As you may already know, I am guest-editing an issue of Codex which is the peer-reviewed journal for the Louisiana chapter of ACRL. The theme of this issue is “Successful Transitions to Academic Research”, which focuses specifically on developing information literacy skills in students aged 16-18 years, or roughly, from 11th grade in high school to first-year college freshmen. This is probably the most crucial moment in the intellectual development of young adults, because whatever misconceptions and misapprehensions they have about the usefulness of libraries and librarians is quickly becoming an inviolable gospel underwritten by Google.
I would like for anyone who receives this email to strongly consider submitting ideas for articles which include all of those enumerated below in the original CFP. I’m also interested in receiving submission for bibliographic essays, which are extremely useful, but seem to get short shrift from the typical LIS journal editorial board.
Please contact me with any questions you may have. I realize that the due date for submissions is October 1st, and that it may prove difficult for many of you who are new to writing for publication. Please rest assured that a particularly astute and energetic group of “elder librarians” stand by to assist you in this process. And by “elder”, I don’t necessarily mean elderly, although my wife tells me I am hard of hearing.
I thank you in advance for sharing your eloquent ideas, articulate abstracts, and even your fuzzy notions about the role of information literacy instruction.
CODEX Call for Papers
Special Issue: Successful Transitions to Academic Research
Codex: The Journal for the Louisiana Chapter of the Association of College and Research Libraries is seeking article submissions for its theme issue “Successful Transitions to Academic Research”. The focus of our issue is the reporting and evaluation of collaborative efforts between academic and school librarians to teach information literacy skills to traditional college students aged 18-20 years. We encourage evidence-based contributions for improving student engagement and learning, as well as approaches which critique present pedagogical practices. The following types of submissions will be accepted until the closing date of OCTOBER 1st, 2011.
•Research articles on information literacy (IL) programs and initiatives including both course-integrated instruction and formal IL courses in school and university curricula. Articles should be supported by empirical evidence that demonstrate the value or success of the program/initiative, lessons learned, and an applicable list of best practices.
•Articles that examine the current state of IL pedagogy using applicable theories from literary studies, library and information science, anthropology, sociology or philosophy.
•Interviews with practitioners in the field, including high school and college level teachers, librarians, and LIS faculty.
• Essay and opinion pieces on the state of IL and its future, especially in consideration of mobile technologies and changing notions of literacy
Please send all inquiries to the guest editor of this issue, Michael Matthews, at firstname.lastname@example.org