Apply for Collaborative Assignment-Design Process by January 12

Note: Please consider applying to participate in the assignment design charrette, described below, by our colleagues at the National Institute for Learning Outcomes Assessment.

Call for Participants

The National Institute for Learning Outcomes Assessment (NILOA) is pleased to announce the third assignment charrette to take place March 9, 2015, in Boulder, Colorado. Applications are due by January 12, 2015. This collaborative assignment-design process is an opportunity to work with others with similar interests and to contribute to an online library of high-quality, peer-endorsed assignments. Learn more about the Assignment-Library Initiative and view the current version of the Library, which now contains some 40 assignments.

The charrette is intended for faculty members who are designing and using assignments linked to proficiencies set forth in the Degree Qualifications Profile (DQP). As academic professionals with an education role, academic librarians are eligible to apply whether or not they have faculty status.

We are open to assignments of all types, addressing the full range of DQP proficiencies. However, we are especially eager to include assignments that address the DQP proficiencies of civic and global learning and/or applied and collaborative learning. We especially encourage those who work at minority-serving institutions or who teach diverse student populations to apply.

The project will pay travel and onsite costs and a $500 honorarium when the assignment has been completed and successfully submitted and accepted into the library. Learn more about how to apply, and submit your application by January 12, 2015.

Additional Resources

In the new report Catalyzing assignment design activity on your campus: Lessons from NILOA’s assignment library initiative the authors discuss lessons learned from NILOA’s Assignment Library Initiative, offer various approaches to increase inter- and intra-campus collaboration on assignment design, and provide six suggestions on how to do so successfully.

The Roadmap to enhanced student learning: Implementing the DQP and Tuning, now available in pdf form, is not a “how-to” manual. The Roadmap is based on studies of institutional work and presents the various routes institutions have taken in implementing DQP/Tuning to advance student learning.

Questions? Contact Natasha Jankowski at or Pat Hutchings at

Member of the Week: Christian Dupont

Christian Dupont

Christian Dupont is Burns Librarian and Associate University Librarian for Special Collections at the Boston College John J. Burns Library in Chestnut Hill, Mass. Christian has been an ACRL member since 1998 and is your ACRL member of the week for December 15, 2014.

1. Describe yourself in three words: Philosophical. Adventuresome. Protean.

2. What are you currently reading (or listening to on your mobile device)? For pleasure reading, I’m constantly taking advantage of free moments while my hands are busy to tune into my LibriVox and Audible downloads. In anticipation of my new position at BC, I’ve spent the last few weeks discovering Graham Greene (we have his personal library and papers at the Burns). I started with The End of the Affair and am now deep into The Heart of the Matter, having bitten off Brighton Rock in between.

I’ve also been reacquainting myself with Jesuit spirituality under the direction of James Martin, SJ, who has in turn led me back to Thomas Merton and his Seven Storey Mountain. All roads always lead me home to Dante, my constant companion now in every stage of our life’s journey (I was appointed Secretary and Librarian of the Dante Society of America this past spring). With my teenage daughter as a highway companion on a recent drive back to Virginia, we chased down several short stories from Mark Parent’s Secret Society of Demolition Writers anthology while doing our best to avoid collisions of our own (don’t tell mom!).

3. Describe ACRL in three words: Revitalizing. Resourceful. Resource-full.

4. What do you value about ACRL? In truth, everything—beginning with the opportunities to connect and collaborate with colleagues who share similar commitments to improving academic libraries and increasing their relevance and value in our rapidly evolving educational, social, and technological environments. Over the years, through various leadership roles in RBMS (my section home) and the larger organization, I have also enjoyed opportunities to work closely with almost all of the ACRL staff, who continually inspire me with their dedication, professionalism, and vitality.

5. What do you as an academic librarian contribute to your campus? Well, that remains to be seen! I just recently started in my new role at Boston College. As associate university librarian for special collections, my primary aim will to be work with my eager staff in the Burns Library to engage an ever-growing proportion of our students and faculty with our unique collection resources and, beyond our local sphere, the larger scholarly world and global public. Because our collection strengths align strongly with BC’s Jesuit, Catholic character and mission, our goal is to become an ever more vital resource and node of BC’s intellectual and cultural life. Burns Library has had especially strong ties with BC’s Center for Irish Programs through our Irish Music Center and distinguished annual visiting scholar program. I look forward to further enhancing those alliances and cultivating relationships with many other academic departments and programs.

6. In your own words: Six years ago, while I was director of special collections at UVa, I decided to jump the rails and join Atlas Systems, the library software development company best known for creating the ILLiad interlibrary loan management system, to lead the development and promotion of Aeon, the first online user and request management system designed specifically for special collections and archives. Leveraging network and database technologies to liberate rare books and manuscripts proved liberating for me as well, both personally and professionally. And yet at times I felt that having a .com instead of a .edu or .org at the end of my email address limited librarians’ perceptions of me as a partner who was equally invested in the success of our shared enterprise. I like to think that I became good at working past the “vendor” image, and now that I have reassumed the outward signs of my identity as an academic librarian, I like to think that I will be good at helping my library colleagues think about possibilities for partnerships outside the library in fresh and creative ways.

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

Apply to Become a Presenter for the ACRL Workshop “Scholarly Communication: From Understanding to Engagement”

SC workshop blockACRL is accepting applications from prospective new presenters for the workshop “Scholarly Communication: From Understanding to Engagement.” The day-long workshop, now in its seventh year, is led by two expert presenters at locations across the country. The workshop content is updated each year to meet the evolving needs of the community. In 2015, the sections will focus on access, intellectual property, engagement, and emerging opportunities for scholarship. In addition to the in-person workshop, the presenter team is seeking to develop virtual programming, which may be via brief recorded videos that would be housed in the ACRL scholarly communication toolkit and/or through a live webcast series as part of ACRL’s e-Learning program.

We seek to expand our pool of presenters by recruiting and mentoring at least one new person in 2015, and applications are due by 5 p.m. Central on Thursday, February 5, 2015.


  • A designated role in scholarly communications within your library.
  • Teaching experience.
  • Experience with instructional design or workshop design and meeting facilitation.
  • Collaborative planning skills.
  • Must be available to attend up to two road shows to be offered in spring/summer 2015 to shadow current presenters, then co-present an average of two workshops per year.
  • Available to participate in curriculum updates and workshop planning during monthly one hour conference calls.

Strongly preferred:

  • Participation in an ACRL Scholarly Communication workshop (either at ACRL Conference 2009 in Seattle, ALA Midwinter Meeting 2012 in Dallas, or as a road show in spring/summer 2009, 2010, 2011, 2012, 2013, or 2014).
  • Available to attend a presenter curriculum design retreat, to be held in conjunction with ALA Annual Conference in San Francisco, CA, on Friday, June 26, 2-5p.m.

The workshop content is dynamic and evolving, and the new presenter(s) will participate in shaping the curriculum as a collegial partner with the current presenters. Serving as a new presenter involves participating in monthly planning calls, in-person design meetings (held in conjunction with ALA Midwinter and Annual Conference), participating in all segments of the workshop event, and some development of materials, exercises and presentations. The new presenter will ideally participate in two workshops during spring/summer 2015 and present a minimum of two workshops per year thereafter. The new presenter will gain experience by shadowing experienced presenters and team-teaching a section or assignment before taking a leading role. The ACRL Research and Scholarly Environment Committee will consider applicants who can only attend one program in 2015 and begin teaching in 2016. ACRL will reimburse the new presenter for travel costs for up to two road shows in 2015 (flights, hotel, ground transportation, and per diem for meals). ACRL provides a modest honorarium to experienced presenters.

To apply, please prepare the following materials. Applications must be submitted electronically as a single PDF document that includes:

  1. A statement addressing the following questions (two pages max for all):
    • Why do you want to become a presenter for ACRL’s Scholarly Communication workshop?
    • What publications have you authored or presentations have you given (within the library or outside) related to scholarly communications topics?
    • What contributions could you make to the presenter team that align with the qualifications?
    • Are there relevant experiences of which you would like us to be aware?
    • Are there videos that demonstrate your talents as a teacher?
  2. Your resume.
  3. The names and contact information for 2 references who have direct knowledge of your teaching experience.
  4. The single PDF application must submitted via email by 5 p.m. Central on Thursday, February 5, 2015, to Scott Mandernack, member of the ACRL Research and Scholarly Environment Committee, at

The ACRL Research and Scholarly Environment Committee has formed a small review team, separate from the current presenters, to consider applications. The process includes checking references and a telephone (or Skype) interview. The group will select new presenters for 2015 and notify all applicants by Thursday, March 12, 2015.

If you have questions of any kind, don’t hesitate to contact Scott Mandernack at or (414) 288-7954.

Immersion Application Deadline Extended to Dec. 17

The application deadline for the ACRL Information Literacy Immersion Program (Teacher and Program Tracks) has been extended to Wednesday, December 17, 2014.  The ACRL Immersion Program provides instruction librarians the opportunity to work intensively for several days on all aspects of information literacy. Whether your institution is just beginning to think about implementing an information literacy component or whether you have a program well under way, the Immersion Program will provide you with the intellectual tools and practical techniques to build or enhance your institution’s instruction program.

Immersion ’15 (Teacher and Program tracks) will be held at Seattle University in Seattle, August 2-7, 2015.  Acceptance to Immersion ’15 is competitive to ensure an environment that fosters group interaction and active participation.  Applications are due by 11:59 p.m. CST Wednesday, December 17, 2014.

Teacher Track focuses on individual development for those who are interested in refreshing, enhancing, or extending their individual instruction skills. Curriculum includes classroom techniques, learning theory, leadership, and assessment framed in the context of information literacy. Program Track focuses on developing, integrating, and managing institutional and programmatic information literacy programs.  Change dynamics, systems thinking, institutional outcomes assessment, scalability, and the integration of teaching, learning, and technology will be brought to bear on analyzing the various programmatic challenges presented in case studies developed prior to the program.

Complete details, including detailed curriculum and learning outcomes, are available online at about ACRL Immersion ’15 programs should be directed to Margot Conahan at

Owning and Using Scholarship: An IP Handbook for Teachers and Researchers

Owning and Using ScholarshipACRL announces the publication of Owning and Using Scholarship: An IP Handbook for Teachers and Researchers by Kevin L. Smith, JD.

Copyright and other types of laws regulating intellectual property create an increasing concern for contemporary scholarship. The digital environment has created exciting new opportunities and possibilities for scholars to work and distribute their work. But these new opportunities also create issues that did not arise in the analog world. Owning and Using Scholarship demystifies intellectual property, and especially copyright law, for academic authors and independent scholars who face these dilemmas. It also serves as a comprehensive resource for librarians who are asked to assist with these new and challenging decisions.

Throughout the book a clear explanation of the law is coupled with concrete examples drawn from actual issues encountered by scholars. This balance of theoretical background and practical application is designed to appeal to both those who want a quick discussion of potential approaches and those who prefer to know “why.” In addition to applying this approach to copyright issues that arise for research and teaching, the volume also discusses the options and obstacles that confront authors wishing to publish their work in new environment. Explanations and objective assessments of the different options available for disseminating scholarship are provided to assist authors and other creators in making their own decisions about the best choice for them.

Smith is director of the Office of Copyright and Scholarly Communications at the Duke University Libraries and is both a librarian and an attorney experienced in copyright and technology law. He also serves as a campus resource on national policy in order to help the community stay informed and involved with the changing landscape of scholarly publication. 

Owning and Using Scholarship: An IP Handbook for Teachers and Researchers is available for purchase in print, as an e-book, and as a print/ e-book bundle through the ALA Online Store; in print and for Kindle through; and by telephone order at (866) 746-7252 in the U.S. or (770) 442-8633 for international customers.

Owning and Using Scholarship is also available as an Open Access edition on the ACRL website. 

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