Tag: allied professions

Call for Submissions to 2024 ALA LHRT Research Forum: Trouble, Trouble, Trouble 

The Library History Round Table (LHRT) of the American Library Association (ALA) seeks proposals for its annual Research Forum, to be held in advance of the 2024 ALA Annual Meeting. 

To accommodate as many LHRT members as possible, the 2024 LHRT Research Forum will be held virtually on a date to be determined in early-to-mid June 2024.

 The theme of the Forum is “Trouble, Trouble, Trouble.” The Forum will examine libraries facing internal or external crises around the globe and across centuries. Each speaker will be asked to present for approximately 20 minutes, with a 10-minute Q&A to follow.

Possible topics may include, but are not limited to, histories of: 

  • Censorship, book banning, book burning
  • Libraries during wars and wartime conditions
  • Institutional financial difficulties and funding issues
  • Natural disasters and their impact on libraries and services
  • Survival and loss of libraries and staff
  • Disinformation and the spread of disinformation 

LHRT welcomes submissions from researchers of all backgrounds, including library students, practitioners, faculty, independent researchers, and those retired from the field. LHRT especially encourages submissions from early-career researchers.  

Each proposal must give the paper title, an abstract (up to 500 words), and the presenter’s one-page vita. Please indicate in the abstract whether the research is in-progress or completed. 

The LHRT Research Committee will select up to three authors to present their completed work at the Forum. Proposals are due January 31; successful proposals will be notified shortly thereafter. Completed papers are due May 31. 

Please submit proposals and direct inquiries to Alea Henle, LHRT Vice Chair/Research Committee Chair, at henlear@miamioh.edu. 

Research Committee Members: 

Alea Henle 
Jennifer Bartlett 
Catherine Minter 
Deborah Smith
Leah DiCiesare

CFP: Radio & Audio Media, Popular Culture/American Culture Assoc.

RADIO AND AUDIO MEDIA AREA, POPULAR CULTURE AMERICAN CULTURE ASSOCIATION CONFERENCE

March 27-30, 2024, CHICAGO

DEADLINE FOR SUBMISSION:  NOVEMBER 30, 2023

We invite papers and presentations on all aspects of radio and audio media, including but not limited to: radio and audio media history; radio and audio media programs and content (music, drama, talk, news, public affairs, features, interviews, sports, college, religious, ethnic, community, low-power, pirate, etc.); podcasting (news, public affairs, commentary, drama, branded content); new audio media (internet radio, streaming audio, etc.); audio social media (Clubhouse, Twitter Spaces, Reddit Talk, etc.); radio literature studies; media representations of radio and audio media; rhetorical research; legal and regulatory policy; economics of radio and audio media; and radio and audio media technology. We welcome U.S., international, or comparative works and media presentations. We are catholic regarding method, theory, or approach. Papers or presentations should be planned for no more than fifteen minutes. We encourage you to emphasize audience involvement and elicit stimulating questions and discussion.

Recent papers have focused on authorship and performance in BBC radio drama (“Sir Lenny Henry & BBC Radio”), actual play podcasts )“Remediating Narrative Experience: The Symbolic Work of Actual Play Podcasts”), and Jordan Peele’s Quiet Part Loud (“The Viral Orality of Hate: Right- Wing Radio in Quiet Part Loud”). 

Paper or presentation proposals must include an abstract of 200 words and paper or presentation title, and author’s institutional affiliation and email address. We do not accept undergraduate student submissions. Submit your paper or presentation proposal to: https://www.aievolution.com/pcaaca/

The proposal will include an abstract of 200 words and paper or presentation title, institutional affiliation, and email address. In order to submit a paper or presentation proposal, your PCA membership must be valid for 2023-2024. 

Address paper or presentation proposals or inquiries via email to:  Matthew Killmeier, PCA/ACA Radio and Audio Media Area Chair, Dept. of Communication and Theatre, Auburn University at Montgomery, mkillmei@aum.edu 334-244-3950 (work) 207-317-7693 (mobile).

November 30, 2023 Deadline for Paper Proposals

December 15, 2023 Travel Grant Applications Due

December 31, 2023 Early Bird Registration Ends for Presenters

January 31, 2024 Regular Registration Ends for Presenters

February 10, 2024 Late Registration Ends for Presenters

*Presenters not registered by Feb. 10 will be dropped from the program.

Contact Information: 334-244-3950 

Contact Email: mkillmei@aum.edu

URL: https://www.aievolution.com/pcaaca/

CFP: HEX Conference 2024 – Memory, Temporality and Experience

Call for Papers
Date: September 18, 2023 – November 28, 2023
Location: Finland

The new history of experience seeks to comprehend the complex, multidimensional relationships between history and experience. As a burgeoning field of study, it is self-reflective and dynamic, with scholars constantly refining their approaches, and indeed reassessing the notion of experience itself. To develop the history of experience into a robust historical approach, scholars continually ask probing questions regarding sources, concepts, methods, and methodologies. In this vein, the organisers of the sixth annual HEX conference have chosen to interrogate the concepts of memory and temporality as modes of experience. This thematic focus aims to encourage scholars to reflect on experience beyond its external traces, and to mine the more elusive spheres of the internal, the cognitive, and the unconscious. We are looking for panels and papers that consider how, or even if, memory and temporality are complicit in processes of experiencing; that is, how memory and temporality might influence, nurture, define, or disrupt individual and group experiences.

This theme will provoke some important and challenging questions, for example:

  • how might experience influence ephemeral concepts such as memory and temporality?
  • how might structures and understandings of time and memory shape experience?
  • how does experience, or remembered experience, change over time and what conditions impact on the changes?
  • how might one experience memory and temporality (materially, visually, physically, psychologically, emotionally, collectively, individually, institutionally – the list could go on) and what evidence can historians effectively use to capture this?
  • what is the impact of situated contexts on what is remembered (or deemed worth remembering)?
  • what role does historical consciousness have in selective memory, challenges to memory or experiences of the past?
  • how might temporality affect ways of remembering and the experience of what is remembered (including forgetfulness, situated trauma, silence, repression, and lying or truth telling)?
  • what methodologies are best suited to exploring the intersection of experience, memory, and temporality?

Panel Proposals and Individual Paper Proposals

The organisers invite scholars working both within the history of experiences (ancient, mediaeval, modern, from all regions of the world) to submit proposals. Contributions from disciplines other than history are warmly welcome, as long as they take a view on historical experience. We anticipate that a diversity of perspectives will be most effective in broadening our current conceptions of experience, gaining insight into the broader processes that impact it and expanding the pool of source materials deemed effective in the pursuit of historical experience. We encourage proposals for both coherent panels comprising three to four papers, or individual paper proposals.

Please submit your proposal by 28 November 2023 via this link according to the following instructions. All proposals MUST address the concept of experience in addition to memory and/or temporality. The conference will take place in person only.

  1. For complete panels, send a joint 400-word abstract, together with brief bios and paper titles for each proposed speaker.
  2. For individual papers, send a 250-word abstract together with a brief bio.

Online Video Poster Competition

We also invite submissions for an online video poster session and competition. We especially encourage submissions from doctoral students and early career researchers who cannot make it to Finland but who would like both to share their ideas and to discuss them with scholars working in the field. As per the conference theme, posters must directly engage with the concept of experience along with memory and/or temporality. The posters will be strictly 5 minutes maximum in length. Posters that fit the criteria will be uploaded to the HEX website before the conference where an associated discussion board will be available for commentary and critical discussion. A selection of posters will be chosen by a committee for a hybrid screening and discussion session at the conference. €To participate in the poster video competition, please send an email to hexconference@tuni.fi. We will send you detailed information on how to make and submit the video. The deadline for video posters is 1 February 2024.

For questions and more information, please write to hexconference@tuni.fi.

Keynote speakers

Professor Rebecca Clifford, Transnational and European History, Durham University

Professor Bart van Es, English Literature, St Catherine’s College, Oxford University

Dr Ulla Savolainen, Folklore studies, Department of Cultures, University of Helsinki

Bart van Es has also kindly agreed to direct a workshop on writing creative non-fiction as part of the conference program.

Contact Information

Conference Coordinator Mikko Kemppainen

Contact Email

hexconference@tuni.fi

URL

https://events.tuni.fi/historyofexperience/

CFP: Feminist Media Histories – Special Issue on Gender, Media, and DevelopmentalismCFP:

Guest Editors: Dalila Missero & Masha Salazkina 

With this special issue of Feminist Media Histories we invite contributions that explore the historical role of gender within media production explicitly engaged in developmentalist projects. As an ideological and political framework, developmentalism became especially prominent between the 1950s and the 1990s to conceptualize, discuss, and tackle global inequality. Based on the certainty that economic growth inevitably leads to social progress and modernization, it has been a dominant paradigm driving state and inter-governmental support for various institutional media projects, especially in the context of Asia, Africa, and Latin America on both sides of the Iron Curtain. In a more latent way, developmentalist discourses and representational regimes—as well as their critiques—have also been central to much film and media production in these regions, from radical, grassroots, or independent media collectives to commercial filmmaking. With the inauguration of the United Nations Decade of Women (1975-1985), the issue of gender inequality became increasingly central in developmentalist debates and policies, in tandem with and in response to the agenda of the international women’s movement. Media representations and infrastructures have played a key role in shaping these intersecting processes in a way that remains to be fully explored in media history.  

Analysis of developmentalist media, especially with regards to questions of gender, are also in continuity with post-colonial and intersectional inquiry across and beyond film and media studies. The rejection of the basic tenets of developmentalism embedded in the colonial matrix of power (key among them universalism and the belief in economic indicators as a measure of progress) form the core of the decolonial critique, which emerged around the same period. The status of indigeneity as a distinct epistemological  position, political project, and a way of life likewise stands in sharp conflict with developmentalist projects promoted by states and international institutions intended to  overcome “underdevelopment.” Bringing these perspectives together, decolonial feminism’s attention to patriarchal, misogynistic, and homophobic tensions at work in anti-colonial and anti-capitalist struggles has foregrounded intersectional forms of oppression and shifted the locus of knowledge production to the concrete experiences of women’s struggles across the Global South, with indigenous women often offering the most compelling alternatives to the dominant epistemological paradigms.  

Investigating media projects that resulted from the inevitably contradictory intersection of global developmentalist politics (which have increasingly focused on women and indigenous communities) and on-the-ground women’s movements in Asia, Africa, and  Latin America therefore presents a particularly productive area of transnational decolonial feminist media scholarship. Such gendered understandings and narratives of developmentalism, diverse venues of media production, circulation and reception  advancing these notions, and local and transnational responses to them, however, have certainly not been limited to the recent decades. Research on the broader history of  intersections of gender, media, and developmentalism is yet to be integrated within feminist media historiographies. 

To this end, this special issue seeks to foster new knowledge and develop shared theoretical and methodological frameworks for exploring this topic. We welcome scholarship on different types of media (film, television, radio, digital media, etc), situated within a wide historical period, and from a variety of geographic and geopolitical positions. Contributions may focus on specific case studies as well as on broader methodological and theoretical questions. Possible topics include: 

  • Representations of gender, indigeneity, coloniality, and global inequality in developmentalist media 
  • Feminist (mediated) responses to developmentalism 
  • Queer and trans activism and developmentalist media 
  • Developmentalist media and social, political, and anti-colonial movements
  • Differences and similarities in gender politics of developmentalism across the Cold War divides and their corresponding media forms and ideologies 
  • Archives, counter-archives, technologies, and infrastructures of developmentalist media  
  • Developmentalism and mediated representations of the future 
  • Institutions and agencies (United Nations, UNESCO, the World Bank) as well as governments and NGOs as production sites of media content on gender and  development  
  • Developmentalism in the context of contemporary sustainability and environmental programs (i.e., SDG 2030 agenda), and its intersections with today’s ecofeminist movements and digital media practices 
  • Comparative and/or transnational studies of developmentalism and media

Interested contributors should contact guest editors Dalila Missero and Masha Salazkina directly, sending a 500-word proposal and a short bio no later than February  1, 2024 to d.missero@lancaster.ac.uk and salazkina.masha@gmail.com; contributors will be notified by March 1, 2024; article drafts will be due by October 1, 2024 and will then be sent out for peer review.

Contact Information
Yumo Yan, Managing Editor of Feminist Media Histories: An International Journal

Contact Email
yy2887@uw.edu

URL: https://online.ucpress.edu/fmh/pages/cfp

New Issue: Journal of Folklore and Education

“Teaching with Folk Sources,” now available at https://jfepublications.org

This 10th Volume of the Journal of Folklore and Education offers two issues packed with resources and content. Expanding mainstream notions that primary sources are historical documents housed in hard-to-access archives, this volume showcases archival items that expand our vision of community, self, the past, the future, art, pedagogical opportunities—and, yes, history.

Vol. 10 Issue 1: Teaching with Folk Sources

What if young people saw themselves in an archive? Recognized their families and the arts of their communities in a folklife collection? Grew curious about documenting what is going on in their communities? Explore these possibilities in Issue 1: “Teaching with Folk Sources: Listen, Observe, Connect.”

Vol. 10 Issue 2: The Curriculum Guide

Issue 2 features work by our consortium project Teaching with Folk Sources, funded by the Library of Congress Teaching with Primary Sources (TPS) program. Find frameworks and detailed lesson plans from Local Learning’s TPS consortium project members and their educator partners, organized as a Curriculum Guide.

Call for Submissions: Collaborative Librarianship

Countering Weaponized Tradition: Libraries and Archives Using Collaboration and Tradition as a Catalyst for Progress

Guest edited by Erin Renee Wahl and Arlene Schmuland

A lot has been written on the benefits of understanding the history and traditions of organizations when you join the team, but not a lot has been written on the ways history and tradition can be used to affect an organization negatively, or what actual tangible progress comes from understanding this history and using it to instigate positive change. This special issue seeks to open a dialogue that might offer a broader, honest perspective of progress informed by organizational history and traditions in libraries and archives. This issue will explore how librarians or archivists have taken institutional history and tradition and pivoted the narrative towards progressive changes. A relevant topic even prior to 2020, the onslaught of the COVID-19 pandemic showed libraries and archives where their organizations were weakest and has left even the strongest organizations wondering how to leverage tradition for future diversification…and who else to bring into the process. In addition, library and archives employees who were already taxed by the tough realities of work are now asking more serious questions about their work environments and wondering how to leverage traditions and collaborations to create a more progressive work environment.

Some topics you might want to consider include:

  • How do you create buy-in in your library/archives/department to change legacy practices?
  • What pre-COVID traditions has your library/archives shifted as you return to normal? What led you to make this change?
  • What assessment methods do you use to inform shifting traditional practices? Where is your change originating from?
  • How do you encourage new librarians and staff members to utilize their expertise to implement change?
  • Legacy and tradition are not necessarily bad. What legacy practices have you deliberately maintained and why? What led you to this decision?
  • How do you create balance between legacy practices and progressive momentum?
  • It’s not just about planning for shifts: almost every practice shift requires significant labor to achieve. Whether that’s temporary work or changing existing workloads: how have you managed the labor costs of practice changes?
  • How do you work flexibility for change into strategic planning and core library documents?
  • And any other topics you think might be relevant to this!

Don’t forget the collaborative focus…

In keeping with the overall focus of the journal Collaborative Librarianship, all proposals and articles must focus on collaborative approaches to changing weaponized traditions. These approaches will have utilized cooperation between multiple departments, organizations, libraries, archives, etc. rather than an approach handled by single entities. Collaborating entities can be from the same institution but it must be made clear how this cooperation entailed working outside of what departments, etc. have done in the past, and what is “typical” in our field. In addition, we hope to prioritize articles written by co-authors in different libraries, archives, departments, and other disciplines who did this work together.

Please make sure you familiarize yourself with what Collaborative Librarianship prefers to publish by perusing recently published issues and visiting these webpages:

Authors should submit proposals or fully finished articles using the form and instructions to the guest editors via this link: https://forms.gle/QPC1GxbhKe1c5sfo8

ISHMap Call for Proposals: 2024 Prize for Map Projects

Prize for Projects in Map History 2024

The International Society for the History of the Map (ISHMap) is pleased to invite nominations and self-nominations for its Prize for Projects in Map History.  

The ISHMap Prize in for Projects in Map History, awarded every two years and presented at the ISHMap General Assembly, will recognize a project that explores the history of maps and mapping outside of the format of an academic paper, book, or edited collection in a way that increases accessibility and engagement with maps and map history through innovative presentations. The prize will uplift projects that seek to expand the subjects, audience, scope, and/or methodology of engaging with the history of maps and mapping. Projects can take many forms including, but in no way limited to, physical exhibitions, datasets, online exhibitions, multimedia projects such as podcasts and films, thematic maps, games, and digital products.

The prize, to be announced at the Society’s General Meeting during the ICHC in July 2024, will consider projects that debuted or were substantively updated in 2022 and 2023.

Click here  for full prize description, and here for submission form

Deadline for nominations and self-nominations is December 31, 2023.

CFP: Special Libraries, Special Challenges Column of Public Services Quarterly

Call for Submissions 

The “Special Libraries, Special Challenges” column of Public Services Quarterly is currently seeking submissions that explore all aspects of working in a special library. Each piece is approximately 2,000 words and focuses on practical ideas rather than theory. Case studies are welcome.  

Column Description 

“Special Libraries, Special Challenges” is a column dedicated to exploring the unique public services challenges that arise in libraries that specialize in a particular subject, such as law, medicine, business, and so forth. In each column, authors will discuss public service issues and solutions that arise specifically in special libraries.

Potential Article Topics

  • Impact of tourism on librarianship/collections that attract “fan” researchers
  • Profile of libraries/archives at professional organizations
  • Profile of libraries supporting the work in various branches of government   
  • Rebuilding library services and facilities after a building disaster (fire, flood, earthquake, hurricane, etc.)
  • Innovative pilot projects 
  • Developing programs for students and/or faculty
  • Professional and continuing development for library staff
  • AI and library services
  • Emerging trends, such as empirical research, data analytics and alt-metrics 
  • Teaching various literacies (information, media, technology, etc.) 
  • Other ideas welcomed!  

Contact 

Special or subject-matter librarians interested in authoring a piece for this column are invited to contact the co-editors, Patti Gibbons (pgibbons@uchicago.edu) or Deborah Schander (deborah.schander@ct.gov).   

Call for Proposals: ARL IDEAL 2024—Inclusion, Diversity, Equity, and Accessibility in Libraries & Archives Conference

The Association of Research Libraries (ARL) is now accepting proposals for the 2024 Inclusion, Diversity, Equity, and Accessibility in Libraries & Archives (IDEAL) Conference, to be held July 15–17, in Toronto, Ontario, Canada.

The conference theme is Sustainable Resistance and Restoration in Global Communities.

To be considered, proposals should include:

  • Title of session
  • Abstract (up to 1,500 characters)
  • Learning outcomes
  • Outline
  • Keywords

Proposals should consider how the content of the session connects to the larger landscape of diversity, equity, inclusion, accessibility, and justice (DEIA/J) and how the session reasonably engages adult learners.

The internal review process is masked; no personal identifiable information (such as names, institutions, social identities) should be included in the proposal. These pieces of information will be collected separately.

The deadline to submit proposals is September 15, 2023, 11:59 p.m. Hawaii–Aleutian time zone (UTC-10:00).

PLEASE USE THE IDEAL 2024 PROPOSALS SUBMISSION SITE

We look forward to reviewing your proposal and creating a well-rounded conference for our attendees!

Please reference the Presenter FAQ or contact learning+dei@arl.org with questions or any accommodation requests.

About the Association of Research Libraries

The Association of Research Libraries (ARL) is a nonprofit organization of research libraries in Canada and the US whose vision is to create a trusted, equitable, and inclusive research and learning ecosystem and prepare library leaders to advance this work in strategic partnership with member libraries and other organizations worldwide. ARL’s mission is to empower and advocate for research libraries and archives to shape, influence, and implement institutional, national, and international policy. ARL develops the next generation of leaders and enables strategic cooperation among partner institutions to benefit scholarship and society. ARL is on the web at ARL.org.

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