Participants in this conversation will have the opportunity to share ideas and hear from their peers on a variety of topics related to management in academic libraries. The focus of the discussion will be experiences, opportunities, and lessons learned related to managing libraries in a pandemic and incorporating equity, diversity, and inclusion and antiracist practices into our work and our workplaces.
This panel features presenters with experience in balancing issues of library advocacy and free speech in academic libraries. Invited panelists will be both librarians and campus administrators or faculty who are knowledgeable about issues and topics currently contributing to the larger conversations happening on campuses regarding library neutrality, libraries as spaces of advocacy and the complications surrounding these challenges. By exploring these issues, it is our intention that this panel will offer best practices about how libraries can provide a space for engaging in candid discussion, which supports meaningful change.
This is a video recording of a panel discussion originally presented on April 28, 2001 on the subject of predatory journals and publishers. The presentation provided a history of predatory practices, examined the complex issues surrounding academic publishing and the quality of journals, and offered takeaways for how librarians can discuss predatory publishing with academic faculty. Presenters included Nicole Webber, Assistant Professor at the University Libraries of the University of Northern Colorado and Stephanie Wiegand, the Online Learning Librarian and an Associate Professor with the University of Northern Colorado Libraries. The session was moderated by Laura Gariepy and was sponsored by the ULS Professional Development Committee.
Recording of the May 11, 2021, ACRL University Libraries Section Professional Development Committee: The Flywheel Effect: Bridging the Gap for First-year Students in a Virtual World.
On March 25, 2021 the ACRL University Library Professional Development Committee sponsored a program on how solo and small organization librarians can build a community to foster professional grown.
On December 1, 2020 the ULS Professional Development Committee moderated a program on strategies for developing collaborations between data professionals and subject and technical services librarians. The panelists presented several strategies that focused on the reciprocal nature of building relationships, teaching/learning new technologies, and sharing expertise within the library.
Library professionals with data responsibilities often collaborate on data-related support with fellow library professionals, units across campus, and student and faculty researchers. It is through these collaborations and partnerships that libraries can leverage the infrastructure and diverse skill sets needed to build effective and successful data-related support for the campus community. Yet, how these partnerships form and the shapes they take, particularly within the library, varies.
On July 21, 2020 the ULS Professional Development Committee sponsored a session in which four librarians shared their experiences with information literacy-focused faculty leaning communities. Panelists shared how their faculty learning communities came to be, how they have been funded or otherwise supported, how they set goals and outcomes for their communities, how they selected content and developed activities for learning community participants, how they assessed these projects, and other lessons they learned along the way.
Have you ever wished that you had more time to engage with teaching faculty and other instructors at your institution about information literacy in a more in-depth way? In this panel presentation, librarians from four different institutions will share their experiences working with information literacy-focused faculty learning communities.
On June 18, 2020 the ACRL University Libraries Section Professional Development Committee sponsored a presentation on decoding implicit thinking and practice in information literacy teaching and learning.