Member of the Week: Kenny Garcia

Kenny GarciaKenny Garcia is Reference and Instruction Librarian at California State University – Monterey Bay in Seaside, California. Kenny has been an ACRL member since 2009 and is your ACRL member of the week for June 22, 2015.

1. Describe yourself in three words: Student-centered, praxical, and community-oriented.

2. What are you reading (or listening to on your mobile device(s)? I just finished reading What’s Gender Got to Do With It? A Critique of RDA Rule 9.7 by Amber Billey, Emily Drabinski, and K.R. Roberto. I’m currently reading Environments for Student Growth and Development edited by Lisa Janicke Hinchliffe and Melissa Autumn Wong, Love Cake by Leah Lakshmi Piepzna-Samarasinha, This House, My Bones by Elmaz Abinader, Black Prophetic Fire by Cornel West, and Prison Notebooks by Antonio Gramsci. I look forward to reading Uncivil Rites by Steven Salaita when it’s published in November.

3. Describe ACRL in three words: Community, collaborative, and engaging.

4. What do you value about ACRL? As a fairly new member to the library profession, I have found the association to be extremely valuable for my professional development, networking opportunities, and learning about best practices in the various areas of academic librarianship. I received a scholarship to attend my first ACRL conference in Portland this year. It was an amazing experience and I was able to reflect on my pedagogical skills and network with other academic librarians interested in critical information literacy, diversity, and faculty/staff collaborations.

5. What do you, as an academic librarian, contribute to your campus? As a reference and instruction librarian, I provide reference assistance at a reference desk and support business, nursing, and kinesiology students through consultations and library instruction sessions. I’m also responsible for the collection development in the business and health & wellness subject areas. I’ve also been able to build a pedagogical community with library colleagues, student affairs colleagues, teaching faculty, and students.

6. In your own words: I love collaborating with library colleagues, student affairs colleagues, teaching faculty, and students. I feel fortunate to be working at a Hispanic-serving institution that has historically valued serving undereducated and first-generation students, while incorporating social justice, inclusive excellence, and gender equity-based values in its vision and mission statements. As a profession, I hope academic librarianship will continue to grapple with issues related to diversity, critical librarianship, and social justice. As academic librarians, I also believe that engaging and collaborating with community-based organizations and partners is vital to the flourishing of students as civically and critically engaged community members. I love what I do, and find the process of engaging and building with academic communities and community spaces to be very fulfilling!

Editor’s Note: Are you an ACRL member? Would you like to be featured as ACRL Member of the Week? Nominate a colleague? Contact Elizabeth Caris at for more information.

“Assessment in Action” Project Posters at ALA Annual Conference

Assessment in Action LogoComing to the ALA Annual Conference in San Francisco? Be sure to see assessment project posters presented by the second year participants in ACRL’s program “Assessment in Action: Academic Libraries and Student Success” (AiA). Librarian-led teams carried out assessment projects over 14 months at their community colleges, colleges and universities. The projects examined the impact of the library (instruction, reference, collections, space, and more) on student learning/success. Part of the 64 teams will present posters during each time slot:

Assessment in Action: Second Year Project Posters, Session I
Friday, June 26, 2015, 2-4:00pm
Moscone Convention Center, 3006 (W)

Assessment in Action: Second Year Project Posters, Session II
Saturday, June 27, 2015, 8:30-10:30am
Hilton San Francisco Union Square, Imperial B

Learn more about these assessment projects from the abstracts in the poster guide (pdf). Additionally, teams are submitting online posters and final project reports, which will be analyzed and synthesized in a report released by ACRL later this year. The individual reports and poster images will be available later this summer in a searchable online collection.

ACRL is undertaking AiA in partnership with the Association for Institutional Research and the Association of Public and Land-grant Universities. The program, a cornerstone of ACRL’s Value of Academic Libraries initiative, is made possible by the Institute of Museum and Library Services.

Support Public Access to Taxpayer-Funded Research: Ask Your Senators to Cosponsor and Pass S. 779

Access to federally funded research is the top issue on ACRL’s 2015 legislative agenda. Contact your U.S. Senators to ask that they demonstrate their support of open access to taxpayer funded research by cosponsoring and pushing for passage of the Fair Access to Science and Technology Research Act of 2015 (FASTR). Ask the staffer who answers the phone if their boss is supporting FASTR. If they say yes, ask if that is a firm yes. If they have objections, ask if they can explain what those might be. Please take a moment to share what you learn with Jessica McGilivray in the ALA Washington Office, so that she can follow up. She will in turn share those concerns or supporters with the offices working on this bill and follow up with your Senator.

SLILC Annotated Bibliography on Threshold Concepts

In light of the new ACRL Framework for Information Literacy for Higher Education, the ACRL Student Learning and Information Literacy Committee (SLILC) has compiled an annotated bibliography on threshold concepts, one of the educational theories underpinning the document.

The articles in the bibliography were chosen by members of the committee based on interest. The list represents a wide variety of disciplines around threshold concepts and serves as an introduction to threshold concepts in the literature of educational theory. There are several examples for how threshold concepts are determined, taught and assessed including case studies and evidence-based assessment.

Articles were chosen from the authoritative resource on threshold concepts:

Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development – A short introduction and bibliography     

If you would like to make a suggestion for an addition to this annotated bibliography, please contact the SLILC chair.

Framework for Information Literacy Advisory Board

small_bannerThe ACRL Framework for Information Literacy for Higher Education has introduced a new way of thinking and practicing to the academic library community, and it has already brought both inspiration and challenge to librarians as they explore new directions in information literacy practice and research. To support the implementation of the Framework, the ACRL Board of Directors has approved the creation of a new ACRL Framework for Information Literacy Advisory Board. These member leaders will work with the ACRL Visiting Program Officer for Information Literacy to offer a range of expertise and perspectives that can positively and strategically shape the growth and development of the Framework.

We are pleased to welcome the following as members of the inaugural ACRL Framework for Information Literacy Advisory Board:

Tish Hayes  (Information Literacy Librarian, Moraine Valley Community College)

Susan Miller (Past Chair, ACRL Instruction Section, 2012-2013)

Leslie Morgan (First Year Studies Librarian, Notre Dame University)

Nicole Pagowsky  (Assistant Librarian, University of Arizona)

Donna Witek (Public Services Librarian & Associate Professor, University of Scranton)

More information about the advisory board is available on the Framework website.

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