4030 books match the query 'Language Arts & Disciplines' and 351 start with a

cover of AI Tips and Traps

AI Tips and Traps

Patrick Barry

Michigan Publishing Services, 2026

Based on a series of popular courses and workshops that Professor Patrick Barry has created for students, professionals, and anyone else interested in taking a skills-based approach to artificial intelligence, this book gives you a chance to engage with important AI concepts, experiment with exploratory AI exercises, and then ultimately develop your own customized list of AI traps to try as well as AI traps to avoid.

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cover of ALA Filing Rules

ALA Filing Rules

American Library Association, 1980

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cover of ALA Glossary of Library and Information Science

ALA Glossary of Library and Information Science

Michael Levine-Clark

American Library Association, 2013

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cover of ALA Guide To Medical & Health Science

ALA Guide To Medical & Health Science

American Library Association, 2011

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cover of ALA Guide to Economics and Business Reference

ALA Guide to Economics and Business Reference

American Library Association, 2011

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cover of ALA Guide to Sociology and Psychology Reference

ALA Guide to Sociology and Psychology Reference

Denise Beaubien Bennett

American Library Association, 2011

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cover of ALA-APA Salary Survey: Librarian--Public and Academic

ALA-APA Salary Survey

Librarian--Public and Academic

American Library Association, 2010

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cover of ALSC's Popular Picks for Young Readers

ALSC's Popular Picks for Young Readers

Diane Foote

American Library Association, 2014

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cover of Aazheyaadizi: Worldview, Language, and the Logics of Decolonization

Aazheyaadizi

Worldview, Language, and the Logics of Decolonization

Mark D. Freeland

Michigan State University Press, 2020

Many of the English translations of Indigenous languages that we commonly use today have been handed down from colonial missionaries whose intent was to fundamentally alter or destroy prior Indigenous knowledge and praxis. In this text, author Mark D. Freeland develops a theory of worldview that provides an interrelated logical mooring to shed light on the issues around translating Indigenous languages in and out of colonial languages. In tandem with other linguistic and narrative methods, this theory of worldview can be employed to help root out the reproduction of colonial culture in Indigenous languages and can be a useful addition to the repertoire of tools needed to return to life-giving relationships with our environment. These issues of decolonization are highlighted in the trajectory of treaty language associated with relationships to land and their present-day importance. This book uses the 1836 Treaty of Washington and its contemporary manifestation in Great Lakes fishing rights and the State of Michigan’s 2007 Inland Consent Decree as a means of identifying the role of worldview in deciphering the logics embedded in Anishinaabe thought associated with these relationships to land. A fascinating study for students of Indigenous and linguistic disciplines, this book deftly demonstrates the significance of worldview theory in relation to the logics of decolonization of Indigenous thought and praxis.
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cover of Abducting Writing Studies

Abducting Writing Studies

Edited by Sidney I. Dobrin and Kyle Jensen

Southern Illinois University Press, 2017

This collection is organized around the concept of abduction, a logical operation introduced by Charles Sanders Peirce that explains how new ideas are formed in response to an uncertain future. Responding to this uncertain future with rigor and insight, each essay imagines new methods, concepts, and perspectives that extend writing studies research into startling new terrain. To appeal to a wide range of audiences, the essays work within foundational areas in rhetoric and composition research such as space, time, archive, networks, inscription, and life. Some of the essays take familiar concepts such as historiography, the writing subject, and tone and use abduction to chart new paths forward. Others use abduction to identify areas within writing studies such as futural writing, the calling of place, and risk that require more sustained attention. Taken together, these essays expose the manifold pathways that writing studies research may pursue.

Each of the twelve essays that comprise this collection sparks new insights about the phenomenon of writing. A must-read for rhetoric and composition scholars and students, Abducting Writing Studies is sure to foster vibrant discussions about what is possible in writing research and instruction.
 
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cover of Abductive Reasoning

Abductive Reasoning

Douglas Walton

University of Alabama Press, 2005

A study of the role of abductive inference in everyday argumentation and legal evidence

Examines three areas in which abductive reasoning is especially important: medicine, science, and law. The reader is introduced to abduction and shown how it has evolved historically into the framework of conventional wisdom in logic. Discussions draw upon recent techniques used in artificial intelligence, particularly in the areas of multi-agent systems and plan recognition, to develop a dialogue model of explanation. Cases of causal explanations in law are analyzed using abductive reasoning, and all the components are finally brought together to build a new account of abductive reasoning.
 
By clarifying the notion of abduction as a common and significant type of reasoning in everyday argumentation, Abductive Reasoning will be useful to scholars and students in many fields, including argumentation, computing and artificial intelligence, psychology and cognitive science, law, philosophy, linguistics, and speech communication and rhetoric.
 
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cover of Abolition and the Press: The Moral Struggle Against Slavery

Abolition and the Press

The Moral Struggle Against Slavery

Ford Risley

Northwestern University Press, 2008

This examination of nineteenth-century journalism explores the specific actions and practices of the publications that provided a true picture of slavery to the general public. From Boston's strident <i>Liberator</i> to Frederick Douglass' <i>North Star</i>, the decades before the Civil War saw more than forty newspapers founded with the specific aim of promoting emancipation. Not only did these sheets provide a platform for discourse, but they also gave slavery a face for a wider audience. The reach of the abolitionist press only grew as the fiery publications became objects of controversy and targets of violence in both South and North. These works kept the issue of slavery in the public eye even as mainstream publications took up the call for emancipation, as the nation went to war, up to the end of slavery. Their legacy has endured, as dedicated reform writers and editors continue to view the press as a vital tool in the fight for equality.

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cover of Above the Well: An Antiracist Literacy Argument from a Boy of Color

Above the Well

An Antiracist Literacy Argument from a Boy of Color

Asao B. Inoue

University Press of Colorado, 2021

Above the Well explores race, language and literacy education through a combination of scholarship, personal history, and even a bit of fiction. Inoue comes to terms with his own languaging practices in his upbring and schooling, while also arguing that there are racist aspects to English language standards promoted in schools and civic life. His discussion includes the ways students and everyone in society are judged by and through tacit racialized languaging, which he labels White language supremacy and contributes to racialized violence in the world today. Inoue’s exploration ranges a wide array of topics: His experiences as a child playing Dungeons and Dragons with his twin brother; considerations of Taoist and Western dialectic logics; the economics of race and place; tacit language race wars waged in classrooms with style guides like Strunk and White’s The Elements of Style; and the damaging Horatio Alger narratives for people of color.
 
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cover of Absinthe: World Literature in Translation: Vol. 24: World Hellenisms

Absinthe

World Literature in Translation: Vol. 24: World Hellenisms

Ali Bolcakan, Will Stroebel and Peter Vorissis

Michigan Publishing Services, 2018

Absinthe 24 pushes and prods Hellenism beyond its geographic and cultural comfort zones, and sets it tumbling off beyond both internal and external borders of its nation-state, in a wide-ranging but always site-specific and localized itinerary. At each stop along the way, this Greekness finds its plurals—hence the “Hellenisms” of the title. While they present no unified topography, tongue or even topic, these Hellenisms map out the contours of a shared conversation. Today’s Hellenism isn’t limited to Hellas, nor to the Hellenic language. The selected texts in this volume explore Greece from the perspective of visitors, displaced persons, and marginalized people looking in, or, conversely, from the perspective of locals striving to break out.


Absinthe: A Journal of World Literature in Translation publishes foreign literature in English translation, with a particular focus on previously untranslated contemporary fiction, poetry, and creative non-fiction by living authors. The magazine has its home in the Department of Comparative Literature at the University of Michigan and is edited by graduate students in the Department, as well as by occasional guest editors.
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cover of Academic Archives: Managing the Next Generation of College and University Archives, Records, and Special Collections

Academic Archives

Managing the Next Generation of College and University Archives, Records, and Special Collections

Aaron D. Purcell

American Library Association, 2012

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cover of Academic English: Skills for Success, Third Edition

Academic English

Skills for Success, Third Edition

Miranda Legg, et al.

Hong Kong University Press, 2025

Bridging the gap between high school and university: academic English made accessible.

This book features five theme-based units on cross-disciplinary academic English skills, focusing on the needs of first-year undergraduate students. Each unit covers academic writing, reading, and speaking skills. The units progressively take students through the steps needed to complete three common academic assignments: the essay, report, and tutorial discussion. These steps include searching for quality sources, note-taking, establishing a critical stance, formulating evidence-based arguments, synthesizing information from multiple sources, and structuring academic texts. Each unit also provides opportunities for students to analyze texts, apply their critical thinking skills, practice what they have learned in productive tasks, and reflect upon their progress.

This book is aimed at first-time university students. Many of the readings are related to China and a broader Asian context. As such, it appeals to first-year university students in Hong Kong, Mainland China, and Taiwan.
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cover of Academic Librarian Burnout: Causes and Responses

Academic Librarian Burnout

Causes and Responses

Christina Holm

Assoc of College & Research Libraries, 2022

Librarianship has been conceptualized as a vocation or calling—rather than a profession—since the 1800s. Within this historical context, librarians are encouraged to think of ourselves as possessing a natural disposition to showing perpetual engagement, enthusiasm, and self-regulation in pursuit of our shared vocation. These assumptions about the profession can sometimes shield us from introspective criticism, but they can also prevent us from recognizing and managing the systemic occupational issues that afflict us.
 
Academic Librarian Burnout can help librarians develop the agency to challenge the assumptions and practices that have led to so much professional burnout. In five thorough parts, it offers ways to discuss burnout in our work environments, studies burnout’s nature and causes, and provides preventative intervention and mitigation strategies:
  • Reframing Burnout
  • Conditions that Promote Burnout
  • Lived Experiences
  • Individual Responses to Burnout
  • Organizational Responses to Burnout
Chapters explore the relationship of burnout in academic libraries and illness, intersectionality, workload, managerial approaches, and more, while offering real-life stories and ways for both individuals and organizations to address the symptoms and causes of burnout. The emotional, physical, and mental investment we require of librarianship—to go above and beyond to serve the ever-evolving needs of our patrons while perennially justifying our existence to library stakeholders—can come at the expense of our well-being. Academic Librarian Burnout addresses unsustainable work environments and preserves and celebrates the unique contributions of librarians.
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cover of Academic Librarian Faculty Status: CLIPP #47

Academic Librarian Faculty Status

CLIPP #47

Edgar Bailey

Assoc of College & Research Libraries, 2022

The College Library Information on Policy and Practice (CLIPP) publishing program, under the auspices of the College Libraries Section of the Association of College and Research Libraries, provides college and small university libraries analysis and examples of library practices and procedures.

Academic Librarian Faculty Status: CLIPP #47 contains a thorough literature review and bibliography, analysis and discussion of survey results, and sample criteria, policies, and guidelines for appointment, promotion, and tenure for librarians with and without faculty status.

No other group of employees in higher education has occupied quite the same ambivalent status on campus as librarians. The debate over granting librarians the same rights and responsibilities as faculty has generated a substantial body of literature over the years. Most of this research has tended to focus on either a mix of institutional sizes or on large universities, with a surprising dearth of studies of smaller institutions. The results of the survey reported in CLIPP #47 fills this gap, as well as offering practical information and sample tenure and promotion documents and policies.

 
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cover of Academic Librarianship

Academic Librarianship

G. Edward Evans

American Library Association, 2018

Ideal for practitioners looking to advance their careers and for use in LIS programs, this "comprehensive overview" (Journal of Access Services) has been thoroughly revised and updated to provide a timely exploration of the characteristics of academic librarianship and its place in the ever-changing environment of higher education. Evans and new coauthor Greenwell guide readers towards understanding what is required to have a successful career in academic librarianship, explaining why academic libraries are distinct from other types of libraries and lending practical insight into their unique political and operational characteristics. The text offers comprehensive coverage of such key issues as

  • teaching faculty roles and the status of the academic librarian;
  • governance and the growing tension on some campuses between faculty and administration;
  • curriculum, with a discussion of the balance between general education requirements and applied courses;
  • the student body;
  • collections, data management, digitization, and metadata;
  • scholarly communication, plus alternative models such as open educational resources (OERs);
  • providing quality service, and the role of user experience (UX) in assessment;
  • ACRL's Information Literacy Framework;
  • funding, including how and where to find detailed higher education expenditure data;
  • classrooms, common learning spaces, and other facilities;
  • staffing and professional development;
  • technology and IT support;
  • career development, with advice on preparing a vita and undergoing a successful interview; and
  • the future of academic librarianship.

This updated edition enables readers to understand how academic libraries deliver information, offer services, and provide learning spaces in new ways to better meet the needs of today's students, faculty, and other communities of academic library users.

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cover of Academic Librarianship

Academic Librarianship

Camila Alire

American Library Association, 2010

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cover of Academic Libraries And The Academy Vol 2

Academic Libraries And The Academy Vol 2

Marwin Britto

Assoc of College & Research Libraries, 2018

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cover of Academic Libraries And The Academy: Vol 1

Academic Libraries And The Academy

Vol 1

Marwin Britto

American Library Association, 2018

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cover of Academic Libraries and the Academy (2 VOLUME SET): Strategies and Approaches to Demonstrate Your Value, Impact, and Return on Investment

Academic Libraries and the Academy (2 VOLUME SET)

Strategies and Approaches to Demonstrate Your Value, Impact, and Return on Investment

Marwin Britto

Assoc of College & Research Libraries, 2018

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cover of Academic Libraries for Commuter Students: Research-Based Strategies

Academic Libraries for Commuter Students

Research-Based Strategies

Mariana Regalado

American Library Association, 2018

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cover of Academic Library Impact: Improving Practice And

Academic Library Impact

Improving Practice And

Lynn Silipigni Connaway

Assoc of College & Research Libraries, 2017

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cover of Academic Library Job Descriptions: CLIPP #46

Academic Library Job Descriptions

CLIPP #46

Kathleen Baril

Assoc of College & Research Libraries, 2021

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cover of Academic Library Management: Case Studies

Academic Library Management

Case Studies

Tammy Nickelson Dearie

American Library Association, 2017

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cover of Academic Library Mentoring: Fostering Growth and Renewal: Three Volume Set

Academic Library Mentoring

Fostering Growth and Renewal: Three Volume Set

Leila June Rod-Welch

Assoc of College & Research Libraries, 2021

Mentoring in academic libraries implies a belief in the future of library employees, systems, the profession, and the principles that libraries uphold. It signifies a commitment to the broader institution and to higher education’s values of exploration, discovery, critical examination, and knowledge generation.
 
Academic Library Mentoring: Fostering Growth and Renewal presents a cross-section of mentoring thought and practice in college and university libraries, including mentoring definitions, practice fundamentals, models, program development, surveys, and analysis. Across three volumes, it explores library mentoring programs and the lived experiences of library faculty, librarians, library staff members, graduate library and information science students, and library student employees.
 
Volume 1, Fundamentals and Controversies, details effective mentoring skills and behaviors, mentoring models, dysfunctional mentoring relationships, conflicts of interest in mentoring, and, through a feminist lens, power differentials in mentoring. Chapters on diversity, equity, and inclusion call for library personnel to understand the exclusion some experience in the profession and to implement more inclusive mentoring practices.
 
Mentoring of Library Faculty and Librarians, Volume 2, explores mentorship skills, models, purposes and issues, and program development. Mentoring purposes include support for the pursuit of tenure and promotion, other career goals, and psychosocial concerns. Issues incorporate understanding and addressing diversity, equity, and inclusion in mentoring. Chapter methodologies include surveys, program assessments, analysis of practices against standards, case studies of mentor and mentee lived experiences, and case studies of libraries and affiliated entities.
 
In Volume 3, Mentoring of Students and Staff, we hear the voices of library science students and library student employees as they describe their library school and library employment mentoring experiences. Also presented are mentoring programs for recruiting individuals to the profession, practices supporting all library employees regardless of formal employee classification, and methods for enhancing the skills of consortial members. The volume ends with a look to the future of mentoring and organizational development and with a tool any library employee at any career stage can use in forming their own mentoring constellation.
 
Intentional, effective, committed mentorships can help mentees understand their roles and develop their identities as librarians, library workers, or library science students. Mentorships also help mentees understand and meet performance standards, broaden their skills, shift to new specializations, and discern options for contributing to the larger institution and the profession. Through mentoring, mentors may be invigorated by contributing to the growth of mentees and by encountering ideas and approaches different from their own. Academic Library Mentoring: Fostering Growth and Renewal addresses the many dimensions of contemporary academic library mentoring and how best to engage in inclusive, effective mentoring.
 
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cover of Academic Library Mentoring: Fostering Growth and Renewal: Volume 1: Fundamentals and Controversies

Academic Library Mentoring

Fostering Growth and Renewal: Volume 1: Fundamentals and Controversies

Leila June Rod-Welch

Assoc of College & Research Libraries, 2021

Mentoring in academic libraries implies a belief in the future of library employees, systems, the profession, and the principles that libraries uphold. It signifies a commitment to the broader institution and to higher education’s values of exploration, discovery, critical examination, and knowledge generation.
 
Academic Library Mentoring: Fostering Growth and Renewal presents a cross-section of mentoring thought and practice in college and university libraries, including mentoring definitions, practice fundamentals, models, program development, surveys, and analysis. Across three volumes, it explores library mentoring programs and the lived experiences of library faculty, librarians, library staff members, graduate library and information science students, and library student employees.
 
Volume 1, Fundamentals and Controversies, details effective mentoring skills and behaviors, mentoring models, dysfunctional mentoring relationships, conflicts of interest in mentoring, and, through a feminist lens, power differentials in mentoring. Chapters on diversity, equity, and inclusion call for library personnel to understand the exclusion some experience in the profession and to implement more inclusive mentoring practices.
 
Mentoring of Library Faculty and Librarians, Volume 2, explores mentorship skills, models, purposes and issues, and program development. Mentoring purposes include support for the pursuit of tenure and promotion, other career goals, and psychosocial concerns. Issues incorporate understanding and addressing diversity, equity, and inclusion in mentoring. Chapter methodologies include surveys, program assessments, analysis of practices against standards, case studies of mentor and mentee lived experiences, and case studies of libraries and affiliated entities.
 
In Volume 3, Mentoring of Students and Staff, we hear the voices of library science students and library student employees as they describe their library school and library employment mentoring experiences. Also presented are mentoring programs for recruiting individuals to the profession, practices supporting all library employees regardless of formal employee classification, and methods for enhancing the skills of consortial members. The volume ends with a look to the future of mentoring and organizational development and with a tool any library employee at any career stage can use in forming their own mentoring constellation.
 
Intentional, effective, committed mentorships can help mentees understand their roles and develop their identities as librarians, library workers, or library science students. Mentorships also help mentees understand and meet performance standards, broaden their skills, shift to new specializations, and discern options for contributing to the larger institution and the profession. Through mentoring, mentors may be invigorated by contributing to the growth of mentees and by encountering ideas and approaches different from their own. Academic Library Mentoring: Fostering Growth and Renewal addresses the many dimensions of contemporary academic library mentoring and how best to engage in inclusive, effective mentoring.
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cover of Academic Library Mentoring: Fostering Growth and Renewal: Volume 2: Mentoring of Library Faculty and Librarians

Academic Library Mentoring

Fostering Growth and Renewal: Volume 2: Mentoring of Library Faculty and Librarians

Leila June Rod-Welch

Assoc of College & Research Libraries, 2021

Mentoring in academic libraries implies a belief in the future of library employees, systems, the profession, and the principles that libraries uphold. It signifies a commitment to the broader institution and to higher education’s values of exploration, discovery, critical examination, and knowledge generation.
 
Academic Library Mentoring: Fostering Growth and Renewal presents a cross-section of mentoring thought and practice in college and university libraries, including mentoring definitions, practice fundamentals, models, program development, surveys, and analysis. Across three volumes, it explores library mentoring programs and the lived experiences of library faculty, librarians, library staff members, graduate library and information science students, and library student employees.
 
Volume 1, Fundamentals and Controversies, details effective mentoring skills and behaviors, mentoring models, dysfunctional mentoring relationships, conflicts of interest in mentoring, and, through a feminist lens, power differentials in mentoring. Chapters on diversity, equity, and inclusion call for library personnel to understand the exclusion some experience in the profession and to implement more inclusive mentoring practices.
 
Mentoring of Library Faculty and Librarians, Volume 2, explores mentorship skills, models, purposes and issues, and program development. Mentoring purposes include support for the pursuit of tenure and promotion, other career goals, and psychosocial concerns. Issues incorporate understanding and addressing diversity, equity, and inclusion in mentoring. Chapter methodologies include surveys, program assessments, analysis of practices against standards, case studies of mentor and mentee lived experiences, and case studies of libraries and affiliated entities.
 
In Volume 3, Mentoring of Students and Staff, we hear the voices of library science students and library student employees as they describe their library school and library employment mentoring experiences. Also presented are mentoring programs for recruiting individuals to the profession, practices supporting all library employees regardless of formal employee classification, and methods for enhancing the skills of consortial members. The volume ends with a look to the future of mentoring and organizational development and with a tool any library employee at any career stage can use in forming their own mentoring constellation.
 
Intentional, effective, committed mentorships can help mentees understand their roles and develop their identities as librarians, library workers, or library science students. Mentorships also help mentees understand and meet performance standards, broaden their skills, shift to new specializations, and discern options for contributing to the larger institution and the profession. Through mentoring, mentors may be invigorated by contributing to the growth of mentees and by encountering ideas and approaches different from their own. Academic Library Mentoring: Fostering Growth and Renewal addresses the many dimensions of contemporary academic library mentoring and how best to engage in inclusive, effective mentoring.
 
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cover of Academic Library Mentoring: Fostering Growth and Renewal: Volume 3: Mentoring of Students and Staff

Academic Library Mentoring

Fostering Growth and Renewal: Volume 3: Mentoring of Students and Staff

Leila June Rod-Welch

Assoc of College & Research Libraries, 2021

Mentoring in academic libraries implies a belief in the future of library employees, systems, the profession, and the principles that libraries uphold. It signifies a commitment to the broader institution and to higher education’s values of exploration, discovery, critical examination, and knowledge generation.
 
Academic Library Mentoring: Fostering Growth and Renewal presents a cross-section of mentoring thought and practice in college and university libraries, including mentoring definitions, practice fundamentals, models, program development, surveys, and analysis. Across three volumes, it explores library mentoring programs and the lived experiences of library faculty, librarians, library staff members, graduate library and information science students, and library student employees.
 
Volume 1, Fundamentals and Controversies, details effective mentoring skills and behaviors, mentoring models, dysfunctional mentoring relationships, conflicts of interest in mentoring, and, through a feminist lens, power differentials in mentoring. Chapters on diversity, equity, and inclusion call for library personnel to understand the exclusion some experience in the profession and to implement more inclusive mentoring practices.
 
Mentoring of Library Faculty and Librarians, Volume 2, explores mentorship skills, models, purposes and issues, and program development. Mentoring purposes include support for the pursuit of tenure and promotion, other career goals, and psychosocial concerns. Issues incorporate understanding and addressing diversity, equity, and inclusion in mentoring. Chapter methodologies include surveys, program assessments, analysis of practices against standards, case studies of mentor and mentee lived experiences, and case studies of libraries and affiliated entities.
 
In Volume 3, Mentoring of Students and Staff, we hear the voices of library science students and library student employees as they describe their library school and library employment mentoring experiences. Also presented are mentoring programs for recruiting individuals to the profession, practices supporting all library employees regardless of formal employee classification, and methods for enhancing the skills of consortial members. The volume ends with a look to the future of mentoring and organizational development and with a tool any library employee at any career stage can use in forming their own mentoring constellation.
 
Intentional, effective, committed mentorships can help mentees understand their roles and develop their identities as librarians, library workers, or library science students. Mentorships also help mentees understand and meet performance standards, broaden their skills, shift to new specializations, and discern options for contributing to the larger institution and the profession. Through mentoring, mentors may be invigorated by contributing to the growth of mentees and by encountering ideas and approaches different from their own. Academic Library Mentoring: Fostering Growth and Renewal addresses the many dimensions of contemporary academic library mentoring and how best to engage in inclusive, effective mentoring.
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cover of Academic Library Research: Perspectives and Current Trends

Academic Library Research

Perspectives and Current Trends

Marie L. Radford

Assoc of College & Research Libraries, 2011

[more]
cover of Academic Library Research: Perspectives and Current Trends

Academic Library Research

Perspectives and Current Trends

Marie L. Radford

Assoc of College & Research Libraries, 2011

[more]
cover of Academic Library Value: The Impact Starter Kit

Academic Library Value

The Impact Starter Kit

Megan Oakleaf

American Library Association, 2017

[more]
cover of Academic Speaking and the Boundaries of Routinized Lexical Phrases

Academic Speaking and the Boundaries of Routinized Lexical Phrases

Susan M. Barone and Summer Dickinson

University of Michigan Press, 2022

Academic Speaking and the Boundaries of Routinized Lexical Phrases explains the concepts and practices of the Academic Speaking course and how recent research and classroom practices have shaped current iterations of this English for Academic Purposes course. Authors Susan M. Barone and Summer Dickinson provide English language instructors with relevant approaches and strategies for teaching conventional, formulaic lexical phrases in academic settings. They address questions related to how students acquire and emulate formulaic language as they move toward constructing longer turns of speech. The book also offers readers a cross section of what may take place in the language learning classroom within a university setting to help address the challenge of creating authentic, realistic, and discipline-specific environments to simulate academic settings.
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cover of Academic Vocabulary Building in English, Intermediate: Volume 2

Academic Vocabulary Building in English, Intermediate

Volume 2

Betsy Davis, Alan Juffs, Dawn E. McCormick, Greg Mizera, M. Christine O'Neill, Stacy Ranson, Missy Slaathaug, Dorolyn Smith

University of Michigan Press, 2015

The English Language Institute at the University of Pittsburgh is known for its popular eight-volume series Words for Students of English (University of Michigan Press). In the years since the series was first published, faculty at Pitt ELI has been considering new ways to address learners’ challenges in acquiring vocabulary. The result of the research and experience is a new five-volume series, Academic Vocabulary Building in English. This series weaves together three sets of knowledge: (1) the results of recent research from applied linguists and psycholinguists, (2) the rich classroom experience of the Institute faculty, who together have many decades of practical classroom ESL experience, and (3) the data gathered from our online student database and corpus studies that have informed us of which words students need to know more deeply.
 
Each unit contains sections that emphasize various components of word learning. First, each chapter opens with a chart of target words and their various morphological forms. The next step establishes form-meaning mappings: Each word is listed with a definition and two example sentences. The lists and definitions are followed by exercises that concentrate students’ attention on establishing form-meaning links. These exercises consist of practice opportunities that require multiple retrievals in order to promote label-to-concept links and begin awareness of derivational and inflectional variations. Follow-up exercises focus on collocations related to the unit’s theme. Each chapter closes with exercises that can be used as quizzes.  By the time students have finished a unit, they should have had both receptive and productive practice with the form, meaning, morphosyntax, and collocational properties of each lexical item.

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cover of Academic Word Lists: What Every Teacher Needs to Know

Academic Word Lists

What Every Teacher Needs to Know

Keith S. Folse

University of Michigan Press, 2020

In Academic Word Lists, Keith Folse explains how various lists like the Academic Word List (AWL) have become popular tools in the ESL classroom for teaching vocabulary. Following a discussion on the importance of teaching vocabulary, Folse explains why word lists are useful in language learning and how they can help address the lexical gap. He also outlines what words are on the AWL, how the word families are selected, and what teachers should know about other word lists. The book also includes 10 suggestions for using academic word lists in the classroom, including how to use vocabulary notebooks. 
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cover of Academic and Professional Writing in an Age of Accountability

Academic and Professional Writing in an Age of Accountability

Edited by Shirley Wilson Logan and Wayne H. Slater, with an Afterword by Jessica Enoch and Scott Wible

Southern Illinois University Press, 2018

What current theoretical frameworks inform academic and professional writing? What does research tell us about the effectiveness of academic and professional writing programs? What do we know about existing best practices? What are the current guidelines and procedures in evaluating a program’s effectiveness? What are the possibilities in regard to future research and changes to best practices in these programs in an age of accountability? Editors Shirley Wilson Logan and Wayne H. Slater bring together leading scholars in rhetoric and composition to consider the history, trends, and future of academic and professional writing in higher education through the lens of these five central questions.
 
The first two essays in the book provide a history of the academic and professional writing program at the University of Maryland. Subsequent essays explore successes and challenges in the establishment and development of writing programs at four other major institutions, identify the features of language that facilitate academic and professional communication, look at the ways digital practices in academic and professional writing have shaped how writers compose and respond to texts, and examine the role of assessment in curriculum and pedagogy. An afterword by distinguished rhetoric and composition scholars Jessica Enoch and Scott Wible offers perspectives on the future of academic and professional writing.
 
This collection takes stock of the historical, rhetorical, linguistic, digital, and evaluative aspects of the teaching of writing in higher education. Among the critical issues addressed are how university writing programs were first established and what early challenges they faced, where writing programs were housed and who administered them, how the language backgrounds of composition students inform the way writing is taught, the ways in which current writing technologies create new digital environments, and how student learning and programmatic outcomes should be assessed. 
 
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cover of Accessibility & Publishing

Accessibility & Publishing

Stephanie S. Rosen

Against the Grain, LLC, 2018

Accessibility is about equitable access to resources for all people, regardless of physical ability. Scholarly publishing is about quality and impact — quality of content and impact of research.

Accessibility & Publishing addresses the intersections between scholarly publishing and equitable access for users. This briefing explores how the practices that promote accessibility in publishing can also advance — and potentially transform — publishing itself.

This briefing traces the diversity of activities that currently go into making publications accessible to readers with print disabilities — from retroactive conversion of print into braille and recorded sound, to the more radical incorporation of accessibility standards directly into digital publishing platforms. As scholarly communication is transformed by the shift to digital publishing, building accessible practices directly into the flow of publishing has the potential to become the industry norm.

Accessibility & Publishing offers an essential orientation to a complex landscape for anyone interested in the scholarly publishing ecosystem.

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cover of Achieving National Board Certification for School Library Media Specialists: A Study Guide

Achieving National Board Certification for School Library Media Specialists

A Study Guide

Gail Dickinson

American Library Association, 2005

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cover of Acknowledging Writing Partners

Acknowledging Writing Partners

Laura Micciche

University Press of Colorado, 2017

Acknowledging Writing Partners treats the genre of written acknowledgements as a lens for viewing writing as a practice of indebted partnerships. Like new media scholars who have argued that studying ubiquitous technologies such as the pencil reveals the mundane and profound ways in which writing is always mediated by tools, Laura R. Micciche argues that writing activities are frequently mediated by human and non-human others, advancing a view of composing that accounts for partners who emerge in acknowledgements: feelings, animals, and random material phenomena. Acknowledgements are micro economies of debt and praise; they reveal writing's connectedness, often repressed by the argument or set of propositions that follow. Micciche suggests new methods for studying and theorizing writing that take into account the whole surround of writing. In doing so, Micciche asks what difference this economy makes to dominant conceptions of writers and writing as well as to pedagogical principles that inform writing instruction—and what difference it make to writers.
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cover of Acquisitions: Core Concepts and Practices

Acquisitions

Core Concepts and Practices

Jesse Holden

American Library Association, 2016

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cover of Across Canons: Language, Latin American Immigrant Literature, and the Making of Latinx Narratives

Across Canons

Language, Latin American Immigrant Literature, and the Making of Latinx Narratives

Thania Muñoz D.

University of Arizona Press, 2026

Excavating narrative memories, Across Canons examines literary allusions to a classic Latin American canon that resurface in the work of Latin American writers who live and work in the United States. The immigrant literature of Edmundo Paz Soldán, Alberto Fuguet, and Cristina Rivera Garza from the late 1990s and early 2000s provides an important glimpse into representations of Latin America’s relationship with the United States and how immigration has shaped it.
 
Author Thania Muñoz D. looks at immigrant experiences impacted by a prism of social and political factors, including free trade agreements, drug trafficking, political violence, massive foreign debt, and economic dependency. The author examines why these writers refuse to identify as immigrants and reject stereotypical portrayals. Throughout, Muñoz D. makes the case for a new field within Latinx literature: Latin American immigrant writing in Spanish. She explains why this type of literary work is critical across Latin American, Latinx, and U.S. literature.
 
This book highlights the benefits of comparative, interdisciplinary interpretations that allow readers and scholars to grapple with the realities of a multilingual Latin American–origin literary present and future of the United States.
 
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cover of Across Property Lines: Textual Ownership in Writing Groups

Across Property Lines

Textual Ownership in Writing Groups

Candace Spigelman

Southern Illinois University Press, 2000

Candace Spigelman investigates the dynamics of ownership in small group writing workshops, basing her findings on case studies involving two groups: a five-member creative writing group meeting monthly at a local Philadelphia coffee bar and a four-member college-level writing group meeting in their composition classroom. She explores the relationship between particular notions of intellectual property within each group as well as the effectiveness of writing groups that embrace these notions. Addressing the negotiations between the public and private domains of writing within these groups, she discovers that for both the committed writers and the novices, “values associated with textual ownership play a crucial role in writing group performance.”

           

Spigelman discusses textual ownership, intellectual property, and writing group processes and then reviews theories relating to authorship and knowledge making. After introducing the participants in each group, discussing their texts, and describing their workshop sessions, she examines the writers’ avowed and implied beliefs about exchanging ideas and protecting individual property rights.

           

Spigelman stresses the necessary tension between individual and social aspects of writing practices: She argues for the need to foster more collaborative activity among student writers by replicating the processes of writers working in nonacademic settings but also contends that all writers must be allowed to imagine their individual agency and authority as they compose. 

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Action Plan for Outcomes Assessment in Your Library

Peter Hernon

American Library Association, 2002

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Activist Rhetorics and American Higher Education, 1885-1937

Susan Kates

Southern Illinois University Press, 2000

In this study of the history of rhetoric education, Susan Kates focuses on the writing and speaking instruction developed at three academic institutions founded to serve three groups of students most often excluded from traditional institutions of higher education in late-nineteenth-and early-twentieth-century America: white middle-class women, African Americans, and members of the working class.

Kates provides a detailed look at the work of those students and teachers ostracized from rhetorical study at traditional colleges and universities. She explores the pedagogies of educators Mary Augusta Jordan of Smith College in Northhampton, Massachusetts; Hallie Quinn Brown of Wilberforce University in Wilberforce, Ohio; and Josephine Colby, Helen Norton, and Louise Budenz of Brookwood Labor College in Katonah, New York.

These teachers sought to enact forms of writing and speaking instruction incorporating social and political concerns in the very essence of their pedagogies. They designed rhetoric courses characterized by three important pedagogical features: a profound respect for and awareness of the relationship between language and identity and a desire to integrate this awareness into the curriculum; politicized writing and speaking assignments designed to help students interrogate their marginalized standing within the larger culture in terms of their gender, race, or social class; and an emphasis on service and social responsibility.

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Ad Hominem Arguments

Douglas Walton

University of Alabama Press, 2009

A vital contribution to legal theory and media and civic discourse

In the 1860s, northern newspapers attacked Abraham Lincoln's policies by attacking his character, using the terms "drunk," "baboon," "too slow," "foolish," and "dishonest." Steadily on the increase in political argumentation since then, the argumentum ad hominem, or personal attack argument, has now been carefully refined as an instrument of "oppo tactics" and "going negative" by the public relations experts who craft political campaigns at the national level. In this definitive treatment of one of the most important concepts in argumentation theory and informal logic, Douglas Walton presents a normative framework for identifying and evaluating ad hominem or personal attack arguments.

Personal attack arguments have often proved to be so effective, in election campaigns, for example, that even while condemning them, politicians have not stopped using them. In the media, in the courtroom, and in everyday confrontation, ad hominem arguments are easy to put forward as accusations, are difficult to refute, and often have an extremely powerful effect on persuading an audience.

Walton gives a clear method for analyzing and evaluating cases of ad hominem arguments found in everyday argumentation. His analysis classifies the ad hominem argument into five clearly defined subtypes—abusive (direct), circumstantial, bias, "poisoning the well," and tu quoque ("you're just as bad") arguments—and gives methods for evaluating each type. Each subtype is given a well-defined form as a recognizable type of argument. The numerous case studies show in concrete terms many practical aspects of how to use textual evidence to identify and analyze fallacies and to evaluate argumentation as fallacious or not in particular cases.




 
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Adam Smith

The Rhetoric of Propriety

Stephen J. McKenna

Southern Illinois University Press, 2006

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cover of Adapting VALUEs: Tracing the Life of a Rubric through Institutional Ethnography

Adapting VALUEs

Tracing the Life of a Rubric through Institutional Ethnography

Jennifer Grouling

University Press of Colorado, 2023

Adapting VALUEs traces the use of the American Association of Colleges and Universities' VALUE rubric for written communication at two small universities. Through the lens of institutional ethnography, Jennifer Grouling examines how faculty and administrators adapted the rubric for their own purposes and writing programs. Throughout the book, Grouling explores the ways in which faculty members' interactions on committees, views of the classroom, disciplinary affiliation, and racial privilege impacted their views of this national rubric. Overall, Adapting VALUEs offers valuable insights into the power of the rubric as both a national and a local text that dictates pedagogical and administrative practice.
 
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cover of Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50

Adapting the Past to Reimagine Possible Futures

Celebrating and Critiquing WAC at 50

Megan J. Kelly

University Press of Colorado, 2024

Developed from presentations at the Fifteenth International Writing Across the Curriculum Conference, this edited collection celebrates the 50th anniversary of the WAC movement while also identifying innovative directions for writing pedagogies, program building and impact, and program mobilization. Contributors reflect on the evolution of WAC as an educational movement as well as the challenges and possibilities facing WAC programs as they respond to the shifting contexts of higher education. The chapters in this collection—found in sections on faculty development, classroom implications, and institutional considerations—offer a range of practices, pedagogies, frameworks, and models for readers who are invested in building and sustaining WAC programs that impact their college and university campuses through cultures of writing. Adapting the Past to Reimagine Possible Futures engages topics such as program assessment, professionalization, and interdisciplinary collaborations, and connections with creative writing. Its 17 chapters testify to WAC’s persistence, resilience, and impact in a dynamic educational landscape.
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