Grant Writing Collaborations in Academic Librarianship

Editor

Dr. Addison Lucchi

Instructional & Research Librarian | Professor
MidAmerica Nazarene University

About this Edited Collection

This edited collection focuses on effective strategies and best practices for fostering collaborative grant-writing initiatives among academic libraries, faculty, and external organizations. In many institutions, grant proposals are developed in isolation, often without direct collaboration with the library as an academic unit. However, through collaboration between academic libraries and other departments across campus, transformative projects can be designed to provide lasting change for the entire academic community. Drawing on a rich array of case studies from diverse academic libraries nationwide, the book highlights successful collaborations that have resulted in meaningful change. It also offers a wealth of practical guidance on best practices, templates, checklists, writing tools, and frameworks for developing innovative grant proposals that center on strategic collaboration.

Readers will discover how to identify potential collaborators, navigate the complexities of joint proposals, and leverage library resources to enhance project outcomes. By centering on strategic collaboration, this collection equips librarians and faculty with the insights and skills needed to craft impactful grant projects that not only secure funding but also advance institutional goals and enrich the academic experience for the entire community.

Publisher

ACRL Press

Chapter Topics

Chapter topics may focus on, but are not limited to the following:

Case Studies in Successful Grant Writing Collaboration & Project Implementation:

• Mini-grants
• Library-centered grants
• Broader academic grant projects
• Community-centered grant projects
• Large, multi-year grant projects
• Etc.

Grant Writing Tools and Resources:

• Resources for grant-writing
• Templates and checklists for successful grant proposals
• How to find available grants
• Potential workshops and training for librarians and other grant-writing collaborators

Other topics are welcome, and you are encouraged to submit your proposals.

We welcome proposals from any authors who have written and managed grant projects as a part of their academic library, or who have collaborated with academic libraries on their campuses. Particularly, we are searching for clear examples and case studies of grant-writing collaborations, including how academic libraries have collaborated with external departments and organizations to create meaningful change in their communities. Case study chapters will include details on the grant search process, project development, grant writing process, and project implementation. Additionally, we seek chapters that provide a variety of practical tips and tools for academic library grant-writers, drawing upon experience, including practical templates, checklists, toolkits, etc.

Each case study chapter (4,000 to 8,000 words) should also include practical lessons learned through experiences and advice for future grant-writers. Each tools and resources chapter (2,000 to 6,000 words) should include usable resources, tools, lists, etc. to facilitate and improve the grant-writing process.

Proposals for all chapters should include 1) a proposed title for the chapter; 2) an abstract for the chapter; 3) a brief outline for the chapter; and 4) a list of practical takeaways, lessons learned, or action steps for the reader.

Tentative Timeline: 

• March 10, 2025 – CfP opens
• June 30, 2025 – CfP closes 
• July 31, 2025 – Notification of submission status (accepted or declined) sent
• May 1, 2026: 1st draft due

How to Submit Your Proposal

Please note that a 400-500 word abstract is required (and must be submitted via a shared Google doc in the submission form) and should include an overall outline of the proposed chapter with clearly labeled relevant headings that address the topic of the edited collection as described in this CfP. Please make sure to also address, even if only at a high level, what lessons learned / practical actionable next steps readers can take away from your chapter to hopefully help address similar concerns they may be facing. Specifically, the proposal should include: 1) a proposed title for the chapter; 2) an abstract for the chapter; 3) a brief outline for the chapter; and 4) a list of practical takeaways, lessons learned, or action steps for the reader.

Please submit your proposal by completing the proposal submission form available by visiting 

https://docs.google.com/forms/d/e/1FAIpQLScKm5qHgNUB_XbW8P4u0qEpqO0c2TGqd6BDcMnPFj_3nrWACw/viewform?usp=header. Alternatively, you are welcome to email your proposal directly to amlucchi@mnu.edu. 

Questions

Questions or concerns? Please submit let us know by emailing Dr. Addison Lucchi at amlucchi@mnu.edu. 

The editors of book project Student Workers in Academic Libraries, a forthcoming title from ACRL, invite library professionals from all levels – library student workers, library staff, librarians, and administration alike – to share their work and submit chapter proposals for the volume. 

Several years out from the COVID-19 pandemic, there is a renewed focus on mentorship, career readiness, pedagogical approaches, and empathy-forward leading when it comes to higher education and student employment in academic libraries. Student workers don’t fit a mold; they are a diverse group ranging from first generation students to student athletes to parents. Student workers are the heart of the library and integral to its operations. Student Workers in Academic Libraries serves as a community space to showcase the whole student worker experience and help readers create high-impact work experiences. 

We invite chapter proposals that can take a variety of forms: case studies, best practices, pedagogical theory, or novel and unique program models. Chapters are strongly encouraged to include practical sample documentation for readers to modify and adapt such as job descriptions, applications and interview questions, contracts, orientation and training plans, budget templates, as well as reflections from current or recent library student workers.  

Potential topics include, but are not limited to: 

• Developing job descriptions, recruiting, and hiring  
• Orientation and training 
• Project management and creating meaningful work for student employees 
• Budgeting for student worker programs including federal work-study and non-work-study students 
• Communicating expectations, performance evaluations, coaching, and feedback 
• Incorporating transferrable professional skills and career-readiness 
• Scaffolded work experience 
• A mentorship approach to supervision of student workers  
• Leadership philosophy as a supervisor  
• Connecting your student worker program to your institution’s goals 
• Program models such as student supervisor programs, graduate student programs, or internships 
• Case studies on student workers in different academic library departments such as: Reference, Access or Public Services, Special Collections, Technical Services, Archives 
• Equity and accessibility in the workplace in the context of library student workers 
• Working with and within labor unions 

Timeline: 

• Chapter proposals due April 1, 2025 
• Notifications sent by May 1, 2025 
• Final chapters submitted July 11, 2025 
• Feedback and revisions September and October 2025 

Chapter proposals should include the names of all contributing authors, a contact email for the main author, a working title, 3-5 keywords describing your proposed topic, a description of your proposed chapter that does not exceed 500 words, and a list of potential sample documents your chapter would include. 

In the proposal review process, we will prioritize practical applications of proposals that focus on critical perspectives such as (but not limited to): gender and sexuality theory, critical race and ethnicity studies, disability studies, neurodiversity, decolonization, and other perspectives and experiences underrepresented in both libraries and academia. We also encourage those new to publishing to submit. 

Chapters should be no more than 5,000 words in Times New Roman, 12-point font, double-spaced, and citations in Chicago Manual of Style notes and bibliography. 

If you are interested in submitting a chapter proposal, please fill out the Microsoft Form by April 1, 2025.  

Note: the editors of this book believe in compassion-based care, mentorship, and communication at all levels. We understand the stress and anxiety involved in submitting items for review and publication, and strive to ensure transparency, respect, and support to all who submit.

For any questions, please contact Maria Planansky, Mechele Romanchock, and Rai Yiannakos at studentworkersinlibraries@gmail.com.  

Call for Chapters: Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners
Published by ACRL Press

CFP link: http://bit.ly/CFP_ACRLinclusivepedbook

Chapter Proposals due: January 15, 2021 **

About the Book

We seek to deepen our understanding of equitable and inclusive theories and practices in order to provide instructors with new grounding for both their individual teaching and their instruction program. Some of the questions we seek to address in this publication include: How do theories and practices related to equitable and inclusive pedagogies inspire your teaching? How have librarians engaged in equitable and inclusive teaching? How might librarians implement equitable and inclusive pedagogy in ways specific to library instruction?

Taking an inclusive approach to content, chapters will take a variety of formats such as: reflective and personal essays, narratives, analytical and academic essays, case studies, autoethnographies, lesson plans, or zines and other graphic formats. You can share your ideas for your own teaching or take a more programmatic approach. Submissions may reflect the range of instructional activities and settings with which academic library educators engage: special collections, data management, information literacy, digital scholarship, open education, and others, across the many different types of academic libraries. We encourage submissions from institutions that are underrepresented in information literacy literature, such as community colleges and minority-serving institutions.

Our book is unique in that it will share a range of theories related to equitable and inclusive pedagogies while also featuring examples of inclusive teaching in action. Academic library educators will gain both the theoretical foundations and practical applications to adopt more inclusive teaching practices. 

Submission Procedure

Please submit an initial chapter proposal description of up to 500 words and a tentative chapter title. The proposal form also asks you to include your approach (e.g., reflective essay on a theoretical approach, case study about data skills workshops) and a description of the content you will include in your chapter. Additional fields include: the author(s)’ names, titles, and institutional affiliations.

Please submit proposals to: Google Form 

Publication Timeline

Proposals are due by January 15, 2021**

Authors will be notified of their status (accept or decline) by February 15, 2021

A first draft of approximately 2000-5000 words (excluding endnotes and bibliography) will be due on May 15, 2021

After receiving editorial feedback, a final draft will be due on August 30, 2021.

Chapters must not be previously published or simultaneously submitted elsewhere.

**Special note – We acknowledge the nature of the difficult times we are living in means schedules can be unpredictable. If you have an idea though are unsure of your schedule, please reach out to one of the editors to express your interest and share your idea. We can see what can be figured out.**

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

For questions or to request additional information, please email: inclusivepedagogiesbook@gmail.com 

Co-editors:

Jane Nichols, Oregon State University
Melissa Mallon, Vanderbilt University
Elizabeth Foster, University of Chicago
Ariana Santiago, University of Houston
Maura Seale, University of Michigan
Robin Brown, Borough of Manhattan Community College

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