drewniak (Nicolaus Copernicus University, Poland).

In 2011, the Pluralizing the Archival Curriculum Group (PACG) of the Archival Education and Research Institute noted that “Archival studies education programs are conceptualized in strikingly similar ways worldwide, largely because of the overarching bureaucratically- and legally-centered paradigms developed and exported from Europe through colonialism, evangelism, mercantilism, and technological developments, and later codified through national and international standards and terminologies” (PACG, “Educating for the Archival Multiverse”, The American Archivist, 2011:74, pp.69-101). 

While the work to critique dominant archival paradigms, recuperate subjugated memory and information epistemologies and practices, and create new archival modes in response and anticipation of social and technological change has been fostered in research and articulated in the realm of theory in major collections such as Research in the Archival Multiverse, and new monographs and journals, and operationalized in policies, procedures, and practices, the pedagogical implications of changing archival thought have been under-explored. Important developments in the teaching of archival studies are sometimes unpublished, and the extant literature on archival education per se has a relatively small footprint. 

This edited collection seeks to bring archival pedagogy into sharp focus, asking: What is the state of the art in archival education today? What are the histories and futures of archival education in different parts of the world, and how do they interact in global discourses and knowledge/power relations? What now constitutes the body of professional knowledge, the essential skills and competencies of the archival curriculum, in which places and why? What modes and methods are being developed and applied to the education of archivists, and within what structures and systems of professionalism, higher education, neoliberalism, etc? How do Indigenous, computational and other technologies of record-making and keeping factor into the content and delivery of archival education?

Although the book will be published in English, the editors are hopeful that students and teachers of archival theory and practice worldwide will consider contributing. To that end, we will explore translation options with prospective authors writing in languages other than English.

The chapters in this book will consider the histories and futures of archival education, the essential knowledge for records work in rapidly changing environments, means and methods for designing and delivering archival education, and the technologies of archive. Chapters in the volume might pose and seek to answer such questions as:

·       How has or can archival education respond to shifts in archival theory over recent years?

·       How has the landscape of archival education changed over recent years?

·       What can archival pedagogy contribute to the development of theory and practice? What does archival pedagogy as theory and practice look like?

·       How has the COVID-19 pandemic altered teaching and learning for archival studies and research? How will archival pedagogy look in the post-pandemic era? What will be the post-pandemic challenges for archival education?

·       Where do today’s norms of archival education come from and do they work for us?

What has been the role of archival education in propagating harmful or beneficial ideas and practices?

·       How have disciplinary inheritances shaped archival education and what results from interdisciplinarity in teaching?

·       What could developments in educational theory, practice and technology mean for archival studies? How might archival studies contribute to the broader field of education?

·       What is the place of archival education in the university? Are current pathways through education and training useful, limiting or exclusionary? What can critical or abolitionist university studies help us imagine for archival pedagogy?

·       Do apprenticeships and other workplace-based educational approaches disrupt, unsettle or complement undergraduate and post-graduate education? How do they benefit the record-keeping mission, and do they threaten notions of professionalism?

·       How have notions of professionalism and professional identity aided or hindered efforts to prepare record-keepers for the socially important work of record-keeping? What part has pedagogy played in this?

·       What are the current approaches to and priorities of continuing professional development and accreditation systems? 

·       What do changing job markets, exploitative labour practices and job and economic precarity mean for archival education? What should they mean for archival education?

·       What do environmental, social and political changes suggest for the archival workforce of tomorrow? How should archival education respond?

Guidance for Prospective Authors

Please submit manuscripts to Magdalena Wiśniewska-Drewniak magwis@umk.pl by 1 October 2023.

Referencing style: APA (American Psychological Association) 7th Edition

Word range: 5,000 – 6,000 words

The book manuscript will be submitted to Tampere University Press, where it will be peer reviewed, with a view to publishing it as a Diamond Open Access book, possibly in a new open access Information Studies book series.

New/Recent Publications

Books

Archiving Cultures, Heritage, Community and the Making of Records and Memory, by Jeannette A. Bastian (Routledge, March 2023).

The Sunday Paper: A Media History. 
Paul S. Moore, Sandra Gabriele. Urbana: University of Illinois Press, 2022

Moroccan Other-Archives: History and Citizenship after State Violence
Brahim El Guabli (Fordham University Press, 2023)

Articles

Kaspar Beelen, Jon Lawrence, Daniel C S Wilson, David Beavan, Bias and representativeness in digitized newspaper collections: Introducing the environmental scan, Digital Scholarship in the Humanities, Volume 38, Issue 1, April 2023, Pages 1–22, https://doi.org/10.1093/llc/fqac037

Lucia Giagnolini, Marilena Daquino, Francesca Mambelli, Francesca Tomasi, Exploratory methods for relation discovery in archival data, Digital Scholarship in the Humanities, Volume 38, Issue 1, April 2023, Pages 111–126, https://doi.org/10.1093/llc/fqac036

Patricia Martin-Rodilla, Cesar Gonzalez-Perez, Same text, same discourse? Empirical validation of a discourse analysis methodology for cultural heritage, Digital Scholarship in the Humanities, Volume 38, Issue 1, April 2023, Pages 224–239, https://doi.org/10.1093/llc/fqac038

Ana Roeschley, “Symbiosis or friction: Understanding participant motivations for information sharing and institutional goals in participatory archive initiatives,” Journal of Librarianship and Information Science, 2023.

Menhour, H., Şahin, H. B., Sarıkaya, R. N., Aktaş, M., Sağlam, R., Ekinci, E., & Eken, S. (2023). Searchable Turkish OCRed historical newspaper collection 1928–1942. Journal of Information Science, 49(2), 335–347. https://doi.org/10.1177/01655515211000642

Diulio, M. de la P., Gardey, J. C., Gomez, A. F., & Garrido, A. (2023). Usability of data-oriented user interfaces for cultural heritage: A systematic mapping study. Journal of Information Science, 49(2), 359–372. https://doi.org/10.1177/01655515211001787

He, Y., & Chen, Z. (2023). Mass aesthetic changes in the context of the development of world museums. Journal of Information Science, 49(2), 519–528. https://doi.org/10.1177/01655515211007729

Pacios, A. R., & Martínez-Cardama, S. (2023). Transparency in Spanish archive and library websites: A comparative study. Journal of Librarianship and Information Science, 55(1), 99–110. https://doi.org/10.1177/09610006211063203

Tyagi, S. (2023). Preservation and conservation of indigenous manuscripts. IFLA Journal, 49(1), 143–156. https://doi.org/10.1177/03400352221103899

Li, Rankang, et al. “Text Detection Model for Historical Documents Using CNN and MSER,” Journal of Database Management (JDM) 34, no.1: 1-23. http://doi.org/10.4018/JDM.322086

Reviews

Robert C. Schwaller, ed. African Maroons in Sixteenth-Century Panama: A History in Documents. Norman: University of Oklahoma Press, 2021. xvii + 285 pp. $34.95 (paper), ISBN 978-0-8061-6933-0.
Reviewed by Daniel Nemser (University of Michigan)

Call For Papers: Federal Writers’ Project

Call for papers – Proposed volume

Working through the Federal Writers’ Project: Labor, Place, Archive, and Representation

deadline for submissions: May 31, 2023

This proposed volume of interdisciplinary essays reexamines the New Deal era’s Federal Writers’ Project (FWP) as a labor project. We are working with a publisher to feature this book, Working through the Federal Writers’ Project: Labor, Place, Archive, and Representation, as part of a potential series on the FWP,  on the burgeoning field of FWP studies, and on how FWP studies fits in the larger framework of labor studies. Labor, in this sense, is not a narrow category. It encompasses trade unions, working conditions, labor power, political economy, and the everyday reality of working lives. Identification with labor enabled FWP writers to take a perspective on figures in a landscape that otherwise went unnoticed–men and women, some of them the formerly enslaved, working across industrial, agricultural, and domestic sectors. Instead of treating those figures as objects, many FWP writers promoted them as subjects, makers of democracy in a world threatened then, as now, by the rise of fascism. Many writers in the FWP exchanged revolutionary ideas about anti-racist and pro-labor struggles, creating a body of literature that depicts the diversity of American life while revealing the faultlines of U.S. racism and class division.

We invite examinations of the FWP archives and life histories housed at the Library of Congress as well as the American Guide Series and literary works by federal writers that consider these primary texts through the lens of labor. How did the FWP capture the voices of working people, both men and women? In what ways did the FWP provide emerging writers, including Black, female, and working-class writers, an opportunity to publish? In what ways did the FWP tacitly elicit stories of work that celebrated narratives of endurance and agency? How did the FWP and its writers navigate and/or embrace anti-racist and pro-labor struggles in the project? 

Finally, reexamining the FWP as a labor project suggests a parallel between the 1930s and our own moment, in which capitalists squeeze value from the precariously underemployed and overworked. The realities of unpaid/unrecognized labor, including dependent-care/family care and domestic work (either for hire or not), invites a consideration of future representations of work and worker’s lives, particularly given the renewed struggle for unionization and emerging multiracial class solidarity today. 

The editors invite proposals (200-400 word abstracts) for chapters in the range of 5000-7000 words from scholars of American studies, working-class studies, U.S. labor history, ethnic studies, composition studies, and any others that intersect with the study of the FWP. 

For a fuller description of the CFP, please see

https://call-for-papers.sas.upenn.edu/cfp/2023/02/06/working-through-the-federal-writers’-project-labor-place-archive-and-representation

Deadlines

  • for chapter proposals: May 31, 2023
  • for full chapter submission: September 15, 2023

Send queries and proposals to the co-editors Maureen Curtin and Michele Fazio at fwplabor@gmail.com

CFP: “Students in the Archives: Archival Pedagogy in Practice” Edited Collection

Heather Fox & Amanda Stuckey

In early 2020, we developed a pedagogy-driven digital humanities site to feature pedagogical approaches to archival research and teaching. Prompted by Barbara Biesecker’s premise that “whatever else the archive may be, it always already is . . . our collective invention of us and of it” (2015, 156), this site was designed to investigate the collaborative relationships that archival research and pedagogy engender. As life-long learners, we are all “students” in the archives, and our collaborations have the potential to reshape an archive’s narrative and the methods we bring to it. Drawing upon this initiative, alongside a decade of pedagogical and scholarly collaborations, we are compiling contributions for an edited collection–“Students in the Archives: Archival Pedagogy in Practice”–to connect conversations between teacher-scholars across disciplines, grade levels, and learning spaces. Since archivist Ken Osborne’s 1980s call to integrate archival sources in the classroom, educators have sought to connect how we research and how we teach.

This volume takes a broad view of what it means to be a “student in the archives,” expanding upon and/or complicating previously published archival pedagogy collections like Lori Ostergaard and Henrietta Rix Wood’s In the Archives of Composition: Writing and Rhetoric in High Schools and Normal Schools (U of Pittsburgh P, 2015), Sarah Robbins’s Learning Legacies: Archive to Action through Women’s Cross-Cultural Teaching (U of Michigan P, 2017), Nancy Bartlett’s Teaching Undergraduates with Archives (Maize Books, 2019), and Tarez Samara Grabin and Wendy Hayden’s Teaching through the Archives: Text, Collaboration, and Activism (Southern Illinois UP, 2022). This collection aims to bring together assignments, curriculum design, and practices that illuminate the intersection of archival research and pedagogy.

“Students in the Archives: Archival Pedagogy in Practice” situates collaborative archival relationships within and outside of the academy as sustainable teaching and learning practices across disciplines, grade levels, and types of learning spaces. We envision it as a resource, record, and theorization of archival explorations through pedagogy, written by scholars, archivists, librarians, and educators whose work furthers an understanding of how engagements with collected materials shape pedagogy. Contributions to this collection will prioritize students’ inquiries, discoveries, frustrations, and overall engagements with archives. Reproductions of assignments that demonstrate archival pedagogical strategies are welcome to accompany chapters. This edited volume is intended for presses publishing archival pedagogy collections, such as Southern Illinois University Press, University of Michigan’s Maize Books, University of Pittsburgh Press, or Routledge’s Studies in Archives series. It is planned for publication in
2024-2025.

Possible topics include but are not limited to:

  • University classroom pedagogy projects, including recovery projects that involve
  • students
  • Undergraduate archival research and/or faculty-student collaborations
  • K-12 classroom integrations
  • Accessibility/equity issues related to archival pedagogy across digital and non-digital
  • sources
  • Collaborations across libraries, educators, students, and/or communities
  • Interdisciplinary archive-based projects
  • Histories of pedagogical spaces that include archival research
  • Teaching historically marginalized voices through archival sources
  • How archival research and teaching supports inclusive approaches to pedagogy
  • Students’ reckonings with archival absences and silences in archives

Please submit abstracts (250-500 words) and brief biographies (100 words) to Dr. Amanda Stuckey (amandastuckey@centralpenn.edu) and Dr. Heather Fox (heather.fox@eku.edu) by March 17, 2023. Co-authored submissions are welcome. If accepted, completed chapters of 6,000-10,000 words will be due in Summer 2024.