Call for Chapters: Training Library Instructors, Vol 1: A Guide for LIS Faculty & Graduate Programs & Vol 2: A Guide for Librarians & Academic Libraries
Edited by Matthew Weirick Johnson
Chapter Proposals due by 1 June 2022; Authors notified by 30 July 2022; First drafts due by 1 December 2022
Throughout higher education, teaching labor is undervalued and underresourced, and workers from graduate students to faculty to librarians (this is neither an exhaustive nor a mutually exclusive list) are expected to teach but often receive little or no formal training and may receive few or no opportunities for supervised teaching with feedback and reflection. In academic libraries in particular, librarians are increasingly expected to provide instruction as part of their job responsibilities; however, they often receive little or no formal training or practical, experience-based learning from their graduate programs, in work opportunities as students, or through on-the-job training as early-career librarians. These two edited volumes seek to intervene in this area by pulling together literature, reflections, and examples to support continued work in teaching librarians to teach.
These two edited volumes, to be published by ACRL Press, will outline case studies and best practices for developing and delivering teacher training for students and early-career librarians in academic libraries and LIS graduate programs.
Each volume will be separated into three general sections:
- Theory, Practice, and Need
- Case Studies
- Learner Reflections & Perspectives
A few ideas for potential proposals in each section are outlined below:
Theory, Practice, and Need
- a review of current literature on library school programs and curricula or on-the-job training in libraries
- an overview of the need for and value of peer-to-peer teaching & learning initiatives in libraries perhaps as related to other peer-to-peer library or university services
- a review of the literature on job ads, LIS syllabi, and/or LIS program offerings
- a survey of recent library school graduates or early-career librarians about how prepared they felt to do library instruction or what preparation they received in library school or on the job
Case Studies
- a practice or workflow for student workers, library school students, or early career librarians to shadow librarians providing instruction
- a course in a graduate program or an in-house training program in a library about teaching & learning, user education, information literacy, library instruction, etc.
- a community of practice, reflective practice, or peer support program for giving and receiving feedback about library instruction or learning and growing together
- a collaboration between a faculty member and a library or librarians to provide hands-on experience providing library instruction in any library setting
Learner Reflections & Perspectives
- experiences with library instruction or information literacy training in library school, on the job as a student worker, or on the job as an early-career librarian and the impact on your work
- lack of training in library school or work and the impact on your work
- approaches to learning about or getting experience with library instruction
- reflections on any training you have received - what worked well, what didn't, etc.
View the complete call for chapter proposals online, including additional information about timeline, chapter draft guidelines, and more information about the books.
Proposals should include the names and affiliations of all potential authors/contributors, the intended volume and section of the chapter, and a 500-word abstract, and can be submitted via a Google Form.
If you have any questions about the books or process or want to discuss an idea for a chapter proposal, please contact me at matt@mattweirick.com.
Cheers,
Matt
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Matthew Weirick Johnson (they/them/theirs)
Librarian for English & History
Lead for Teaching & Learning
UCLA Library
matt@mattweirick.com------------------------------