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Awarded Grants Search
The University of Washington's Information School will research whether public library staff experience symptoms of post-traumatic stress disorder due to incidents in the workplace. Through case studies and a national survey with library staff, the results will yield baseline data about post-traumatic stress disorder and library staff, recommendations for a trauma-informed care approach for helping library staff, and curricula for information schools and professional development. One of the main objectives of the study will be to understand the prevalence of traumatic incidents in rural and tribal libraries - areas in which little research and documentation has been done. This project will systematically study librarians' safety risks as they serve a population that may exhibit high-risk behaviors, and provide recommendations for how to better support library staff in the workplace.
The University of Maryland iSchool will pilot an online national collaborative network of educators and practitioners to enable the sharing and dissemination of computational case studies and lesson plans through an open source, cloud-based interactive platform based on Jupyter Notebooks. Jupyter is self-described as a free, open-source, interactive web tool known as a computational notebook, which researchers can use to combine software code, computational output, explanatory text and multimedia resources in a single document. This project focuses on participants who have a master's-level education in order to target the professional development of future practitioners across the nation. The large group of collaborators will support faculty and students through a supportive community of teachers and practitioners, dedicated to modernizing archival and library education. The ultimate goal is to contribute to the development of faculty and library digital leaders.
The University of Tennessee at Knoxville; The University of Illinois, Urbana-Champaign; and the University of Texas, Austin are collaborating on the IDEA (Innovation, Disruption, Enquiry, Access) Institute on Artificial Intelligence (AI). This institute will address a gap in education and training for AI leaders in the library and information field through a one-week intensive, interactive, evidence-based, and applications-oriented professional development program for library and information professionals. The Institute will create two cohorts of leaders in knowledge and skills in AI to evaluate and implement in library and information environments. The curriculum will incorporate conceptual, technical, social, and applied aspects, including ethical issues of AI. The project will have national impact by sparking future innovation, collaboration, and dissemination of AI in library and information environments. It is supported by the ALA Center for the Future of Libraries and sustained through the Association of Information Science and Technology.
Johnson C. Smith University will develop and execute a training and internship program that introduces undergraduate students from Historically Black Colleges and Universities to a wide range of careers and opportunities within the fields of Library Science, Archives, and Cultural Preservation. This three-year program will develop and use online instruction and hands-on experiences curated by qualified practitioners to expose undergraduates to the library and archives professions and consequently work to address the field's diversity gap. Students will learn the basics of archival and preservation practices and gain leadership skills through digital courses, internships, and two Summer Institutes.
Dr. Katrina Fenlon of the College of Information Studies at the University of Maryland proposes "Sustaining Digital Community Collections," a three-year Early Career Development research project to investigate collaborative workflows of collection development and maintenance, as well as identify roles that cultural heritage institutions may play to help realize community-determined, community-led strategies for sustaining digital collections. This project will develop: models of emergent development and maintenance workflows for digital collections; roles for libraries and archives in those workflows; and a toolkit for stakeholder communities and memory institutions.
New York University, along with the Library Freedom Project, seeks to build upon and enhance the previous IMLS-funded (supplemented) Library Freedom Institute (LFI). LFI is an intensive train-the-trainer program for public librarians passionate about privacy. The project seeks to foster professional development by having previous LFI graduates (Privacy Advocates) teach subsequent shorter and more focused cohorts, hold a first annual meeting to further collaboration, and provide year-round support. The project aims to build the network of Privacy Advocates into a self-sustaining community of individuals focused on privacy awareness, advocacy, and training.
Wayne State University School of Information Sciences will address the decline in urban school libraries by testing whether culturally responsive curricula and practicum experiences in online school library certificate programs better prepare School Library Media specialists for working in urban school environments. The project team will develop and pilot a culturally responsive school library certificate curriculum with embedded mentorship for six classroom teachers who currently work in urban school districts. Results from the project may inform how school districts can restore and grow school library programs by recruiting existing teachers and providing online education and mentor opportunities. The project team will also test and model culturally responsive pedagogy in the school library by documenting the use of a Hip-Hop inquiry-based instruction with K-12 students. Project results will include freely available curriculum for use by other school librarian preparation programs, documentation of inquiry-based methods, and published case studies.
During this early career grant, the University of North Carolina at Greensboro's project team, led by Dr. Noah Lenstra, will perform an in-depth analysis of how public libraries can work with community partners to promote healthy communities through healthy eating and active living programming. The research team will perform case studies in 19 strategically chosen communities across 15 states to produce and disseminate an evidence-based model of how public libraries form and sustain community partnerships. The research will answer: "How, why, and with what impacts do public libraries collaborate with others to co-develop programming around healthy eating and active living?"
The Medical Library Association (MLA) will create "RTI ONLINE: Deepening Research Capacity of Health Sciences Librarians," to build on, extend, and enhance the successful Research Training Institute (RTI) funded by a previous IMLS grant. This project will enable MLA to transition the existing RTI research curriculum and learning activities to online formats, test and refine the new online/hybrid model, reduce costs for participants, enhance the effectiveness and reach of the program to new audiences, and provide the capacity to develop an infrastructure that MLA will sustain after the grant period ends. The online Institute will leverage MLA's existing educational services, software, web and communication tools, scholarship and diversity programs, annual conference services, and strong organizational alliances to maximize broad impact and long-term sustainability.
The Montana State Library, in partnership with Library Strategies (LS), will create a training framework to enhance the ability of rural libraries to effectively plan within a community engagement framework. Working across Montana, North and South Dakota, Wyoming, Arizona, and Idaho, the grant will focus on public and tribal libraries that have service areas of less than 150,000 people. LS will: 1. provide pre-planning and groundwork to energize libraries around the planning process; 2. train staff to recognize implicit bias and identify equity opportunities; 3. lead training institutes for staff to become facilitators of the LS strategic planning process; and 4. provide remote support and counsel to state libraries and participating libraries for a year as participant libraries conduct their own planning processes. As a result of the project, state libraries nationally will have a model to engage staff and communities in planning. Evaluation tools and a detailed documentation of the process will be provided to all participating state libraries and will be shared via state, regional, and national library conferences.
The Meriam Library at California State University, Chico, in partnership with Arizona State University Library in Tempe and Portland Community College Library in Oregon, will determine the need for and availability of copyright education for library professionals in the Western United States. The Western Rural Copyright Education Research Pilot Project will document the ability of library professionals in this region to respond to copyright questions, determine their needs for training, locate barriers to effective training, identify copyright training specialists and programs, and document new ways to deliver copyright training across a large, geographically dispersed region. This planning grant will inform future projects to develop regionally sensitive copyright professional development opportunities and communities.
Through a National Forum grant, the Black Caucus of the American Library Association (BCALA) will organize a one-day pre-conference event to strengthen support for Black/African American Master's in Library and Information Science (MLIS) students. Up to 50 LIS students, professionals, and educators will convene to distill effective approaches for increasing BCALA's outreach to emerging librarians. The forum will precede the 2020 National Conference for African American Librarians and will produce: 1. a toolkit of resources for librarians and educators to recruit Black/African American librarians; and 2. an online, program-independent iBlackCaucus student group. Given the low rates of retention of Black librarians and the field's commitment to increased professional diversity, the project has the potential to provide the communication and resources necessary to support Black librarians early in their careers.
OCLC, in partnership with Washington State University, seeks to create a set of self-paced courses and accompanying facilitation guides that build upon the previously IMLS-funded Tribal Digital Stewardship Training program and the digital stewardship curriculum developed by WSU's Center for Digital Scholarship and Curation. The resulting 13 hours of continuing education courses will be freely and broadly accessible to tribal archive, library, and museum (TALM) staff and small public library staff, through WebJunction and the Sustainable Heritage Network. The "Tribal Stewardship Cohort Program: Digital Heritage Management, Archiving, and Mukurtu CMS Training" has focused on the unique needs of TALMs, using Mukurtu CMS as a core component of culturally sustainable digital heritage management.
In this early career development project, Dr. Rebecca Davis will research African American undergraduates' experience and use of academic libraries to inform research-based decisions for resource and service provision to this historically marginalized community. The study will interview students from four institutions to answer the following questions: To what extent do African American students use academic library resources? Which library services and resources are African American students most and least likely to use, and why? The research findings will make libraries and librarians aware of how and why African American undergraduate students use (or don't use) the academic library and help academic librarians create services, outreach, and resources to better serve their African American communities.
The University of Pittsburgh School of Computing and Information proposes to create and pilot instructional materials focused on building capacity for library participation in their civic data ecosystems. The goals of this instructional design project are to create materials that instructors can integrate into MLIS coursework and that can be used in professional development training in library settings. This project is a partnership between the School of Computing and Information and the Western Pennsylvania Regional Data Center based in University Center for Social and Urban Research, with advisory support from library representatives and MLIS programs nationally.
The University of Washington and the University of Maryland propose to scale the ConnectedLib Toolkit to support public librarians serving teens in small and rural libraries, and indirectly the young adult patrons who will benefit from the librarian's transformed practices. This project will provide continuing education opportunities to library staff in small and rural libraries on how to embed connected learning (CL) principles into teen programs and services. The project will tailor the content of the ConnectedLib Toolkit to also develop examples of connected learning projects for small and rural libraries that includes the voices of these library staff, launch a community of practice that will empower these staff to support each other in building capacity and skills to implement CL activities, and develop a new module for the Toolkit that focuses on youth civic engagement.
The Association for Rural and Small Libraries (ARSL) will develop a pilot leadership institute for directors and managers working in rural and/or small libraries. Over an 18-month period, 30 individuals from a variety of rural communities and diverse populations across the country will engage in residential, online, and conference experiences to build their capacity as leaders. The leadership institute also will focus on strengthening community leadership, building ARSL's organizational capacity, and evaluating the pilot for future effectiveness and scalability. The curriculum will leverage the Educopia Institute's IMLS-funded NEXUS: Leading Across Boundaries model and other nationally recognized instructors and curriculum to develop a customized series of immersive learning experiences for participants.
Duke University, on behalf of the Triangle Research Libraries, will build on the success of the Library Copyright Institute planning grant to scale this model of sustainable, comprehensive copyright education for academic librarians across the United States. Although copyright impacts libraries of all types, typically only the highest funded institutions have well-trained copyright experts on staff. This project is based on the premise that librarians of all institutions, regardless of financial wherewithal, need this expertise to meet the needs of their users. Learning and research communities are improved when all institutions are able to tackle pressing copyright challenges that arise in distance education support, e-reserves, digitization, and other services that are critical to modern library users. Ultimately, the goal is to empower those librarians with the legal knowledge necessary to serve the needs of their patrons, whether they be students, faculty, public users, or others.
Antioch University will examine the nationwide decline in school librarian positions and resulting equity and access issues and explore how school administrators make decisions on staffing school library services for K-12 students. This investigation will examine NCES federal employment data on school librarians, conduct a content analysis of school library job descriptions, and interview school administrators to determine if and how the status and roles of librarians are changing. An Advisory Council of education and library experts, with assistance from school library associations/agencies as intermediaries from 49 states, will help guide the project. Findings will be shared on a website with data tools, infographics, and videos to aid library educators and state associations and agencies in better understanding the changing context of school librarianship and thus how school librarians need to be educated and prepared to address the values and expectations of those who make staffing decisions.
Drexel University and its partners will develop the LIS Education and Data Science-Integrated Network Group (LEADING) to build data science capacity through recruiting, training, and developing the library workforce. The LEADING project scales-up the highly successful LEADS initiative by extending the data science educational pipeline to a much broader range of participants. LEADING will prepare a diverse, nationwide cohort of 50 LIS doctoral students and early career librarians for data science endeavors. LEADING's model includes community hubs (Montana State University, University of California-San Diego, and OCLC), along with 14 member nodes, serving as mentoring sites. LEADING Fellows, community hubs, and member nodes ultimately will form a network that can advance and catalyze data science throughout our national digital infrastructure.
Hampton University will build the capacity of libraries to develop and implement practices and initiatives that change, evolve, and improve the experiences of people of color (POC) working within the Library and Information Science field. Project participants will receive guidance on developing, implementing, and assessing an equity, diversity, and inclusion (EDI) initiative that addresses the recruitment, retention, and inclusion of POC within their libraries. The project results will serve as a collection of actionable initiatives that can be shared throughout the field. With guidance from an advisory board consisting of EDI experts and library leaders, the project will include virtual meetings, individual site visits, assessment, and a follow-up meeting to discuss participant initiatives and experiences.
New York Library Association, in collaboration with Urban Librarians Unite and St John's University, will explore how public librarians in urban centers experience trauma while providing library services. The project team will research and create a framework for addressing the causes of, and potential solutions for, library staff trauma. Project activities will include a literature review, nationwide staff survey, a series of focus groups, and a hackathon where 30 staff from urban libraries across the country will work together to create possible solutions. This national forum has the potential to affect how library staff can be prepared for, and better respond to, national crises such as the Opioid epidemic and the Covid-19 pandemic.
Brooklyn Public Library, along with its partners Syracuse University's School of Information Studies and the New York Library Association, proposes to design and implement an online professional development course to train library staff to teach information literacy skills to the public. Over a two-year period, the project will offer a 12-session online course that focuses on three foundational competencies: 1. the research process, 2. information literacy, and 3. instructional strategies and techniques. Course topics include reviewing research and inquiry fundamentals; organizing database and other information; using tools to navigate the open web; introducing participants to archives, primary sources, and digital collections; exploring media, health, and data literacy; and other practical teaching and presentation strategies.
Acknowledging that current ways of conducting provenance research have left a vast number of prospective archives unexamined, Dr. Sarah Buchanan will articulate extensible provenance research methods in service to professional practice. Over a three-year investigation, this Early Career Development project will assess how provenance research is made publicly accessible and how college students learn experientially about provenance. Through detailed study of how archivists manage information during the archival acquisitions stage, the project will develop a feasible protocol for working professionals as it centers around diverse materials and user populations. The anticipated findings will generate continuing education materials that can be widely adopted by collection professionals, educators, and administrators.
American Library Association's Public Programs Office will use a planning grant to identify and address gaps in equipping library professionals with the education and skills needed to build and execute community-responsive public programming in libraries. Building off of the IMLS-funded National Impact of Library Public Programs Assessment (NILPPA), the project team hopes to further illuminate and address gaps in programming training in order to build a library workforce that can better support the public. This process will include: 1. a landscape review of programming course syllabi currently being taught in MLIS programs and in professional development nationwide; 2. facilitated conversations between 12 library field advisors that include programming librarians, MLIS programming course instructors, and continuing education content providers from the field to discuss strengths, weaknesses, gaps, and opportunities in current offerings; 3. consideration of further alignment with the NILPPA Core Library Programming Competencies; and 4. publication of recommendations to create programming-specific curriculum for the library field.
Drexel University's College of Computing and Informatics - in partnership with the Catholic University of America's Department of Library and Information Science, and in consultation with the Archival Education and Research Initiative; the Academy of Certified Archivists; and the Society of American Archivists' Committee on Education, its Graduate Archival Education Subcommittee, and its Archival Educators Section) - proposes a National Forum Grant to build capacity for lifelong learning in master's level archival education. The project will feature a teaching and curriculum audit of archival studies programs to help modernize and constructively align archival curriculums with present professional needs. Teachers, students, and practitioners will carry out this analysis and environmental scan.
The University Corporation for Advanced Internet Development (Internet 2) seeks to enhance the Toward Gigabit Libraries project, previously funded by IMLS. This project has created a Broadband Toolkit and customized Broadband Improvement Plan designed to help public and tribal librarians learn about their current broadband infrastructure and internal information technology (IT) environment. Using these two resources, librarians are better equipped to improve their broadband services and become stronger advocates for their libraries' broadband infrastructure needs. The current proposal seeks to expand outreach to tribal and rural libraries across the United States.
The Massachusetts Institute of Technology's Media Lab proposes to build the capacity of public librarians in facilitating and delivering STEM programming. The project will help library professionals design STEM learning programs that emphasize equity and inclusion and feel better prepared to facilitate these experiences. The project is leveraging the pedagogy of creative learning - an approach that enables library professionals to take on the responsibilities and practices of STEM facilitation without requiring them to become technical domain experts - to deliver in-person and online workshops, foster an online community of practice, and build capacity for 300 library professionals to implement creative STEM programming in their communities. All project resources and materials will be disseminated widely and published as open-access resources, enabling reuse and adaptation. The activities of this project will not only build capacity in the field of library professionals to implement creative learning programming in their libraries but also increase access to engaging STEM learning opportunities for library patrons.
The University of Puerto Rico will study the information needs of residents and communities in Puerto Rico as they participate in recovery efforts. Citizen participation in recovery efforts can be curtailed by a lack of understanding of complex, technical, scientific, environmental, or financial information. The project team will design and organize a broad initiative to promote learning at two levels by: 1. Increasing librarians' and LIS students' ability to communicate information to citizens; and 2. Developing information resources, strategies, and outlets for educating citizens. The grant will document opportunities for community-based public and academic librarians to take part in the intervention and participate in the design of a website. This site will host resources on a number of issues that affect the living conditions and wellness of the communities. Using Puerto Rico as a test site, the project team will develop resources and innovative strategies and outlets for a better-informed citizenry, particularly in regards to environmental and scientific information. If successful, this model will be adaptable to other contexts that involve working with Hispanic and Latinx populations across the United States.
The University of Minnesota-Twin Cities, Cornell University, and Carnegie Mellon University will recruit and train up to 120 librarians in systematic review processes and practices. A systematic review is a research method in which a team formulates a research question and applies a systematic and transparent method to search, select, and appraise existing literature for researchers, practitioners, and policymakers to make evidence-based decisions. The use of systematic reviews and related methods are growing rapidly, particularly in the life sciences and social sciences. However, librarians working in these disciplines lack training in providing support for this type of research. To fill this gap, collaborators will deliver six institutes over three years, which will equip academic and special librarians with a background in evidence synthesis methods and search strategy skills, enabling them to comply with established standards and meet researcher needs.
Montana State University will develop an open-access, culturally relevant and responsive curriculum for school librarian preparation programs with an emphasis on Indigenous perspectives and, using this curriculum, will recruit, train, and support school library professionals in Alaska and Montana. Montana State University will redesign its Master's level Library Media Certificate curriculum to align with best practices for culturally relevant education, including infusing Indigenous perspectives as well as continuing to meet national Library Media Specialist Preparation Standards. They will then recruit teachers from Montana and Alaska to complete the program so that they can move into school librarian positions. The program will include a cohort-based model of structured support and community with opportunities to address issues of individual and mutual concern, discuss relevant opportunities and challenges in schools, and work with experts. As a result of the project, school library professionals will have increased capacity to contribute to the well-being of their school communities, while other school librarian preparation programs will have access to the curriculum so that they are able to adapt their programs.
The Association of Research Libraries (ARL) will research and design a Diversity, Equity, and Inclusion (DEI) Institute. The outputs will include a curriculum framework and assessment metrics for training content that will be piloted by ARL following the funding period. The audience for the institute will be staff members in cultural heritage and information organizations who want to build inclusive and equitable organizations and advance broader systemic change. The planning grant will leverage an existing ARL framework for competencies in racial equity jointly scoped by ARL, the American Library Association, the Association of College and Research Libraries, and the Public Library Association. The DEI Institute curriculum and supplemental materials, including reports and datasets, will be available through a project website.
The University of Rochester River Campus Libraries, in collaboration with Colgate University, Cornell University, and Syracuse University, will plan and pilot a skill-sharing program. The program will use the Library Carpentries train-the-trainer model to promote continuing education and cross-institutional collaboration throughout New York State. This planning grant will analyze two intertwined needs within the library community. The first is how to train and support librarians in the digital fluencies that are increasingly relevant to research and teaching efforts. The second is how to meet those demands by working regionally across libraries and institutions and drawing on a range of expertise. This work will serve as a template for structuring a community of practice that supports public and academic partnerships that meet the evolving needs of libraries across the country.
Queens College and Texas Woman's University will host two participatory design workshops on integrating computational thinking (CT) into Library Information Science (LIS) youth services coursework. LIS youth services faculty have identified CT, a framework for problem solving and critical thinking skills, as a critical literacy for youth. LIS students need access to courses that prepare them to integrate these skills in youth programs. School and public librarians need resources to incorporate computational thinking into the programs they design for and with youth. To address these needs, an interdisciplinary faculty will collaboratively develop a framework, model curriculum, course modules, and class activities. Then, librarians will use these resources to develop computational thinking library activities for youth and training materials for librarians. Materials developed through the workshops will be made available through the Libraries Ready to Code website and information about the project will be shared through a webinar, a podcast, and at national conferences.
This project will bring together academic library professionals at the University of Arizona, University of Nebraska, Lincoln, and Purdue University with classroom instructors to develop disciplinary-based, information literacy curricula. The project will apply a learning design model that underscores the role information plays in the learning process. Preparing graduates to use digital information in their future work and lives requires teaching students to use information in disciplinary and professional learning contexts. This project will help academic library professionals collaborate with disciplinary instructors in order to integrate information literacy into courses and assess the outcomes of the resulting coursework. The results will be shared with academic library professionals, administrators, and information literacy thought leaders across the nation.
Pittsburg State University will work with 25 teachers from Kansas, Missouri, Oklahoma, and Arkansas who are either Hispanic or serve in school districts with at least a 15 percent Hispanic student population. These teachers will earn a Master of Science degree with a Library Media emphasis. The curriculum will begin with a cultural immersion program that provides meaningful context to future course work and leadership activities. The curriculum will incorporate culturally responsive teaching methodologies and specialized professional development in English for Speakers of Other Languages methodologies and assessments. The program also includes field mentoring to support the school librarians and leadership mentoring activities. The goal of the project is to better train Hispanic and Hispanic-serving school librarians to address the information needs of the Hispanic students in the four state area.
A team of educators at the University of Tennessee's School of Information Sciences, working with University of Tennessee Libraries, and the University of Denver, will develop Collaborative Analysis Liaison Librarians (CALL), a master's-level instructional project. The project will educate a cohort of 14 leaders in science library liaison roles. The project will also develop a model of experiential learning and curriculum, which will be made available for programs across the country. An interdisciplinary and interagency team will recruit, educate, and mentor this cohort. The cohort will focus on building liaison skills to better collaborate with researchers in science-focused agencies and to build curriculum and skills for liaison librarianship. Each student will benefit from an immersive practicum in a participating science agency, mentoring relationships with experts in STEM librarianship and science information services, and an ALA-accredited Master's degree with a specialization in liaison librarianship. The project will conclude with a summit where participants will share best practices and insights from the practicums, mentoring, and curriculum.
Syracuse University will expand and enhance current training opportunities for library and archives professionals in order to help them effectively service patrons with disabilities. In partnership with Infopeople, Syracuse University will create online training and train-the-trainer learning opportunities and resources for school, public, and academic librarians using an innovative problem-based learning approach. Housed on the Project ENABLE and Infopeople training websites, the project team will train librarians and build their capacity to effectively train their fellow staff to create inclusive and accessible libraries and library services.
Pacific Library Partnership, in partnership with the Bay Area Discovery Museum's Center for Childhood Creativity (CCC), will refine the Reimaging School Readiness toolkit, which was developed by the CCC and California State Library. The project team will also train 1,500 librarians across the nation in how to incorporate research backed concepts and activities into school readiness and early learning opportunities. The Pacific Library Partnership will hire a consultant to evaluate the toolkit, the train-the-trainer program, and the overall project and provide recommendations on the content and structure of the model. The project will provide librarians with the tools, methodologies, and resources they need to provide evidence-based school readiness programming to support children under eight years old and their parents or caregivers.
Public libraries face a pressing need to evaluate their offerings and use the resulting evidence to inform internal decision-making. The Research Institute for Public Libraries (RIPL) has trained nearly 1,370 library staff nationwide on introductory evaluation. The Califa Group - in partnership with the Colorado State Library, State Library of North Carolina, Rebecca Teasdale & Associates, LLC and LH Evaluation & Training Group - will build off RIPL's success by developing and piloting a nine-month cohort-based peer learning process to further advance evaluation skills, knowledge, and attitudes. Each cohort will evaluate a library program or service and produce empirical evidence to support internal decision-making. At least 30 public library staff members, representing 15 public libraries in three states, will complete the cohort experience. The project will also produce a library of at least 20 coaching videos that will be available for free on the project website, Infopeople platform, and the RIPL Community of Practice.
University of South Carolina will conduct a three-year research study to identify the impact of collaboratively designed and implemented Guided Inquiry Design (GID) Units on K-12 student learning outcomes. GID is an instructional approach that enables school librarians and classroom teachers to support student-driven inquiry. During four summer institutes, the project's instructional specialist will equip 40 school librarian-teacher instructional teams to implement GID units their schools. The researchers will then assess how the collaboratively designed and implemented GID units impacted K-12 student learning outcomes and make that data available. They will develop an online community of practice to support long-term implementation in ways identified by the research project as being most impactful.
A team of researchers from the University of Pittsburgh, University of California, Irvine, Queens College, and The Pennsylvania State University, will explore how underrepresented minority students develop and maintain a sense of community and belonging within cohort-based recruitment programs. The team will also look at how these experiences compare to participants' sense of community in their graduate programs and workplaces. The project will also provide recommendations for how the community developed in recruitment programs can be extended and scaled to a model of lifelong learning and support. Through a pilot with the iSchool Inclusion Institute (i3 - a cohort-based recruitment program), the project team will develop and conduct three qualitative case studies in three LIS, cohort-based recruitment programs geared towards underrepresented students: i3, Spectrum, and Knowledge River. A comparative analysis of participants' experiences across case studies will enable researchers to identify the mechanisms that contribute to developing and maintaining a sense of community. These findings will be translated into a model for recruitment and retention that specifically addresses isolation and gaps in support.
The Denver Public Library, in collaboration with a national steering committee, will explore how libraries in mid-sized cities can build and support internal cultures that are representative of the communities they serve. The team will create replicable staffing models that foster diversity, equity, and inclusion. These models will also value lived experience and authentic community relationships as professional qualifications. Project activities include: conducting an environmental scan, engaging a research and evaluation consultant to interview staff with a variety of backgrounds, convening a national symposium, and creating a report with recommendations for this work in the library community.
Drexel University's College of Computing and Informatics (CCI), in collaboration with the Free Library of Philadelphia, the Drexel Lindy Center for Civic Engagement, and the Dornsife Center for Neighborhood Partnerships, will develop and implement a project to enhance Library and Information Science (LIS) programs focusing on community engagement. The goals of the project include developing a community-based learning model for LIS education and sharing the model with other LIS programs nationwide. The project will also develop and implement a post-baccalaureate Community Catalysts Certificate, which can stand alone or be integrated into an ALA-accredited LIS degree program. Finally, the project will educate twelve IMLS Community Catalysts Fellows on the design, development, and management of community-based service projects for libraries.
The University of Missouri School of Information Science & Learning Technologies (SISLT), Health Sciences Library, and the MidContinental Region of the National Network of Libraries of Medicine will jointly develop an interdisciplinary community health information curriculum and create a Midwest network of practice to meet the information needs for low-income and rural communities. The project team will create information resource and curriculum that will be used within SISLT and widely distributed to libraries and the library and information science education community. The team will also develop health information outreach and programming skills with collaborators and students, train a student cohort to lead community health information networks, and expand a community empowerment framework to library education.
Through a partnership among seven bicoastal academic health sciences libraries (Harvard University, MCPHS University, Tufts University, Boston University, Stanford University, University of California at Los Angeles, University of California at San Francisco) and one LIS Program (Simmons University), this project creates a post-Master’s certificate program in the area of Inter-Professional Informationist (IPI), for the purpose of bridging the gap between traditional and emergent skills in health sciences librarianship and increasing the diversity in the IPI workforce. IPI adopts embedded library services and the informationist approach to enhance biomedical scientific research and practice. Ten librarians in the program will complete seven IPI courses, and project partner institutions will connect them with researchers and clinical leaders who will supervise their capstone experience.
The School of Information at the University of Michigan proposes a three-year project to train librarians on how to work with civic organizations to promote greater civic engagement. As part of the program, LIS students will work under the direct supervision of city staff on civic engagement projects, while being mentored by professional librarians. The project will also develop LIS curriculm on how to build sustainable relationships with cities, help students work with diverse populations, and conduct the participatory research that is core to most civic engagement efforts. The project will develop two Massive Open Online Courses (MOOCs) on theories and methods relevant to civic engagement. One course will be oriented to public librarians and the other will be for people working for city governments. As students in the engaged learning courses conduct their projects, they will record their experiences. This footage will be supplemented by professional videographers and used as core content for the online course.
American Library Association's Public Programs Office (ALA PPO) will develop community engagement training materials specifically for small and rural communities. When library workers better understand and engage with their communities, libraries become stronger, more connected institutions, and library workers can more effectively support patrons and libraries. However, through evaluation of existing resources, ALA has identified a number of unique challenges that small and rural institutions face. These include gaps in basic skills training and resources. This training will focus on basic facilitation skills and will complement ALA's existing Libraries Transform Communities resources.
Kent State University, in partnership with University of Washington, will research and develop a social justice, outcomes-based planning and assessment tool. This tool will support library staff in developing outreach programs and services that meet the needs of families with young children from underserved communities. Small, medium, and large libraries in rural, urban, and suburban areas will collaborate with the research team on the design process. The libraries will help iterate, test, and reflect on the toolkit. This toolkit will embed the social justice principles of equity, engagement, and empowerment into the creation of outreach programs in public libraries. This program aims to support the outreach production process by implementing design thinking, building library community awareness, and developing a library peer community.
The University of Illinois at Urbana-Champaign University Library in partnership with Indiana University-Indianapolis proposes a three-year continuing education program. The program will train academic librarians to address privacy and related ethical implications of learning analytics projects (e.g., autonomy, agency, and trust). The training program will guide participants to explore learning analytics, privacy theory, privacy-by-design principles, and research ethics and present participants with case studies. Participants will develop a plan for a learning analytics project prioritizing privacy protections, The project team will run a face-to-face training for an estimated 200 participants, and host an online training for an estimated 200 participants. The team will also create an open educational resource packet consisting of the training curriculum, guidelines for facilitating the training, and recommendations for incorporating the materials into other training programs and library science courses. Finally, the project team will have at least two peer-reviewed conference presentations and one peer-reviewed research publication.