SIG Presentations
SIG Programs for 2010 Conference
Submissions:
Doctoral Panel Title: Interviews and Beyond! Job Talks, Site Visits and Negotiating Your First Position SIG Co-Conveners:
Panel description: In the current economic climate doctoral students and recent Ph.D.s face a highly competitive market for new faculty positions. Yet most students enter this competition with little prior experience with the academic job market, and a weak understanding of how new faculty are selected by different programs or how to evaluate and negotiate successfully earned offers.
This SIG panel will provide attendees with strategies for navigating the interview process and subsequently evaluating and negotiating successful offers. Panelists will demystify how their programs evaluate potential candidates based on their performance during telephone interviews, on-campus visits and job talks. We will offer recommendations that candidates can use to prepare for the various phases of the interview process. But the job seeker’s quest doesn’t end at the interview. Candidates must also understand the possibility of negotiating start-up packages, teaching loads, research support and the requirements for receiving tenure if an offer is received. Panelists will introduce attendees to tactics for negotiating offers that get their careers started on the right foot.
Panel attendees will leave with a clearer understanding of the interview and offer negotiation process and an increased sense of confidence as they transition from students to junior faculty members.
The panel will include three speakers who have successfully negotiated the faculty hiring process. The plan is to invite two recent tenure-track faculty hires and one experienced Faculty Search Committee member. One goal of the panel session is to facilitate an informal, comfortable discussion between panelists and audience members. Therefore, the room will be set up to facilitate a discussion rather than a lecture, with chairs arranged in concentric circles with the panelists in the center. Each panelist will have five minutes to introduce his or her background and experience with the faculty hiring process, but the bulk of the session time will be devoted to a lengthy question and answer session with the audience. Audience members will be encouraged to ask anything about the faculty hiring process they are unsure about, want to know, or think will help them and others improve their campus visit experiences
Contact Information: Panelists Dr. Leigh Estabrook Dean Emerita Graduate School of Library and Information Science University of Illinois
Melanie A. Kimball Assistant Professor Graduate School of Library and Information Science Simmons College
Linda Most Assistant Professor The Graduate School at Valdosta State University, MLIS Program
(3) New Faculty New Faculty SIG Understanding IMLS Funding: an Insider’s Viewpoint
Establishing a teaching, publishing, and service agenda is difficult, and obtaining funding from outside sources to support research has become an added burden for many academics. The grant process is mystifying and can be discouraging, but there is hope! This SIG program will help new faculty better understand the grant process in one of the major funders of grants to LIS faculty, the Institute of Museum and Library Services. Graduate LIS programs and faculty may apply for different types of IMLS grants, including the Laura Bush 21st Century Librarian Grants (LB21) Program. Program officers Kevin Cherry and Chuck Thomas will discuss this and other relevant grant programs, and cover in detail the LB21 program's funding categories and eligibility requirements. They will explain the IMLS grants process from proposal preparation, through submission and review, to award announcements and project implementation and reporting. The presentation will be tailored to the interests of early-career untenured faculty in LIS graduate programs, but will include information useful to any faculty member, including tenured professors in a mentoring role.
Contact information:
Jenny Bossaller, PhD
Kevin Cherry and Chuck Thomas, IMLS
(6) Distance Education
ALISE 2010 ANNUAL CONFERENCE PANEL PROPOSAL
Title: Setting the Tone for Collaborative Learning: Orientation for Online Students
Participants: Moderator: Diane Barlow, College of Information Studies, University of Maryland Panelists: Elizabeth Aversa, School of Library and Information Science, University of Alabama Stephen Bajjaly, School of Library and Information Science, Wayne State University Trudi Bellardo Hahn, College of Information Studies, University of Maryland June Lester, School of Library and Information Studies, University of Oklahoma Beth Riggs, School of Library and Information Science, University of Alabama Nancy Roderer, Welch Medical Library, Johns Hopkins University
Panelists have a wide variety of personal experiences in administering Web-based programs, teaching online courses, and providing student and technology support, and/or have conducted formal research studies comparing the effectiveness of online vs. traditional classroom instruction.This panel presentation is sponsored by the ALISE Distance Education SIG.
Session Description: Online education in the field of Library and Information Science facilitates enrollment and participation by diverse and geographically-dispersed students. As with traditional, face-to-face programs, online graduate education demands ongoing, interactive, productive collaboration between students, faculty, and content. Questions have arisen about how best to administer this mode of delivery and how to address differences in the cultural, linguistic, and pedagogical expectations of students and faculty that may affect learning outcomes. Limited empirical and anecdotal evidence to date indicates that online students have less accurate up front understanding of the demands and expectations of online education and are more likely to drop out – often without warning. In order to help ensure student retention and success, orienting new online students provides one mechanism to improve the awareness level of online students and to better “cocoon” online students into the program’s overall learning community. Panelists from various online degree programs will compare and contrast in a conversational, interactive format how they conduct orientation for online students, with opportunity for participation and contribution by attendees.
Session delivery: Barlow will introduce each panelist who will speak for 5 minutes about how their respective Schools orient online students. After each presentation, other panelists will make additional comments followed by questions and comments from the audience. After all six presentations are completed (which will take about an hour or so), the floor will be open for 20-25 minutes of general discussion. Hahn will act as recorder to capture and compile the additional comments.
Session outcome: The panelists’ and audience participants’ answers to the questions, as well as additional questions and observations will be compiled as the session progresses and a final document will be made available and emailed to all attendees who wish to receive it.
Contact Information:
Organizer: Stephen Bajjaly, [email protected], 313.577.0350
Panelists: Elizabeth Aversa, [email protected] Diane Barlow, [email protected] Trudi Bellardo Hahn, [email protected] June Lester, [email protected] Beth Riggs, [email protected] Nancy Roderer, [email protected]
Gender Issues A Warning and an Antidote: Essentialism and Care in a Female-Intensive Profession
Mini-Abstract: Librarianship’s status, relationship to information science, threatened deprofessionalization, and similar issues viewed through the feminist lenses of Gayatri Spivak and Joan Tronto reveal surprising results and ramifications for LIS education.
Session description: This paper will introduce a conceptual framework drawn from Spivak’s observations on essentialism and Tronto’s version of the ethic of care as applied to women’s issues in librarianship and their potential impact on professional practice. The paper will close with implications for LIS education.
Melodie J Fox and Hope A Olson School of Information Studies, University of Wisconsin-Milwaukee
Essentialism, the belief that any category of things or group of people is characterized by certain attributes held by all members of that category or group, has been a factor for librarians and our users. Revaluing stereotyped women librarians; librarianship as the foil of a masculine-identified information science; more subtly, the cooperation that enables standardization; and efforts to incorporate diversity into our standardized practices all amount to what Gayatri Spivak terms “strategic essentialism” – the tolerance of essentialist practice to attain ideological ends. Essentialized professional practice (“just download the OCLC record as it is”) risks fostering a non-critical anti-intellectualism that could lead to deprofessionalization, as standards are constructed remotely from practice, service is homogenized, and regard for context is excluded. Feminist political scientist Joan Tronto provides an antidote to essentialism by suggesting a theory of care that embraces relationships, responsibility, and context in ethical decision-making. Librarianship, a profession with the feminine as the norm, allows us to capitalize on those stereotypically female attributes of caregiving, relationship-building and context-seeking—all elements of care and collaboration—by bringing the attributes of the private sphere into the public sphere of the library. Recognizing the threats of essentialism for ourselves and our users lets us address individual differences as well as societal diversities through contextualization and care. This paper will introduce a conceptual framework drawn from Spivak’s observations on essentialism and Tronto’s version of the ethic of care as applied to women’s issues in librarianship and their potential impact on professional practice. The paper will close with implications for LIS education.
Chief contact: Hope A. Olson, Professor and Associate Dean
Melodie Fox: [email protected] School of Information Studies
Historical Perspectives
The Age of Collaboration: Public Libraries and Partnerships, 1900-1938 Historical Perspectives SIG Program Proposal – ALISE 2010 Contact: Cindy Welch (contact info below)
Description:
Outcomes:
Speakers/contact Information:
Jennifer Burek-Pierce, panelist Assistant Professor, School of Library and Information Studies University of Iowa 3087 Main Library Iowa City, IA 52242-1420 Email: [email protected] Phone: (319) 335-5716; Fax: (319) 335-5374
Melanie Kimball, panelist Assistant Professor, Graduate School of Library and Information Science Simmons College 300 The Fenway Boston, MA 02115-5898 Phone: (617) 521-2795; Fax: (617) 521-3192 Email: [email protected]
Cheryl Knott Malone, panelist Associate Professor, School of Information Resources and Library Science University of Arizona 1515 E. First St. Tucson, AZ 85719 Phone: (520) 621-3957; Fax: (520) 621-3279 Email: [email protected]
Cindy Welch, Moderator/panelist Assistant Professor, School of Information Sciences University of Tennessee 455 Communications Building; 1345 Circle Park Drive Knoxville, TN 37996 Phone: (865) 974-7918; Fax: (865) 974-4967 Email: [email protected]
Information Ethics
TITLE: Integrating Ethics across the Curriculum in Library and Information Science: An interactive Discussion on Research and Practice ALISE SIG IE Proposed Session for 2010 Conference
Session Moderator: Toni Carbo, Professor, Drexel University, College of Information Science and Technology (The iSchool), Center for Graduate Studies, One Capitol Mall, Sacramento CA 95814
Speaker: Bernie Todd Smith, Health Information Consultant, PhD Candidate,, Warner Graduate School of Education, Dewey Hall, University of Rochester, Rochester, N.Y. 14627 [email protected]
Sponsor: SIG Information Ethics
Program Description
Ethics is an important component of graduate professional education, and ALISE encourages its teaching, especially as focused on Information Ethics, in LIS programs. Although many programs claim to integrate ethics instruction, there has been little research on the extent to which this has been done, and less still on how this has been. This session provides an overview of a recently completed study that expands on the literature on the topic by: (1) Exploring the efforts across twenty LIS programs in providing students with significant grounding in ethics, (2) investigating the strategies that fifteen outstanding teachers use to integrate ethics into core courses, and 3) convening a focus group of seven LIS administrators whose discussions add texture to the investigation. The key findings fall into two dimensions – institution-wide trends in ethics and teacher specific integration within courses. Smith will report on her findings and attendees will be encouraged to discuss them, including: 1) curricular restrictions (e.g., whether technology courses adequately address ethical issues or indications that some students want to learn only what they think are employable skills); 2) the concern that some faculty believe they lack sufficient ethics education or job experience; 3) institution-wide strategies for and difficulties of initiating and implementing the integration of ethics into the curriculum (e.g., relying on discussions about integrating ethics into courses during faculty meetings); 4) selecting the most effective teaching techniques, including methods for teaching Codes of Ethics; 5) teaching ethics as a skill, such as one school’s project to view IE as a toolkit; and 6) how teaching of ethics in LIS programs compares to teaching it in other professions, such as business, law, engineering, or medicine. This session will provide an excellent opportunity to learn about current practices and to share experiences about integrating ethics into LIS curricula.
Information Policy Panel Title: Information Policy Issues and Impacts from the Broadband Technology Opportunities Program (BTOP)
SIG Co-Conveners: Mary Stansbury, PhD, Associate Professor & Program Chair, Library & Information Science, Morgridge College of Education, University of Denver, and Bradley Wade Bishop, Doctoral Candidate and Graduate Research Associate, Information Use Management & Policy Institute, School of Library & Information Studies, College of Communication & Information, Florida State University
Panel Description: The American Recovery and Reinvestment Act makes funding available for broadband build-out to public libraries through the Broadband Technology Opportunities Program (BTOP) administered by the National Telecommunications and Information Administration (NTIA) (http://www.ntia.doc.gov/broadbandgrants/). The release of the Notice of Funding Availability in July 2009 left many questions unanswered as to how exactly libraries and library consortia can apply for and utilize NTIA funds to deploy broadband Internet to the library and the community it serves. These funding opportunities represent an opportunity for libraries and information centers, but many policy issues are as yet unclear.
This panel will provide an overview of the BTOP, discuss the process by which Wave I BTOP awards were made, identify key information policy issues the program and awards has raised, and consider the impacts from the program on Library Information Science (LIS) curriculum. More specifically the panel’s objectives are to:
Outcomes from this panel include increasing the knowledge and awareness of participants on the BTOP and some of the information policy issues it has generated or affected, developing strategies that the LIS community might employ to address and resolve these issues through partnerships; and offering practical strategies for how the BTOP and related information policy issues can be best incorporated into LIS curriculum.
The panel will include three to four speakers with backgrounds in information policy, experience working with the BTOP program, and knowledge of telecommunications policy issues. Each panelist will prepare a 15-20 minute discussion, and the remainder of the time in the session will be available for a question and answer period with the audience.
Mary Stansbury Associate Professor, and Program Chair Library & Information Science Morgridge College of Education University of Denver 2450 S. Vine Street--JMAC Bldg. Denver, CO 80208
Bradley Wade Bishop Florida State University College of Communication & Information School of Library & Information Studies 010 Louis Shores Building 142 Collegiate Loop, PO Box 3062100 Tallahassee, FL 32306-2100 850-645-5683
Charles R. McClure, PhD Francis Eppes Professor, and Director Information Use Management & Policy Institute Florida State University
Carrie Lowe (invited) Internet Policy Specialist American Library Association Office of Information Technology and Policy 50 East Huron Street
Mary Stansbury, PhD Associate Professor, and Program Chair Library & Information Science Morgridge College of Education University of Denver 2450 S. Vine Street--JMAC Bldg. Denver, CO 80208 303-871-3217
International Library Education Title: Creating a “culture of collaboration” across cultural borders.
Rebecca Miller, International Library Education SIG Convener, University of Kentucky Panel participants: Mary Wagner, St. Catherine’s University, [email protected] Barbara Ford, Mortensen Center, University of Illinois Urbana-Champaign, [email protected]
School Library Media
ALISE 2010 Conference Proposal for a Panel Session for the School Library Media SIG Boston, MA
Title: Cultural Competence in School Librarianship
Presenters: Patricia Montiel Overall University of Arizona School of Information Resources and Library Science
Robin A. Moeller Indiana University, Indianapolis, School of Library and Information Science Cultural Competence: Understanding the Gender Preferences of Graphic Novels as Curricular Materials
Tom Adamich, President, Visiting Librarian Service, Senior Executive Consultant for Mitinet, Inc. Cultural Competence in Promoting Multiple Language Access
Purpose: The School Library Media SIG proposes a panel discussion around developing cultural competence in school librarianship. The purpose of the panel is to provide a framework for cultural competence for school librarians and to identify ways in which cultural competence is demonstrated in school libraries.
Structure: This informal discussion will focus on key issues facing school librarianship, which require cultural competence.
Content: Patricia Montiel Overall will present a framework for cultural competence for school librarians, which draws heavily on the work of other service professionals in health, social work, and psychology. Models for cultural competence from professional in fields outside library and information science form the basis for the framework. Essential terminology will be discussed strategies for developing cultural competence within school settings will be identified.
Tom Adamich will discuss cultural competence in providing equitable access to information for non-native English speakers, specifically Spanish speakers. Equitable access is an essential component of the American Library Association’s Library Bill of Rights (http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/accessresources.cfm). The purpose of this portion of the presentation is to identify the role that multiple-language access for non-native English speakers plays in K-12 school library instruction. Tom will examine both linguistic and sociological aspects of multiple language access and he will identify metadata tools, which may be available to promote multiple language access.
Barbara Schultz-Jones will focus on school libraries in international schools where librarians must work with individuals from diverse cultural backgrounds. Cultural competence in this environment requires respect and understanding for cultural differences and extends to an appreciation for children who grow up in a foreign country but are not an integral part of it. Children who infrequently visit their country of citizenship may find they relate best to others in similar situations because of shared experiences in a “third culture,” which requires the development of “intercultural literacy”. Participants will have an expanded understanding of:
Chair: Patricia Montiel Overall, Ph.D.
Dr. Patricia Montiel Overall is an Associate Professor at the University of Arizona School of Information Resources and Library Science. Patricia’s research agenda involves collaboration between school librarians and teachers. Her research, funded by an IMLS grant, is on the effect of teacher and librarian collaboration on science information literacy of Latino students. Other areas of interest include diversity, equity of access, and information literacy. Her article “Cultural Competence: A Conceptual Framework for Library and Information Science Professionals” was recently published in the Library Quarterly.
Robin Moeller, Ph.D. Visiting Assistant Professor (317) 274-0114
Robin Moeller is a Visiting Assistant Professor at Indiana University. Her research interests include children and young adult multicultural literature and recently presented a paper at the American Educational Research Association on multicultural competence in the library. Her interests also include gender issues and graphic novels.
Barbara Schultz-Jones, Ph.D
Tom Adamich, MLS
Tom Adamich has been librarian since 1992, and a certified teacher-librarian since 2000. A graduate of the Kent State University (Ohio) School of Library/Information Science and KSU College of Education School Library Media Certification), Tom has been a teacher-librarian and consultant for the Indian Valley Local Schools (Ohio) since 1999 and president of the Visiting Librarian Service, a contract librarian firm he has operated since 1993. Tom has also served as the Cataloging Librarian/ Government Documents Librarian and Assistant Professor of Learning Resources at Robert Morris University in Pittsburgh, Pennsylvania from 2005-2008. He is currently Head of Metadata Services, Muskingum College, where he administers the library’s technical services operations and manages its participation in the Federal Depository Library Program. His primary research focus, since 1998, has been K-12 cataloging/metadata creation and its connection to school curriculum, critical thinking skill development, and standards-based education. Tom has written several articles on the important role of metadata in equitable access including "Foreign language cataloging, non-native English speakers and equitable access" (in "Technicalities 29,2 March/April 2009 pp. 7-11) and “El objetivo de la catalogacin para asuntos de acceso equitativo” (The purpose of the cataloguing for matters of equitable access: Spanish language cataloging and ‘everyday’ approaches for Non-native English speakers in Knowledge Quest 37, 5 June/July 2009 pp. 41-44).
ALISE Technical Services Education SIG Program Request
Title: Technical Services : Past, Present, Future
Presenters: Janet Swan Hill, Michael Gorman, & Arlene Taylor
Libraries are experiencing profound changes in the way materials are cataloged and retrieved, and how technical services work is performed and managed. The new cataloging rules, Resource Description and Access ( RDA), will force technical services departments and libraries to change their practices. A smooth implementation of RDA will require successful collaboration of many stakeholders. This panel discussion will focus on the history of technical services, particularly focusing on the transition from AACR1 to AACR2. This discussion will provide an historical perspective to cataloging rules implementation. The purpose is to learn from past successes and failures in order to assist the library profession in the transition from AACR2 to RDA. This is especially relevant to the future of library and technical services practice and education.
19. Youth Services ALISE Youth Services SIG 2010
Contacts: Brian W. Sturm, Associate Professor School of Information and Library Science CB #3360, 100 Manning Hall University of North Carolina at Chapel Hill Chapel Hill, NC 27599-3360 Phone: (919) 962-7622
Jamie Campbell Naidoo, Ph.D., Assistant Professor Pauline Foster-EBSCO Endowed Professorship School of Library and Information Studies University of Alabama 513 Gorgas Library - Box 870252 Tuscaloosa, AL 35487-0252 [email protected] Phone: 205-348-1518 |
L. diversitatem contrariety, disagreement, difference, f. diversus DIVERSE.]. The negative overtones speak volumes! Given this history, is it any wonder that people struggle with the concept and often prefer not to talk about it? But we should talk about it; we must talk about it, as the shifting demographics in the United States and Canada demand our attention. The changing age and ethnicity of North Americans have been getting considerable attention in the media lately. What does this mean for young people? What about the other aspects of diversity that do not get equal media play? How can libraries and information agencies for youth become more inclusive so that all people feel they have a voice and, through it, the power to affect positive change in society? How do we educate students to understand and embrace this culturally pluralistic world? How does this world impact our research and/or our funding sources?