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This popped up on my Facebook feed and I thought it may be of interest to
the list:


July 31, 2011
CFP: Information Literacy and Social Justice: Radical Professional Praxis
(An Edited Collection) <http://libraryjuicepress.com/blog/?p=3001>

*CFP:* Information Literacy and Social Justice: Radical Professional Praxis
(An Edited Collection)

*Editors:*
Shana Higgins and Lua Gregory are instruction and reference librarians at
University of Redlands. They recently co-taught a first-year seminar titled,
“Bleep! Censorship and Free Speech in the U.S.”

*Outline:*
In her award winning essay “Information Literacy and Reflective Pedagogical
Praxis,” Heidi L.M. Jacobs draws out the inherent democratizing and social
justice elements of information literacy as defined in the “Alexandria
Proclamation On Information Literacy and Lifelong Learning.” She suggests
that because of these underlying social justice elements, information
literacy “is not only educational but also inherently political, cultural,
and social” (258). We propose to extend the discussion of information
literacy and its social justice aspects that James Elmborg, Cushla Kapitzke,
Maria T. Accardi, Emily Drabinski, and Alana Kumbier, and Maura Seale have
begun. If we consider the democratizing values implicit in librarianship’s
professional ethics (such as intellectual freedom, social responsibility,
diversity, democracy and privacy, among others) in relation to the
sociopolitical context of information literacy, we will begin to make
intentional connections between professional advocacy and curriculum and
pedagogy. We hope this book will encourage a renewal of professional
discourse about libraries in their social context, through a re-activation
of the “neutrality debate,” as well as through an investigation of what it
means for a global citizen to be information literate in late capitalism.

*Objective of book:*
This edited collection, to be published by Library Juice Press in Fall 2012,
poses the following questions: What are the limits of standards and
outcomes, such as ACRL’s [i.e. Standard 1.2 The information literate student
identifies a variety of types and formats of potential sources for
information. ], in fitting information literacy instruction to the complex
contexts of information in the real world? Would the teaching of social
justice and the democratizing values of the library profession strengthen
critical information literacy in the classroom? And how do we balance the
need to teach search skills and critical information literacy in our
instructional efforts?

*Target audience:*
The target audience for this book includes instruction librarians, library
instruction program coordinators, faculty and instructors interested in
information literacy, and all librarians interested in the political,
economic, social, and cultural contexts of the production, dissemination,
suppression, and consumption of information.

*Possible topics:*
We encourage proposals on the intersections of information literacy
instruction with the democratizing values of the library profession.

   - Possible topics may include information literacy aspects of media
   coverage of war and embedded journalism, renewal of the Patriot Act,
   market-based censorship, for-profit libraries (Library Systems & Services),
   EPA library closures and access to environmental information, immigrants and
   library access, Wikileaks and government censorship, corporate censorship,
   anti-communism and anti-socialism in the media, classification of government
   documents, international and comparative studies on censorship, First
   Amendment protection to whistleblowers and the press, British Petroleum and
   oil spill research, global warming censorship, and library database mergers.

   - Examples of information literacy sessions focusing on the above topics
   and/or framed by democratizing and social justice values of the library
   profession. Examples can also be aimed at specific disciplines.
   - Discussions of theories/theorists (e.g. Noam Chomsky, Edward S. Herman,
   C. Wright Mills, Paulo Friere, Peter McClaren, etc.) and their usefulness in
   illuminating sociopolitical contexts of information within the classroom.
   - Discussions on the “neutrality debate” in light of the sociopolitical
   and cultural context of information.

*Submission Guidelines:*
Please submit abstracts and proposals of up to 500 words to
[log in to unmask] by September 15, 2011. Notifications will be
sent by November 1 and manuscripts from 1,500-7,000 words will be due by
March 1, 2012.
Filed under: About Litwin Books & Library Juice
Press<http://libraryjuicepress.com/blog/?cat=53>
,Books <http://libraryjuicepress.com/blog/?cat=18>,Calls for
Papers<http://libraryjuicepress.com/blog/?cat=19>
,Information Ethics <http://libraryjuicepress.com/blog/?cat=15>,Information
Literacy <http://libraryjuicepress.com/blog/?cat=32> by — Rory Litwin


URL: http://libraryjuicepress.com/blog/?p=3001 (via Facebook)