2024 Teaching Methods Virtual Event: Recording Now Available!

On March 20, 2024, the Teaching Methods Committee hosted its annual virtual event, titled “Instruction Strategies to Support Neurodivergent Learners.” Presenter Jacqueline Frank, Instruction & Accessibility Librarian from Montana State University shared techniques and teaching strategies to better support neurodivergent students, including offering content in various formats, seeking feedback from students, and using various technologies.

We invite you to view the recording!

Additionally, the presenter shared additional resources for viewers, available below:

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Tips and Trends: AI Developments and Resources for Academic Librarians

By Justine Martin and Matt Armstrong
Instructional Technologies Committee
PDF version of Spring 2024 Tips and Trends

Overview and Definition

Today’s artificial intelligence, specifically generative AI, uses technologies such as machine learning, large language models, and massive datasets to create human-like content such as writing, images, code, and complex problem solving in fields like medicine and mathematics. For a deeper understanding, Coursera’s AI Terms define terminology often found in the news. Many librarians are familiar with generative AI chatbots like ChatGPT, DALL-E, Gemini, and Copilot, but there are thousands of other products listed in the AI aggregator There’s an AI for That. Generative AI may be seen as a disruptive technology that requires professionals to understand these emerging tools while working towards solutions caused by the same technology. Akin to information literacy, AI literacy can help users understand the benefits and limitations of AI, but it will require educators to learn, assess, and use AI tools within the context of their disciplines.

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Featured Teaching Librarian: Hope Kelly

Several times a year, the ACRL Instruction Section Teaching Methods Committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning.

Headshot of Hope Kelly in front of library stacks

Name: Hope Kelly

Institution: Virginia Commonwealth University

Job Title: Online Learning Librarian

Number of Years Teaching: 4 years in an academic library as well as other teaching experience with K-12 and graduate students in education programs

Tell us 1-2 interesting things about yourself.

I love when little mistakes take you to new or funny places. Whether it’s a typo that hits on a new idea or a slip of the tongue that generates a super silly phrase – those sorts of things make me happy. 

Describe a favorite activity that you use with students (this could be for a face-to-face class, online, or hybrid class).

Developing student engagement in largely asynchronous interactions can be challenging. In an online module, I have students document search practice with a screenshot. This type of low-stakes assessment gives me so much information about what is going on as students test out search terms, apply filters, and whatnot. They appreciate it too, since it’s an easy way for them to share their work without providing a written narrative. When providing them feedback, I am able to mark the images up, if needed, within the grading tool in our LMS— directly pointing things out on their pictures with highlighting and commenting tools, showing them rather than just telling them what to think about or try out as they move on in the process.   

What are you doing to make your instruction more inclusive? (This could include particular strategies you’re using, trainings you’ve attended, or articles you’ve read.)

A lot of what I develop is embedded in online coursework or hosted on the library website for just-in-time instruction, and I have found that writing and recording using gender inclusive and expansive language is not only really easy but improves both tone and clarity overall. 

For example, when recording audio content, the singular ‘they’ is typical of spoken English and so is both familiar and friendly in tone. In online pedagogy, we know that using less formal language is psychologically engaging for everyone too. If I am writing, however, especially with folks who speak other languages at my university, I want to have more standard grammar. Rather than defaulting to gender-specific yet vague pronouns, being descriptive about who I am talking about often makes the most sense and terms like “students,” “researchers,” etc. can be used effectively and with more standardized subject-verb agreement.  

Tell us about the library instruction at your institution. How many librarians at your institution teach?

At Virginia Commonwealth University, we have many liaison librarians at Cabell Library and the Health Sciences Libraries that teach, but I am on a smaller team of four librarians who work primarily with our undergraduate students— and that is a lot of students! Being able to share lesson plans, slide decks, other instructional content, and tips within this tight departmental group is one of the best things about my job. 

Tell us about your favorite teaching tools (e.g. cool apps, clickers, etc.).

In person, I find that I rely on and appreciate microphones for both myself and students – I never know if my students in my one-shots are hard of hearing like me or not, but effectively using mics for classroom-wide discussions makes it so everyone can hear more clearly. The bonus for me is that I have less strain on my voice for multiple classes over the course of the day.

Please share with us any links to LibGuides, presentations, social media accounts, etc.

Hope Kelly’s LinkedIn Page

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ACRL IS VEC Lightning Round: Applied AI in Information Literacy Instruction

Have you begun using artificial intelligence (AI) in the classroom or to develop lesson plans or assignments? Recent developments in AI technology have brought new challenges and opportunities to the field of library instruction. 

This session will feature four lighting talk presentations about innovations using AI to enhance information literacy instruction. Attendees will learn about several innovative approaches to using AI as shared by the presenters and access practical learning objects such as teaching tools and lesson activities. The session will conclude with a Q&A. This virtual lightning round is free and open to all.  A recording will be made available after the session to all registrants.

Date & Time
Monday, May 13, 2024 from 2-3pm EDT 

Register for Event https://ala-events.zoom.us/meeting/register/tJYtceyvrDsjHNGgiP0WhzFfgqNoQTzg_348 

Learn More
https://tinyurl.com/LightningRound2024 Questions?
Contact the ACRL IS Virtual Engagement Committee Chair, Malina Thiede, malina.thiede@plattsburgh.edu

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ACRL IS-TM  Virtual Event – Spring 2024

Title:  ACRL IS-TM  Instruction Strategies to Support Neurodivergent Students

Date and Time: March 20th  01:00 PM Central Time (US and Canada)

Registration link

Join Jacqueline Frank, Instruction & Accessibility Librarian from Montana State University, as she shares specific teaching strategies to better support neurodivergent students. Frank will discuss techniques ranging from providing outlines and timelines, offering content in different formats, gathering feedback from students, and utilizing helpful technology and resources on campus. Participants will be asked to share their own strategies, experiences, resources and tools, with opportunities to learn from each other. In addition to supporting neurodivergent students, these strategies ultimately help make instruction more accessible and inclusive to all students.

Time for Q&A will follow the presentation. 

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Featured Teaching Librarian: Raymond Pun

Several times a year, the ACRL Instruction Section Teaching Methods Committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning.

headshot of Raymond Pun

Name: Raymond Pun

Institution: Alder Graduate School of Education

Job Title: Academic and Research Librarian

Number of Years Teaching: 16

Tell us 1-2 interesting things about yourself.

I grew up making origamis, from paper cranes to lucky stars to a 19th century pagoda. I can make many different objects using different types of papers, including junk mail, which is a good way to repurpose for sustainability! I learned this from a school librarian friend, Carolyn, from Virginia! I’ve taught others how to make origami too. It’s peaceful and fun!

Describe a favorite activity that you use with students (this could be for a face-to-face class, online, or hybrid class).

For in-person workshops, I like to include the Cephalonian method to engage with learners visually and informally through dialogue. The method consists of cards with prepared questions that students are to ask during the session for the librarian to answer. I can include 5-6 images relevant to the library and talk about what these images are. A student may be prompted to ask a question if they see their image on the screen, like “how do I find scholarly sources,” and after I’d briefly explain, “Oh that’s a great question, here’s how, let me show you…” This technique is often used during library orientations, but it works very well with library instruction, especially for first-year students from my experiences. 

You can also find funny and relevant images to engage with learners, such as library memes or a pop culture reference. It works very well in person. I haven’t tried it online, but I think it could work too if you plan ahead and get a few volunteers to “hold on to the images” before reading their questions. I learned about the Cephalonian method from Nicole Brown from UC Berkeley Library, an amazing instruction librarian! Thank you, Nicole!

What are you doing to make your instruction more inclusive? (This could include particular strategies you’re using, trainings you’ve attended, or articles you’ve read.)

I make my instruction more inclusive by having students think about the inherent biases that exist in academic databases and scholarly knowledge. I might show “The Wheel of Privilege and Power” graphic by Sylvia Duckworth to highlight how we need to think about marginalized voices in scholarship and how to bring those voices into scholarly voices. This graphic can help them understand the complex layers of status quo biases. It’s not perfect, but it’s a good starting point for students to think about how there may be a particular dominant point of view that is shaped by academia, and we need to interrogate that as we research, write, and read, and critically reflect on the texts. 

We may examine subject headings in the articles/databases, how they are decided, and how we define and use “keywords” in searching, especially if it’s about specific groups of people. My instruction is more than just showing how to access and use the databases effectively; instead, it’s about how to think critically about scholarly information and its impact in their own research, writing, and reading.

Tell us about the library instruction at your institution. How many librarians at your institution teach?

Just me! A solo librarian teaching 450+ amazing graduate students/preservice teachers, training to be teachers at the Alder Graduate School of Education, a teacher residency program in California. I teach them asynchronously during the summer semester, and in the fall semester by faculty request, and synchronously and in partnership with faculty in the spring semester for their action research class.

Tell us how you assess your classes (e.g. mud cards, clickers, reflections).

One minute responses to two questions: 

  1. What did you learn to be helpful? 
  2. What questions do you still have? 

It’s a good formative way to assess what worked and areas to cover in the future. I like to read the responses because they tell me what students are thinking or feeling, which helps me to think about what I can consider for improvement.

Name two things you would share with a librarian who is new to teaching.

  1. Everyone is nervous when they first have to do a workshop/presentation to students. It’s totally natural and OK to feel this way! I used to be so nervous when I had to do a library orientation and workshop at the public library at the New York Public Library. I learned to treat each workshop as an opportunity to promote the library’s resources and services, and, most of all, to identify resources to best meet their needs.
  2. Every tech hiccup is a learning experience. It has happened to everyone teaching before and is part of the learning process to prepare for the future. For example, the internet suddenly does not work or the projector is not showing your slides for some reason. It can happen; you have to make the most out of it and make sure to prepare ahead of time. Faculty and students can be very understanding and patient. Also, these experiences make great stories to share with other librarians. We learn a lot when things don’t go as planned!

Please share with us any links to LibGuides, presentations, social media accounts, etc.

Ray Pun’s Personal Website

Ray Pun’s Instagram

Ray Pun’s Twitter/X

Ray Pun – Using ChatGPT to Engage in Library Instruction? Challenges and Opportunities

The ACRL IS Teaching Methods Committee selects the Featured Teaching Librarian based on specific award criteria and through an anonymized selection process. The committee acknowledges that the selection for this award is not an endorsement of Raymond Pun’s candidacy for ALA President.

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Tips and Trends: QR Codes

New this issue: To improve accessibility, Tips and Trends will be published as a blog post (below) and in PDF format.

By Kelly Safin and Elizabeth Sterner
Instructional Technologies Committee
PDF version of Winter 2024 Tips and Trends

Overview and Definition

QR code that links to Tips and Trends page on the Instruction Section website.

The QR (Quick Response) Code was invented in the 1990s as a way to store more information than a traditional bar code (McCurry 2020). A variety of industries adopted this code for their own purposes, including directing users to websites or other information. Often, users had to install an app to “read” the QR codes, which appeared as squares of black and white blocks. This was a barrier to some, especially in the early days of smartphones. The technology’s utility and popularity became widespread in 2020 in response to the COVID-19 pandemic. During this time, organizations and businesses tried to address public health concerns by maintaining distance and minimizing contact whenever possible. High-touch items, like printed restaurant menus, were replaced with QR codes that customers could scan with their mobile phones – no contact necessary. At this point, more mobile phones had built-in QR code readers, adding to the convenience. The pictured QR code directs users to the Tips and Trends page on the Instruction Section’s website.

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Volunteer for an ACRL IS Committee (Deadline 2/28/24)

The ACRL committee volunteer form for section and division-level appointments (including appointments to the ACRL Instruction Section) is now open! Please note that you must be a current member of ACRL IS to serve on an IS committee. 

Visit http://www.ala.org/acrl/membership/volunteer/volunteer (or see below) for a link to the form. The deadline to volunteer is February 28, 2024 for appointments that begin July 1, 2024.

While appointment to IS committees is competitive, it is my goal to find a spot for as many volunteers as possible. The more information you provide about your interests in the application form, the better I will be able to match you within IS. Specifically, some committees are much more popular than others, and being flexible in your volunteering selections makes it more likely for you to get matched to a committee. Please note that there is value in participating on any of the wonderful committees that comprise IS. If you have any questions about volunteering for an ACRL Instruction Section Committee, please do not hesitate to contact me directly at kmfeist@illinois.edu

IS is an entirely virtual section and in-person conference attendance is not required. For additional information about the appointment process, please see the below message from ACRL Vice-President/President-Elect, Leo S. Lo. 


Kirsten Feist

ACRL Instruction Section Vice-Chair/Chair-Elect


What would ACRL do without, You? Really!  We are excited to extend this opportunity for you to expand your professional network, help shape ACRL by advancing its strategic plan, commitment to equity, diversity and inclusion (EDI), and influence the direction of academic and research librarianship. Serving on a committee or an editorial board is a fantastic way to become involved and make an impact on the profession.

Are you ready to be considered for an opportunity to advance learning and transform scholarship through a committee appointment?  I invite you to volunteer, https://www.ala.org/acrl/membership/volunteer/volunteer to serve on a 2024-25 division or section committee. Face-to-face attendance at conferences is not required and committee work can be completed virtually throughout the year.

ACRL seeks to offer appointments to volunteers who are interested in leadership and service opportunities as we continue to build diverse and inclusive communities in the Association. To support that effort and advance ACRL’s Core Commitment to Equity, Diversity and Inclusion, https://www.ala.org/acrl/aboutacrl/strategicplan/stratplan, we continue to include optional demographic questions on the volunteer form as we have since 2017. The Association will acknowledge and address historical racial inequities; challenge oppressive systems within academic libraries; value different ways of knowing; and identify and work to eliminate barriers to equitable services, spaces, resources, and scholarship.”

Thank you for volunteering to contribute your time and expertise to ACRL! Our association relies on the time and energy of our member volunteers, and we value the talent they invest in accomplishing the work of the Association.

Thank you,

Leo S. Lo
ACRL Vice-President/President-Elect

The rewards of volunteering
Volunteering offers many benefits and opportunities. You can:

  • connect with others in the profession who are passionate and committed to academic librarianship,
  • learn from those who share similar professional concerns and interests,
  • network with information professionals in higher education,
  • become part of a community of academic and research librarians,
  • gain insights into the profession,
  • enhance your leadership abilities through consensus building and project management,
  • discover new ways to work,
  • expand your awareness and understanding of the value of academic libraries in higher education,
  • influence and advance the work of the association and the profession, and
  • promote excellence within the profession.

The appointment process
Appointments are made at the division and section level, and through the editorial board process (see editorial board section below). Section vice-chairs are responsible for committee appointments for the year they will serve as chair. The ACRL vice-president is responsible for committee appointments at the division level for the year they serve as president. The ACRL Appointments Committee assists the vice-president in an advisory capacity. Division-level committees are created to conduct the work of the Board, and each committee crafts an annual work plan in consultation with their Board and Staff liaisons to accomplish their charged activities and responsibilities.

Current committee members whose terms conclude at the 2024 ALA Annual Conference should submit a new volunteer form if they wish to be considered for re-appointment. The online volunteer form closes February 28, 2024, and most committee appointment offers will be sent by May 2024.

Members of all ACRL committees, task forces, and similar bodies are expected to fully participate in the work of the group. Please note that face-to-face attendance at conferences is not required and committee work can be completed virtually throughout the year.

Core Commitment to Equity, Diversity & Inclusion
ACRL has made a Core Commitment to Equity, Diversity, and Inclusion, https://www.ala.org/acrl/aboutacrl/strategicplan/stratplan. Appointments should seek to offer leadership and service opportunities to members with this commitment in mind. Underrepresented colleagues should be offered opportunities wherever possible, in order to help ACRL acknowledge and address historical racial inequities; challenge oppressive systems within academic libraries; value different ways of knowing; and identify and work to eliminate barriers to equitable services, spaces, resources, and scholarship.

Factors influencing appointments
These guidelines, developed by a Board Working Group, are intended to help ACRL members understand which priorities are considered in appointing members to volunteer positions at the division level. These guidelines are not intended to serve as a strict rubric. Generally, the Vice-President, Appointments Committee, and section Vice-Chairs should approach appointments with a holistic perspective, seeking overall balance in service to the association’s goals and priorities.

  • Evidence of prospective committee member’s interest and expertise.
  • Seek geographic diversity on committees and sections. This can include international representation, and/or it can include representation from different regions of the United States.
  • Seek diversity in types of institutions represented on committees and sections. Candidates from public, private, and non-educational (research) institutions, consortia, and other  institutions should be included, as well as candidates from community colleges, four-year college and universities, and research and doctoral universities. Historically, community college representation is particularly needed in order to ensure equitable representation for colleagues employed in community colleges.
  • Consider diversity in roles and duties represented on committees and sections. Candidates from all areas of academic and research librarianship should be considered for appointment, although in some cases it may be important to appoint candidates with particular expertise to carry out particular duties.
  • Seek to balance seniority, experience, and tenure in committees and sections.
  • Recommendation from the current committee chair. (Source: Board, Midwinter 2009)

Although the appointment process may reflect the priorities of the vice-president/president-elect and section vice-chairs, several factors are always considered:

  • Evidence of interest and expertise. Have prospective volunteers visited and/or posted to  the committee’s ALA Connect community, introduced themselves to the chair, or attended the meetings (virtual or face-to-face)? Do they have knowledge and/or previous experience that relates to the work of the committee? Have they indicated their interest on the volunteer form?
  • Demographics and composition of committee. A balance is sought with respect to type of  library (community college, college, or university), geographic representation, ethnic diversity, and gender. Those who have not had the opportunity to serve on an ACRL committee are encouraged to volunteer as it is important to add new perspectives.
  • Recommendations from the current committee chair. Current committee chairs are asked to suggest prospective members. 
  • Willingness to participate in the work of the committee. Volunteers should be prepared to engage in the committee work year-round.

The final appointments are the prerogative of the ACRL president-elect and the section vice-chairs.

How to apply

1. Identify the committee(s) that interest you.
ACRL committees with their charges, and ALA Connect Communities are listed on the ACRL Directory of Leadership, https://www.ala.org/acrl/aboutacrl/directoryofleadership.  Check out the committee’s space in ALA Connect, where documents, meetings, discourses, and the work of the committees are posted. Attend virtual committee meetings throughout the year or attend face-to-face meetings at the ALA Annual Conference to decide if their activities interest you. Talk/email with committee members. Express your interest to the committee chair. Ask about current projects and explain how you might contribute to the work of the committee.

2. Submit a volunteer form (Chrome or Firefox are the recommended browsers for accessing the form).
The volunteer forms must be submitted by February 28, 2024. You will be asked to log in using your ALA member ID and the password you created. Please be sure that you are a current ALA/ACRL member before attempting to log in.

To volunteer for a division-level or section committee, complete the online volunteer form at https://www.ala.org/CFApps/volunteer/form.cfm.
If you experience issues logging into the form, please contact ALA Member Relations & Services at 1-800-545-2433 to check your membership status. If your ALA/ACRL membership is current and you still have an issue accessing the form, clear your cache and refresh your browser.

3. Volunteer again and check out other opportunities.
Know that we value you as a member. If you are not appointed, we hope that you will consider reapplying during the next appointment cycle. In addition, continue to explore ACRL’s many opportunities to network and connect at https://www.ala.org/acrl/aboutacrl/getinvolved. Review the many discussion and interest groups. Each group selects a new leader in the spring outside of the volunteer process described above. If you would like to start a new discussion or interest group, contact ACRL Program Coordinator Aleah Price at aprice@ala.org.

ACRL division-level committee appointments
ACRL committees and their charges can be found on the ACRL Directory of Leadership: https://www.ala.org/acrl/aboutacrl/directoryofleadership.

Appointments to ACRL standing committees are made in the spring for terms beginning immediately after the ALA Annual Conference. The Appointments Committee sends appointment recommendations to the ACRL president-elect. The president-elect makes the final appointments for the committees.

Questions about ACRL division-level appointments may be directed to the chair of the Appointments Committee, Melissa Mallon, Associate University Librarian for Teaching & Learning, Vanderbilt University, mallon.melissa@gmail.com.

If you have any questions about using the volunteer form, please contact ACRL Program Officer Elois Sharpe for division-level committees at esharpe@ala.org or (312) 280-5277 or ACRL Program Officer Lauren Carlton for section committees at lcarlton@ala.org or (312) 280-5284.

ACRL section appointments
ACRL sections help members customize their ACRL experience through newsletters, electronic discussion lists, specialized programming, preconferences, and various initiatives. Please visit  https://www.ala.org/acrl/aboutacrl/directoryofleadership/sections, to learn more about these great groups. Section vice-chairs appoint members to section committees. Most appointments are made in the spring for terms beginning immediately after the ALA Annual Conference.

If you wish to be considered for a section committee appointment, complete the ACRL volunteer form at https://www.ala.org/CFApps/volunteer/form.cfm by February 28, 2024. (Chrome or Firefox are the recommended browsers for accessing the form). For more information about section appointments, please contact section vice-chairs:

Anthropology and Sociology Section (ANSS): Ilka Datig, Nazareth College, idatig5@naz.edu.

Arts Section (Arts): Heather Koopmans, Illinois State University, librarianhrk@gmail.com

College Libraries Section (CLS): Dawn Behrend, Lenoir-Rhyne University, dawn.behrend@lr.edu

Community and Junior College Libraries Section (CJCLS): Jill Sodt, Mott Community College, jill.sodt@mcc.edu.  

Digital Scholarship Section (DSS): Theresa G. Burress, University of South Florida, tburress@usf.edu

Distance and Online Learning Section (DOLS): Anaya Jones, Northeastern University, ana.jones@northeastern.edu

Education and Behavioral Sciences Section (EBSS): Ashlynn Kogut, Texas A&M University, ashlynn.wicke@gmail.com

European Studies Section (ESS): Andre G. Wenzel, Amalivre, andre.amalivre@gmail.com

Instruction Section (IS): Kirsten Feist, University of Illinois at Urbana-Champaign, kmfeist@illinois.edu

Literatures in English Section (LES): Stacy Reardon, University of Toronto, s.reardon@utoronto.ca

Politics, Policy and International Relations Section (PPIRS): Andrew Dudash, Penn State University, amd846@psu.edu

Rare Books and Manuscripts Section (RBMS): Melanie Griffin, University of Arkansas, mgriffin17@unl.edu

Science and Technology Section (STS): Samuel R. Putnam, New York University, samuel.putnam@nyu.edu

University Libraries Section (ULS): Nancy Snyder Gibson, Austin Peay State University, gibsonn@apsu.edu

Women and Gender Studies Section: Esther Medina De Leon, Texas Tech University Library, esther.de-leon@ttu.edu

Editorial boards
ACRL has eleven editorial/advisory boards for its publications; ACRL/Core Interdivisional Academic Library Facilities Survey Editorial Board; Academic Library Trends and Statistics Survey Editorial Board; Choice Editorial Board; College & Research Libraries Editorial Board; College & Research Libraries News Editorial Board; New Publications Advisory Board; Project Outcome for Academic Libraries Editorial Board; Publications in Librarianship Editorial Board; RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage Editorial Board; Resources for College Libraries Editorial Board and Threshold Achievement Test for Information Literacy (TATIL) Editorial Board.

Appointments to editorial boards are made in late March for terms that begin immediately after the ALA Annual Conference. The editors recommend the names of individuals to fill vacancies. The Publications Coordinating Committee approves the recommendation and the ACRL vice-president/president-elect makes the appointment.

If you would like to be considered for appointment to an editorial board,  https://www.ala.org/acrl/aboutacrl/directoryofleadership/editorialboards/ebs, contact the editor of the editorial board early in the fall and indicate your interest on the ACRL online volunteer form.

Academic Library Trends and Statistics Survey Editorial Board chair: Jeannette E. Pierce, University of Missouri Libraries; phone: (573) 882-6450; email: piercejea@missouri.edu

ACRL/Core Interdivisional Academic Library Facilities Survey Editorial Board ACRL co-chair: Delores Carlito, University of Alabama at Birmingham; phone: (205) 934-6364; email: dcarlito@uab.edu

CHOICE Editorial Board editor: Rachel Hendrick, Choice; phone: (800) 347-6933 x29; email: rhendrick@ala.org

College & Research Libraries Editorial Board editor: Kristen Grace Totleben, University of Rochester Rush Rhees Library, phone: (585) 275-9304; email: ktotleben@library.rochester.edu

College & Research Libraries News Editorial Board editor: David Free, ACRL; phone: (312) 280-2517; email: dfree@ala.org

New Publications Advisory Board chair: Heidi Steiner Burkhardt, University of Michigan Library; phone: (734) 615-6130; email: heidisb@umich.edu

Project Outcome for Academic Libraries Editorial Board chair: Kate Langan; Western Michigan University phone: (269) 387-5823; email: kathleen.langan@wmich.edu

Publications in Librarianship chair: Mark E. Shelton, College of the Holy Cross; phone: (508) 793-3372; email: mshelton@holycross.edu

RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage editor: Diane H. Dias De Fazio, Cleveland Metroparks Zoo; email: diane.diasdefazio@gmail.com

Resources for College Libraries chair: Stephen Patton, Indiana State University; phone: (812) 237-3180; email: stephen.patton@indstate.edu

Threshold Achievement Test for Information Literacy (TATIL) Editorial Board chair: Merinda Kaye Hensley, University of Illinois Urbana-Champaign; phone: (217) 244-1880; email: mhensle1@illinois.edu.

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Call for Nominations: ACRL IS Featured Teaching Librarian

Do you know someone who is an amazing teaching librarian? Consider nominating them as a Featured Teaching Librarian! If you’re an amazing teaching librarian, consider nominating yourself. Submit your nominations using the FTL Nomination form by December 16th, 2023.

Several times during the year, the ACRL Instruction Section Teaching Methods Committee highlights excellent teaching librarians on the ACRL Instruction Section website and shares best teaching practices with others in the field. The committee selects and interviews a librarian who demonstrates innovative and effective teaching strategies, incorporates equity, diversity, and inclusion considerations in their teaching, and is committed to improving their teaching.  

Nominated someone in a past call? If we haven’t featured them yet, please feel free to re-nominate them!

FTL Nomination form: https://forms.gle/BBCvfL4ExZgQusqL9 

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Tips and Trends: Response Systems

Padlet, Mentimeter, Poll Everywhere and other audience response systems are the focus of the latest Tips & Trends article, Engaging Students with Response Systems. Authors Melissa Johnson and Catie Carlson highlight examples of improved engagement with this technology, and considerations for instructors.

Published by the Instructional Technologies Committee of the ACRL Instruction Section, Tips & Trends introduces and discusses new, emerging or even familiar technologies that can be used in library instruction. The latest article and past issues are available on the Instructional Technologies Committee webpage. Recent topics include virtual reality, Learning Tools Interoperability (LTI), and Wikipedia.

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