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

Though this call doesn’t specifically mention archives, the topics are directly related to academic archivists.

Editors

• Amy Dye-Reeves, Associate Education and History Librarian, Texas Tech University, Lubbock, Texas, USA
• Erica Watson, Electronic and Technical Services Librarian, Contra Costa College, California, USA
• Published: Association of College & Research Libraries

Introduction:

We are excited to invite chapter proposals for our forthcoming ACRL book, How to Work with Academic Faculty ), with an anticipated publication date of summer 2025. This edited volume aims to help readers provide support and innovation when working with academic faculty in physical and online spaces. The book will focus on case studies that support collegiality and collaboration. Each section will contain case studies the reader can incorporate based on the size of one’s campus. We welcome creativity and innovative approaches to library collaboration. 

We seek case studies representing all types of institutions and focusing on implications for the future of academic libraries as agenda for change. Case studies featuring empirical research and alternative ways of knowing would be particularly welcome. 

Target Audience:

The editors seek submissions from new to veteran library professionals currently working (or who previously worked) at all-size institutions. We also welcome suggestions from other higher education disciplines and departments.

Objective and Focus:

This volume aims to share narratives from all-size institutions, from varied library staff perspectives (librarians, para-professionals, library techs) that work directly with academic faculty, on campus, and virtually. Chapters should include planning for change and effective communication with faculty; some questions for inspiration might consist of:

• Have you ever experienced telling your faculty about discontinuing services due to budgetary restrictions? How would you approach it now?
• Are you stirring the boat when it comes to technology? How can we work with faculty members to map out a plan to meet their needs?
• Have you ever experienced crickets when it comes time to collaborate on a workshop or instructional session with a faculty member? What are your next steps? 

Book Sections – We invite proposals on non-exclusive topics, focusing on faculty and librarian collaboration. 

Chapter Layout: 

• Introduction: Literature Review- Overview of the current landscapes of academic librarian collaboration with faculty members
• Section 1: Instruction
• Section 2: Collection Development
• Section 3: Outreach and Engagement Programming Efforts
• Section 4: Technology 
• Section 5: Professional Development/Trainings/Workshops

Each submission will contain background information, goals and objectives, collaboration outcomes, program assessment, and takeaways to give readers practical application steps and generate new ideas for their programs.

Submit your proposal: https://docs.google.com/forms/d/e/1FAIpQLSc7aNxTIWPus38__m5xprbxVajBmIMBEqe5YGshMz8XCgRtdw/viewform?usp=sharing

The form will require the following:

• Author names, job titles, emails, and institutional affiliations
• A working chapter title
• An abstract of up to 500 words
• Link to a current CV or list of publication

Timeline:

• February 28, 2023: Chapter proposals due
• April 6, 2023: Authors notified of acceptance of chapter proposals
• July 10, 2023: Chapter drafts due
• Late September 2023: Chapter drafts returned to authors for revisions

For all inquiries and submissions, please contact the editors at acrlfacultycollaborationbook@gmail.com

Call for Book Chapter Proposals

Working title: Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries

Proposal submission deadline: January 27th, 2020

Editors: Arianne Hartsell-Gundy (Duke University), Kim Duckett (Duke University), Sarah Morris (University of North Carolina – Chapel Hill)

Publisher: Association of College & Research Libraries

Chapter proposals are invited for Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries, a book examining how academic librarians can best support interns, graduate assistants, and practicum and field experience students (both LIS and other fields). We welcome proposals focused on philosophical perspectives, practical strategies, reflective essays, and/or case studies. In addition to contributions from staff working in academic libraries, we welcome contributions from LIS faculty and current and recent graduate students.

Proposals are sought for chapters related to the following themes. Proposals should be between 250-300 words, and final chapters will be between 3000-4000 words.

Preparing Graduate Students for Professional Roles

This section will explore how internships, assistantships, practicums, and field experiences can support the learning of graduate students in order to help readers consider how these programs benefit graduate students and how they might want to structure such learning experience in their institutions. We hope to see explorations of skill-based training and discussions of how to most effectively mentor graduate students through hands-on work.

Possible topics include but are not limited to:

• The role of internships, field experiences, and practicums in LIS or other forms of graduate education
• Developing professional workplace skills (e.g: “soft skills,” time management, project management, workplace communication, reflective practice, self-awareness)
• Preparing graduate students for the job search – job hunting, applying for professional positions, resume development, interview preparation

Logistics & Structures for Designing Graduate Student Work Experiences

This section will look at how to administer these types of positions and programs in order for readers to gain a bigger picture of what it takes to oversee this work.

Possible topics include but are not limited to:

• Strategies for structuring learning experiences for students (either programs or individualized experiences)
• Interviewing, selecting and/or hiring
• Developing a diverse and inclusive workforce and environment
• Onboarding and approaches to training
• Program assessment

Ethical Considerations

This section will examine the complex ethical issues surrounding these types of graduate experiences in order to help the reader consider how they will address these questions in their work.

Possible topics include but are not limited to:

• Issues surrounding paid versus unpaid labor
• Ensuring students receive credit for their work (e.g. course credit, acknowledgement)
• Issues related to balancing the organization’s needs and students’ learning and professional development needs

Managers’ Perspectives

This section will address the experience of the managers of these work experiences in order to give both new and seasoned managers insight into what these experiences will mean for them.

Possible topics include but are not limited to:

• Tips for mentoring and coaching
• The first-time manager perspective
• Emotional labor, boundaries, and self-care
• How to make it meaningful for you, your work, and your own professional goals

Students’ Perspectives

This section highlights LIS students’ perspectives on positive and negative aspects of their work experiences, and practical advice for making the most out of their internships, assistantships, etc.

Possible topics include but are not limited to:

• Finding and designing meaningful graduate student work experience(s)
• Strategies for self-advocacy
• Perspectives on career-preparedness
• Navigating workplace dynamics as a temporary employee
• Balancing work responsibilities with coursework and life experiences

Submission Procedure

Proposals should be submitted as a single email attachment to learninginactionlibraries@gmail.com

Proposals should include:

• Author name(s), institutional affiliation(s), job title(s)
• Brief description of your experience as a graduate student or working with graduate students in academic libraries
• Brief statement of your interests in professional writing
• Clear description of the topic you are proposing for a potential chapter (about 250-300 words)

Important dates:

Proposals due: January 27th, 2020
Authors notified and sent chapter guidelines: March 15th, 2020
Full chapters due: June 29th, 2020
Final revised chapters due: November 16th, 2020

For additional information contact:

Arianne Hartsell-Gundy, Duke University Libraries: arianne.hartsell.gundy@duke.edu