Beta Phi Mu Scholars Series - Böcker

Requests for the removal, relocation, and restriction of books—also known as challenges—occur with some frequency in the United States. Book Banning in 21st-Century American Libraries, based on thirteen contemporary book challenge cases in schools and public libraries across the United States argues that understanding contemporary reading practices, especially interpretive strategies, is vital to understanding why people attempt to censor books in schools and public libraries. Previous research on censorship tends to focus on legal frameworks centered on Supreme Court cases, historical case studies, and bibliographies of texts that are targeted for removal or relocation and is often concerned with how censorship occurs. The current project, on the other hand, is focused on the why of censorship and posits that many censorship behaviors and practices, such as challenging books, are intimately tied to the how one understands the practice of reading and its effects on character development and behavior. It discusses reading as a social practice that has changed over time and encompasses different physical modalities and interpretive strategies. In order to understand why people challenge books, it presents a model of how the practice of reading is understood by challengers including “what it means” to read a text, and especially how one constructs the idea of “appropriate” reading materials. The book is based on three different kinds sources. The first consists of documents including requests for reconsideration and letters, obtained via Freedom of Information Act requests to governing bodies, produced in the course of challenge cases. Recordings of book challenge public hearings constitute the second source of data. Finally, the third source of data is interviews with challengers themselves. The book offers a model of the reading practices of challengers. It demonstrates that challengers are particularly influenced by what might be called a literal “common sense” orientation to text wherein there is little room for polysemic interpretation (multiple meanings for text). That is, the meaning of texts is always clear and there is only one avenue for interpretation. This common sense interpretive strategy is coupled with what Cathy Davidson calls “undisciplined imagination” wherein the reader is unable to maintain distance between the events in a text and his or her own response. These reading practices broaden our understanding of why people attempt to censor books in public institutions.

This incisive study analyzes young adult (YA) literature as a cultural phenomenon, explaining why this explosion of books written for and marketed to teen readers has important consequences for how we understand reading in America. As visible and volatile shorthand for competing views of teen reading, YA literature has become a lightning rod for a variety of aesthetic, pedagogical, and popular literature controversies.Noted scholar Loretta Gaffney not only examines how YA literature is defended and critiqued within the context of rapid cultural and technological changes, but also highlights how struggles about teen reading matter to—and matter in—the future of librarianship and education. The workbridges divides between literary criticism, professional practices, canon building, literature appreciation, genre classifications and recommendations, standard histories, and commentary. It will be useful in YA literature course settings in Library and Information Science, Education, and English departments. It will also be of interest to those who study right wing culture and movements in media studies, cultural studies, American studies, sociology, political science, and history. It is of additional interest to those who study print culture, publishing and the book, histories of teenagers, and research on teen reading. Finally, it will offer those interested in teenagers, literature, libraries, technology, and politics a fresh way to look at book challenges and controversies over YA literature.

Over the past fifteen years, the dramatic increase of online self-help legal re-sources, information, and tools specifically developed for use by low-income individuals without legal counsel has been promoted as one way to help those individuals who are caught in this “justice gap.” Unfortunately, however, opportunities arising from the Internet and related information and communication technologies do not accrue to everyone equally as physical, intellectual, and social barriers to information persist. Access to Information, Technology, and Justice: A Critical Intersection, as the first ever book length examination of the use of technology to expand access to justice in the United States, highlights an emerging paradox wherein the technological transformation that has created an increasing array of legal self-help resources and services is also creating barriers to access for disadvantaged individuals. Those who cannot read, those who do not speak the English language, those who are unfamiliar with the law, and those with limited digital literacy skills all find themselves at a fundamental disadvantage. The legal community has only begun to examine whether these resources and services are, in fact, meeting the needs of struggling self-help users. This book builds upon existing work in this area by undertaking an in-depth exploration of how information and communication technologies are changing – and failing to change – the legal in-formation landscape for those who most need this information. Drawing upon the ongoing collaborative efforts of legal aid organizations, libraries, courts, and non-profit organizations, this book provides a framework for removing barriers to equitable access to legal information, with the ultimate goal of encouraging continued discussion and action.

This publication focuses on the past, present, and future impact of school librarians. The contributors are recognized leaders within the information profession with expertise in school libraries, and they chronicle international issues in professional education, scholarship, organizations, and the innovations of practitioners –information that appeals to a global audience of professional educators, practitioners, and students involved in school libraries.The book is divided into three parts with each chapter contributed by an individual who has made significant contributions to the profession. Part 1 focuses on the history of school libraries and children’s literature. Part 2 provides a perspective on the current trends and opportunities for professional development and scholarship for school librarians, and Part 3 offers views on the ways school librarians will interact with students and teachers in the future. Readers will find authoritative information about the education, professional associations, scholarship, and innovations that are occurring internationally, and they will be inspired to perpetuate the legacy of school library advocacy established by Dr. E. Blanche Woolls. The book will appeal to a global audience of professional educators, practitioners, and students involved in school libraries.

Academic Library Metamorphosis and Regeneration continues the discussions around change and transformation that are taking place in the library profession today. Academic libraries are undergoing change at a remarkable rate and have been through transitions that were unthinkable before disruptive technology changed everything. For academic libraries, changes in higher education, scholarly communication, and user expectations are driving a continuous need to adjust, transform, and re-create ourselves. This book explores the changes that led us to where we are today, reviews academic libraries that have transformed, and offers suggestions for those who are beginning a change process.

This book addresses some of the most pressing issues in library and information science. It offers informed insight and perspectives on six essential and timely questions facing the profession:What is information?What is information literacy?What roles do academic libraries play in higher education today? How can we effectively educate librarians?What are the ethical and moral bases of the library and information professions?What is the future of librarianship?Written by John M. Budd, one of librarianship’s most-respected educators and the author of twelve previous books, and copublished with Beta Phi Mu, the International Honor Society for librarianship, this is sure to become one of profession’s most talked-about books.

An academic library’s instruction program reflects and communicates its vision for teaching and learning within the context of its institution, and the instruction coordinator plays an essential role in shaping and advancing this vision. Instruction coordinators and directors in academic libraries may have a variety of titles and wear an entire wardrobe’s worth of hats, but they face many of the same challenges in developing, promoting, and evaluating their instruction programs. This book approaches using the instruction program as the catalyst to further the library’s agenda for teaching and learning and gives instruction program directors a set of resources that will help them map out, enact, and assess the impact of this agenda. This book is ideal for librarians and administrators who direct, coordinate, or lead an academic library’s teaching and learning program and is particularly useful for new instruction program coordinators—either those new to their position or new to their institution.

An academic library’s instruction program reflects and communicates its vision for teaching and learning within the context of its institution, and the instruction coordinator plays an essential role in shaping and advancing this vision. Instruction coordinators and directors in academic libraries may have a variety of titles and wear an entire wardrobe’s worth of hats, but they face many of the same challenges in developing, promoting, and evaluating their instruction programs. This book approaches using the instruction program as the catalyst to further the library’s agenda for teaching and learning and gives instruction program directors a set of resources that will help them map out, enact, and assess the impact of this agenda. This book is ideal for librarians and administrators who direct, coordinate, or lead an academic library’s teaching and learning program and is particularly useful for new instruction program coordinators—either those new to their position or new to their institution.

Libraries are exploring new roles and new partnerships on college campuses in order to improve students’ experiences and enable learning outside the classroom. But other than faculty members, who are librarians’ potential partners? The student affairs professionals are responsible for everything from residence halls to service learning to career exploration and make up one of the fastest growing groups in higher education - they are the experts in student development and the student experience.However, librarians and student affairs professionals are largely unfamiliar with each other's roles in student learning. By using multiple focus groups, Long describes the experiences and perceptions of librarians and student affairs professionals at several four-year, residential colleges and universities. He identifies ways librarians and student affairs professionals share common values and can approach partnerships successfully – but also the barriers that result when these two groups don’t fully understand each other’s roles in student learning. This book is the perfect road map for librarians and student affairs professionals alike who are seeking partners for campus collaborations.

Academic Librarianship: Anchoring the Profession in Contribution, Scholarship, and Service is needed now as a response to how much has changed in academic librarianship as a profession (from the smallest academic libraries to large research libraries). Much has been written recently about the status of the profession of librarianship, i.e. whether or not it should still be considered a “profession,” are the same credentials still required/enough, should things change dramatically in SLIS programs in response to the new normal, and what is the impact of hiring PhD’s in disciplines outside of librarianship. Major topics covered include:State of the profession of librarianship todayStatus of librariansTenure or notMove away from faculty status in some (more) academic librariesContributions to the profession -- scholarship What is producedHow are librarians conducting researchWhere is it taking place -- who is producing scholarshipWhyTrends Contribution to the profession -- service and professional associations LIS EducationTomorrow -- what are the implications for the future of our professionAuthor Marcy Simons explores the history, current status, and future of the profession of academic librarianship. She clearly demonstrates the need for a shared understanding of how we will work together in order to continue our transformation.

Libraries are exploring new roles and new partnerships on college campuses in order to improve students’ experiences and enable learning outside the classroom. But other than faculty members, who are librarians’ potential partners? The student affairs professionals are responsible for everything from residence halls to service learning to career exploration and make up one of the fastest growing groups in higher education - they are the experts in student development and the student experience.However, librarians and student affairs professionals are largely unfamiliar with each other's roles in student learning. By using multiple focus groups, Long describes the experiences and perceptions of librarians and student affairs professionals at several four-year, residential colleges and universities. He identifies ways librarians and student affairs professionals share common values and can approach partnerships successfully – but also the barriers that result when these two groups don’t fully understand each other’s roles in student learning. This book is the perfect road map for librarians and student affairs professionals alike who are seeking partners for campus collaborations.

The book serves as a "how to" guide for evaluating and crafting collection development policies that will help create equity in library collections. The book not only helps contextualize the need for inclusive collection development policies but features user-friendly tables, guides, and sample policies.

The book serves as a "how to" guide for evaluating and crafting collection development policies that will help create equity in library collections. The book not only helps contextualize the need for inclusive collection development policies but features user-friendly tables, guides, and sample policies.

Requests for the removal, relocation, and restriction of books—also known as challenges—occur with some frequency in the United States. Book Banning in 21st-Century American Libraries, based on thirteen contemporary book challenge cases in schools and public libraries across the United States argues that understanding contemporary reading practices, especially interpretive strategies, is vital to understanding why people attempt to censor books in schools and public libraries. Previous research on censorship tends to focus on legal frameworks centered on Supreme Court cases, historical case studies, and bibliographies of texts that are targeted for removal or relocation and is often concerned with how censorship occurs. The current project, on the other hand, is focused on the why of censorship and posits that many censorship behaviors and practices, such as challenging books, are intimately tied to the how one understands the practice of reading and its effects on character development and behavior. It discusses reading as a social practice that has changed over time and encompasses different physical modalities and interpretive strategies. In order to understand why people challenge books, it presents a model of how the practice of reading is understood by challengers including “what it means” to read a text, and especially how one constructs the idea of “appropriate” reading materials. The book is based on three different kinds sources. The first consists of documents including requests for reconsideration and letters, obtained via Freedom of Information Act requests to governing bodies, produced in the course of challenge cases. Recordings of book challenge public hearings constitute the second source of data. Finally, the third source of data is interviews with challengers themselves. The book offers a model of the reading practices of challengers. It demonstrates that challengers are particularly influenced by what might be called a literal “common sense” orientation to text wherein there is little room for polysemic interpretation (multiple meanings for text). That is, the meaning of texts is always clear and there is only one avenue for interpretation. This common sense interpretive strategy is coupled with what Cathy Davidson calls “undisciplined imagination” wherein the reader is unable to maintain distance between the events in a text and his or her own response. These reading practices broaden our understanding of why people attempt to censor books in public institutions.

Academic Librarianship: Anchoring the Profession in Contribution, Scholarship, and Service is needed now as a response to how much has changed in academic librarianship as a profession (from the smallest academic libraries to large research libraries). Much has been written recently about the status of the profession of librarianship, i.e. whether or not it should still be considered a “profession,” are the same credentials still required/enough, should things change dramatically in SLIS programs in response to the new normal, and what is the impact of hiring PhD’s in disciplines outside of librarianship. Major topics covered include:State of the profession of librarianship todayStatus of librariansTenure or notMove away from faculty status in some (more) academic librariesContributions to the profession -- scholarship What is producedHow are librarians conducting researchWhere is it taking place -- who is producing scholarshipWhyTrends Contribution to the profession -- service and professional associations LIS EducationTomorrow -- what are the implications for the future of our professionAuthor Marcy Simons explores the history, current status, and future of the profession of academic librarianship. She clearly demonstrates the need for a shared understanding of how we will work together in order to continue our transformation.

With book banning increasing around America, this book breaks down how and why contemporary reading practices can lead to censorship.Requests for the redaction, removal, relocation, and restriction of books—also known as challenges—have markedly increased in the 2020s. Book Banning in 21st-Century American Libraries, based on 25 contemporary book challenge cases in schools and public libraries across the United States argues that understanding contemporary reading practices, especially interpretive strategies, is vital to understanding why people attempt to censor books in public institutions. The books focuses on the why of censorship and posits that many censorship behaviors and practices, such as challenging books and targeting public libraries and schools, are intimately tied to the how one understands the practice of reading and its effects on character development and behavior. It discusses reading as a social practice that has changed over time and encompasses different physical modalities and interpretive strategies. In order to understand why people challenge books, it presents a model of how the practice of reading is understood by challengers including “what it means” to read a text, and especially how one constructs the idea of “appropriate” reading materials.