front cover of American Scenic Design and Freelance Professionalism
American Scenic Design and Freelance Professionalism
David Bisaha
Southern Illinois University Press, 2022
An inclusive history of the professionalization of American scenic design

The figure of the American theatrical scenic designer first emerged in the early twentieth century. As productions moved away from standardized, painted scenery and toward individualized scenic design, the demand for talented new designers grew. Within decades, scenic designers reinvented themselves as professional artists. They ran their own studios, proudly displayed their names on Broadway playbills, and even appeared in magazine and television profiles. 

American Scenic Design and Freelance Professionalism tells the history of the field through the figures, institutions, and movements that helped create and shape the profession. Taking a unique sociological approach, theatre scholar David Bisaha examines the work that designers performed outside of theatrical productions. He shows how figures such as Lee Simonson, Norman Bel Geddes, Jo Mielziner, and Donald Oenslager constructed a freelance, professional identity for scenic designers by working within their labor union (United Scenic Artists Local 829), generating self-promotional press, building university curricula, and volunteering in wartime service. 

However, while new institutions provided autonomy and intellectual property rights for many, women, queer, and Black designers were not always welcome to join the organizations that protected freelance designers’ interests. Among others, Aline Bernstein, Emeline Roche, Perry Watkins, Peggy Clark, and James Reynolds were excluded from professional groups because of their identities. They nonetheless established themselves among the most successful designers of their time. Their stories expand the history of American scenic design by showing how professionalism won designers substantial benefits, yet also created legacies of exclusion with which American theatre is still reckoning.
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Archives in Libraries
Jeannette A. Bastian
Society of American Archivists, 2015
Many libraries have archives, which serve a distinct function, albeit in a shared setting. Reconciling differences between archivists and librarians has been a long-standing issue for the information professions in the United States. Today more than ever, librarians and archivists need to understand one another and harmonize their divergent but complementary professional paths. ARCHIVES IN LIBRARIES: WHAT LIBRARIANS AND ARCHIVISTS NEED TO KNOW TO WORK TOGETHER builds a bridge toward that harmonization, suggesting ways in which archivists working in libraries can better negotiate their relationships with the institution and with their library colleagues. It also helps librarians and library directors better understand archival work by providing overviews of archival concepts, policies, and best practices. Vignettes and interviews throughout the book articulate similarities and points of departure between libraries and archives while highlighting the issues and offering solutions to practical problems.
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Assessing Liaison Librarians
Documenting Impact For
Daniel Mack
American Library Association, 2014

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Assessing Liaison Librarians
Documenting Impact for Positive Change
Daniel C. Mack
Assoc of College & Research Libraries, 2014

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Becoming a Reflective Librarian and Teacher
Strategies for Mindful Academic Practice
Michelle Reale
American Library Association, 2016

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Becoming an Embedded Librarian
Making Connections in the Classroom
Michelle Reale
American Library Association, 2015

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Charting Your Path to Full
A Guide for Women Associate Professors
Vicki L. Baker
Rutgers University Press, 2020
Institutions, faculty, and students benefit when women academics advance in their careers, yet research shows that women academics are more likely to stall at the associate professor stage of their careers than men. Charting Your Path to Full is a data- and literature-informed resource aimed at helping women in the professoriate excel in their careers, regardless of discipline and institution type. Vicki L. Baker draws on human resources, organizational studies, and positive organizational psychology to help women first focus on their joy as the primary driver of career and personal pursuits, and provides action steps, “To Do” lists, and additional tools and resources to lay out a clear step-by-step approach to help women academics reach their goals. Baker’s wealth of consulting and research insights provides a compelling and accessible approach to supporting women as they re-envision their careers.
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Collaborating For Impact
Spec Ial Collections And
Kristen Totleben
Assoc of College & Research Libraries, 2016

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Community Technology Projects
Making Them Work
Margaret Heller
American Library Association, 2019

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Developing Faculty in Liberal Arts Colleges
Aligning Individual Needs and Organizational Goals
Baker, Vicki L.
Rutgers University Press, 2017
Developing Faculty Members in Liberal Arts Colleges analyzes the career stage challenges these faculty members must overcome, such as a lack of preparation for teaching, limited access to resources and mentors, and changing expectations for excellence in teaching, research, and service to become academic leaders in their discipline and at these distinctive institutions.

Drawing on research conducted at the thirteen institutions of the Great Lakes Colleges Association, Vicki L. Baker, Laura Gail Lunsford, and Meghan J. Pifer propose a compelling Alignment Framework for Faculty Development in Liberal Arts Colleges to show how these colleges succeed—or sometimes fail—in providing their faculties with the right support to be successful.  
 
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Embedded Business Librarianship for the Public Librarian
Barbara A. Alvarez
American Library Association, 2016

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Embedding Librarianship In Learning Management Systems
Beth E. Tumbleson
American Library Association, 2013

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Free as Gods
How the Jazz Age Reinvented Modernism
Charles A. Riley
University Press of New England, 2017
Among many art, music and literature lovers, particularly devotees of modernism, the expatriate community in France during the Jazz Age represents a remarkable convergence of genius in one place and period—one of the most glorious in history. Drawn by the presence of such avant-garde figures as Joyce and Picasso, artists and writers fled the Prohibition in the United States and revolution in Russia to head for the free-wheeling scene in Paris, where they made contact with rivals, collaborators, and a sophisticated audience of collectors and patrons. The outpouring of boundary-pushing novels, paintings, ballets, music, and design was so profuse that it belies the brevity of the era (1918–1929). Drawing on unpublished albums, drawings, paintings, and manuscripts, Charles A. Riley offers a fresh examination of both canonic and overlooked writers and artists and their works, by revealing them in conversation with one another. He illuminates social interconnections and artistic collaborations among the most famous—Fitzgerald, Hemingway, Gershwin, Diaghilev, and Picasso—and goes a step further, setting their work alongside that of African Americans such as Sidney Bechet, Archibald Motley Jr., and Langston Hughes, and women such as Gertrude Stein and Nancy Cunard. Riley’s biographical and interpretive celebration of the many masterpieces of this remarkable group shows how the creative community of postwar Paris supported astounding experiments in content and form that still resonate today.
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Fundamentals for the Academic Liaison
Richard Moniz
American Library Association, 2014

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The Heart of Librarianship
Attentive, Positive, and Purposeful Change
Michael Stephens
American Library Association, 2016

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Leading for School Librarians
There Is No Other Option
Hilda K. Weisburg
American Library Association, 2017

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Leading for Tomorrow
A Primer for Succeeding in Higher Education Leadership
Pamela L. Eddy
Rutgers University Press, 2020
When faculty climb the ranks into leadership positions, they come with years of knowledge and experience, yet they are often blindsided by the delicate interpersonal situations and political minefields they must now navigate as university administrators. What are the specific skills that faculty need to acquire when they move into administrative positions, and how can they build upon their existing abilities to excel in these roles? What skills can other mid-level leaders learn to help in their positions?

Using an engaging case study approach, Leading for Tomorrow provides readers with real-world examples that will help them reflect on their own management and communication styles. It also shows newly minted administrators how they can follow best practices while still developing a style of leadership that is authentic and uniquely their own.

The book’s case studies offer practical solutions for how to deal with emerging trends and persistent problems in the field of higher education, from decreasing state funding to political controversies on campus. Leading for Tomorrow gives readers the tools they need to get the best out of their team, manage conflicts, support student success, and instill a campus culture of innovation that will meet tomorrow’s challenges.
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Legislative Style
William Bernhard and Tracy Sulkin
University of Chicago Press, 2018
Once elected, members of Congress face difficult decisions about how to allocate their time and effort. On which issues should they focus? What is the right balance between working in one’s district and on Capitol Hill? How much should they engage with the media to cultivate a national reputation? William Bernhard and Tracy Sulkin argue that these decisions and others define a “legislative style” that aligns with a legislator’s ambitions, experiences, and personal inclinations, as well as any significant electoral and institutional constraints.

Bernhard and Sulkin have developed a systematic approach for looking at legislative style through a variety of criteria, including the number of the bills passed, number of speeches given, amount of money raised, and the percentage of time a legislator voted in line with his or her party. Applying this to ten congresses, representing twenty years of congressional data, from 1989 to 2009, they reveal that legislators’ activity falls within five predictable styles. These styles remain relatively consistent throughout legislators’ time in office, though a legislator’s style can change as career goals evolve, as well as with changes to individual or larger political interests, as in redistricting or a majority shift. Offering insight into a number of enduring questions in legislative politics, Legislative Style is a rich and nuanced account of legislators’ activity on Capitol Hill.
 
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Librarians and Instructional Designers
Collaboration and Innovation
Joe Eshleman
American Library Association, 2016

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Librarians and Instructional Designers
Collaboration and Innovation
Joe Eshleman
American Library Association, 2016

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Library Next
Seven Action Steps for Reinvention
Catherine Murray-Rust
American Library Association, 2021

After a career of more than 40 years, Murray-Rust, former Dean of Libraries at Georgia Tech and a self-proclaimed library disrupter, sees our profession’s central challenge as simply this: how to turn the library outward in order to make a difference in the lives of individuals and the community. In this book she encourages readers to look an uncertain library future square in the eye. She shares stories from her transformational years at Georgia Tech Libraries which present both inspiration and practical advice on how to stand up for values while changing the ways we act upon them. Organized around seven action steps for change, this book offers takeaways and activities you can adapt to your work style and organizational culture. You will learn from such stories and lessons as

  • the three different kinds of information you need for measuring impact;
  • using new frameworks, outside fragmented, risk-adverse library structures, to get the work done;
  • the limitations of trying to manage your way through major cultural change;
  • embedding in the community to develop visions and strategies for improvement;
  • painful and challenging times that set Murray-Rust on a path of self-learning;
  • how an uncomfortable assignment led to a sought-after seat at the table for a university-wide capital construction project;
  • the bold promise that got the library onto the high-priority list for renovation;
  • visiting a Toyota plant to learn how to encourage employee engagement and creativity; and
  • learning to listen with the "turning outward" philosophy of Harwood Institute.
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Maximizing School Librarian Leadership
Building Connections for Learning and Advocacy
Judi Moreillon
American Library Association, 2018

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Meeting the Challenge of Teaching Information Literacy
Michelle Reale
American Library Association, 2020

While the profession has generated many books on information literacy, none to date have validated exactly why it is so difficult to teach. In her new book, Reale posits that examining and reflecting on the reality of those factors is what will enable practitioners to meet the challenge of their important mandate. Using the same warm and conversational tone as in her previous works, she

  • uses personal anecdotes to lay out the key reasons that teaching information literacy is so challenging, from the limited amount of time given to instructors and lack of collaboration with faculty to one’s own anxieties about the work;
  • examines how these factors are related and where librarians fit in;
  • validates readers’ struggles and frustrations through an honest discussion of the emotional labor of librarianship, including “imposter syndrome,” stress, and burnout;
  • offers a variety of approaches, strategies, and topics of focus that will assist readers in their daily practice;
  • looks at how a vibrant community of practice can foster positive change both personally and institutionally; and
  • presents “Points to Ponder” at the end of each chapter that encourage readers to self-reflect and then transform personal insights into action.
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The Personal Librarian
Richard Moniz
American Library Association, 2022

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Personal Librarian
From Resources to Relationships
Richard Moniz
American Library Association, 2014

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Using Servant Leadership
How to Reframe the Core Functions of Higher Education
Letizia, Angelo J.
Rutgers University Press, 2018
Using Servant Leadership provides an instructive guide for how faculty members can engage in servant leadership with administrators, students, and community members. By utilizing a wide range of research and through a series of case studies, Angelo J. Letizia demonstrates how, with a bit of creative thinking, the ideals of servant leadership can work even in the fractious, cash-strapped world of contemporary higher education. Furthermore, he considers how these concepts can be implemented in pedagogy, research, strategic planning, accountability, and assessment. This book points the way to a more humane university, one that truly serves the public good.
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Who Controls Teachers' Work?
Power and Accountability in America's Schools
Richard M. Ingersoll
Harvard University Press, 2006

Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make?

Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.

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