Volume editors: Kathleen Abromeit and Dyani Sabin
Educators are continually trying to create meaningful ways to respond to the needs of a more diverse student population. DEIA (Diversity, Equity, Inclusion, and Accessibility) initiatives in music information literacy can help us develop a deeper understanding in which to foster a more inclusive and equitable library learning environment. As such, it is time for music librarians and those who do music information literacy sessions to transform the concept of inclusiveness in our instruction sessions. This proposed volume intends to address that need by examining the relevant issues, including the causes of discrimination, problems that result in inequity, and the effect of implicit and explicit biases in our music information literacy work. It will focus primarily on one-shot instruction in the academic library environment. It will also be helpful to librarians embedded in classrooms or in innovative spaces such as residence halls or providing course-specific research appointments.
Potential chapters may include but are not limited to the following:
- Accessibility and neurodiversity in the classroom.
- Diversity and representation in selecting musical examples and scholarship for information literacy sessions.
- Anti-racist discussions of White popular musicians stealing popular music of Black musicians without compensation or attribution.
- Whiteness and power within the musical canon and historical inequalities in the industry.
- Culturally responsive teaching.
- Information literacy instruction for English speakers of other languages.
- Supporting a body-positive experience.
- Education equity, including access to opportunities, support, and tools, with attention to first-generation or financially disadvantaged students.
- Supporting transgender and gender-nonconforming students, including creating safe and respectful spaces and interactions for all LGBTQ+ library users.
- Mental health issues and strategies to foster learning for students experiencing behavioral, emotional, or social challenges.
- Information literacy assessment that focuses on dialogue, emotional needs, and mindfulness.
- Conversations between instruction librarians and metadata staff about any problematic headings that students identified in instruction sessions.
- Pedagogical tips for the instructor librarian on how to “in the moment” respond to micro-aggressions during the instruction session.
Each chapter should:
- State your focus and have a clear structure.
- Use engaging prose.
- Support your ideas with case studies.
- Address your topic from the classroom instruction perspective, written for other instruction librarians.
- Utilize minimal footnotes and appendices but include a list of works consulted.
- Include a reading guide of no more than ten items. Also include five questions for thought and discussion.
- Limit illustrative materials.
- Be 3,000-4,000 words in length.
Author’s Proposals should include the following elements:
- Focused statement of the proposed chapter with a detailed outline
- Sample reading guide. At all stages, manuscripts must use Chicago style (17th ed.)
- Sample discussion questions
- A curriculum vitae of the author, a list of recent publications, and two brief writing samples.
Proposals are due June 30, 2021. Accepted chapters must be completed by April 4, 2022.
Please email chapter proposals as attachments in Microsoft Word format to Kathleen Abromeit at kabromei at oberlin . edu. Inquiries are welcome.