Professor of Theological Studies, Loyola Marymount University
Dr. Amir Hussain is Professor of Theological Studies at Loyola Marymount University in Los Angeles, where he teaches courses on religion. His own particular specialty is the study of Islam, focusing on contemporary Muslim societies in North America. His academic degrees (BSc, MA... Read More →
There are solid strategic reasons for libraries to continue collecting materials in print format, but these may not always be obvious to institutional administrators and others outside the library. I will present a way to make this case on one sheet that is hopefully easy for non-librarians to understand. I will also offer ideas of when and where to present this case.
Director of Library Services, Anabaptist Mennonite Biblical Seminary
As the library director at a small institution, I am passionate about library collaboration and connections between libraries. I look forward to learning about you and your context and figuring out ways that we can partner, learn, and grow together so that we can advance library (and... Read More →
“What do we do about AI?” Although we all wrestle with this question at some level, the need to address the issue of AI in the classroom is particularly acute. AI use for class assignments presents challenges far beyond the typical concerns about plagiarism detection, including issues with pedological, and moral and ethical implications. The faculty at Sacred Heart Seminary and School of Theology reached out to library staff with a multitude of questions: What do I need to know? Is there an AI detector? Do we need a policy addressing AI separate from our plagiarism policy? Should seminarians be permitted to use it? Do I need to change my assignments? These urgent questions and more demanded action. This session will outline the steps taken by the library and seminary faculty to begin to address these questions, starting with a faculty development session and creating a LibGuide of “teaching with AI” resources.
Every librarian is a philosopher, and librarians have a worldview: a philosophy through which life is viewed. Philosophy propels lifestyles.
If philosophy drives all components of life, including professional endeavors, what does it look like if we desire to love our neighbor? Is it possible to develop a philosophy of professional activities such as cataloging or acquisitions so that librarians display love through them? Developing philosophies is critical for the profession and specifically for individuals aiming to love one another through librarianship.
If librarians are philosophers, should librarians develop their philosophy? A personal philosophy is an individual's thoughts, beliefs, concepts, and attitudes about everything. As God created each one uniquely, one's philosophy will be unique. A personal philosophy does not presume that no one will agree with your premises; it assumes that their application will be distinct based on context, experience, preferences, and other components. Taking this assumption, the presenter explores what a personal philosophy of reference may look like. To do this, one must ask: has any work been done in this area?
Examples of personal reference philosophies are nonexistent in LIS and works discussing a general philosophy of reference are limited. This gap needs to be addressed. This presentation provides a brief overview of the literature displaying that gap. It then develops three fundamental premises for creating a personal philosophy of reference: how one views knowledge, relationships, and people. While the literature touches upon these, their lack of development leaves more questions than answers. A philosophy of reference may further empower a librarian to use reference interviews to display love for their neighbor. The presentation will close with the presenter's philosophy of reference, arguing that this is critical for loving one’s neighbor through a reference interview.
The basis of this presentaion is a recently published article:
Radcliffe, B., & Trott, G. (2024) Reflecting Deeply: Why a Philosophy of Reference Services Should Direct Every RI. Library Philosophy & Practice, 8078. https://digitalcommons.unl.edu/libphilprac/8078.
This presentation addresses ways to engage students while teaching the history of the book within a theological library context. The first part of the presentation considers the importance of teaching the history of the book in a theological or religious education setting. Most of the skills and trades involved in bookmaking have been forgotten today, thus incorporating some of the basic principles of book production and printing illuminates the cultural contexts in which books were made. The second part of the presentation looks at tools and technologies that are useful for teaching the history of the book. In addition to books or manuscripts, this includes traditional printing equipment (e.g., printing press, type, composing sticks, and ink balls) as well as new technology that can replicate or illustrate aspects of the printing process (CNC woodcuts, 3d printing, and photopolymer plates). The third section addresses hands-on activities that demonstrate various aspects of bookmaking, such as pulling a print on a printing press and creating an octavo book from a printed sheet. The approaches covered in this presentation connect the old world of books with the growing movement in libraries to be spaces for creative thinking and innovation.
Most librarians must confront the daunting task of weeding/pruning/deselection the library’s collection. There is a wealth of literature showing that pruning is a win-win-win situation for library patron, collection, and librarian. There is also plenty of information about what kind of principles librarians should employ when evaluating a collection. However, when the rubber met the road, I found that all my research had left me unprepared for some of the practical and logistical challenges. This presentation is intended to show the practical lessons I learned while conducting a major pruning project, which lasted approximately 6 months and resulted in the pruning of more than 12,000 titles. While I learned these lessons in an academic setting, many can be applied in other types of libraries as well.
How should theological librarians think about and respond to the advent of AI in theological education? What role(s) might theological librarians have in this brave new world? How is AI similar to, and different from, other information technology revolutions (writing, printing, the internet)? Should institutions of theological education consider pursing a kind of new monasticism, leaving the decadent dystopia into which we seem to be heading for the purity of quill and parchment? While we may be unable to provide definite answers, this session will at least offer a forum for raising, considering, and discussing these and related questions.
Reference and Instruction Librarian, Emory University - Pitts Theology Library
I am the Reference and Instruction Librarian at Pitts Theology Library. My interests intersect at information literacy, theological librarianship, and biblical studies.
Director of Public Services, Columbia Theological Seminary
I am a theology and word nerd, an avid walker, a decidedly mediocre amateur musician, a food enthusiast, an aspiring gardener, and a newcomer to theological librarianship who is passionate about information literacy and the power of good questions. I began my current position in May... Read More →
Authority is constructed and contextual. Thus spake the ACRL Framework for Information Literacy (2016), an assertion that rightly guides information and media literacy instructors as we form and inform students, empowering them to navigate an ecosystem rife with mis- and disinformation. Yet as danah boyd famously argues in her 2018 SXSW EDU keynote, how we teach media literacy can become an “assertion of authority over epistemology” that undermines skills we intend to sharpen by not recognizing and valuing fundamental differences among how individuals within communities make sense of the world(s) we inhabit. Just as authority is constructed and contextual, so also are evaluation and interpretation, sense-making constructs that determine how, why, and where we consume and create information. boyd asks, “How do we teach across epistemologies?” At ATLA 2024, Heath Rosser and Chris Rosser engage boyd and her critics to describe the mess of epistemology and ethics in media literacy instruction; we then suggest how instructors might leave the mess, offering seven pedagogical pivots that promote community and trust as exemplified by two gamified courses, a media literacy course called Eat, Play, Love and a course entitled Worldbuilding. Participants will: 1) identify current challenges for media literacy instruction; 2) encounter gameful design as a pedagogical strategy for navigating challenges; and 3) be challenged to attend to how we think about and encounter other minds, whether mediated digitally or face to face. We believe our use of media and of devices that mediate a tethering of self to a world of others can initiate among us generative orientations necessary for human (well) being, even across epistemologies.
Brief history of CRRA as a stand-alone organization, the transition to CRRA as a program within Atla, and future developments of the program. Presenters will include both Atla staff and members of the CRRA Program Advisory Committee
This presentation will compare several methods for determining whether seminary library databases are meeting the information needs of students and faculty. Reports of low usage of online databases have persisted since the beginning of online databases. However, the accuracy of these reports is questionable. Here, I illustrate a very direct method of accessing usage, i.e., student papers, and compare them to available statistical reports from database vendors. The purpose is to help seminary libraries respond to Standard 6.5 for the Association of Theological Schools, which asks that we document that the informational needs of students are being met.
Director of Library Services, Memphis Theological Seminary - Library
I have worked in both academic and public libraries since the early 1980s. I started my current position as Director in January 2020. I started in academia but left in 2000 because I was certain that everything in university and college libraries would shortly move to an entirely... Read More →
The turn toward digital resources has come with blessings and challenges. Electronic journals are quickly accessible and have, more or less, diminished the need for print journal collections. Electronic books afford simultaneous usage from an entire class and so can offer an affordable textbook alternative. In addition, the move toward Open Educational Resources, is also facilitated by digital resources. Nevertheless, theological libraries (like other humanities disciplines) still see a valid need for physical, printed books and resources. In this conversation, I want to facilitate a discussion concerning methods and modes for weeding library collections with a focus on the way that the physical collection will be used in the future. The weeding of a library is not only a part of routine maintenance, but it also should be responsive to the needs of library patrons. The increase in digital materials, even digital theological materials, presents opportunities and challenges for weeding collections.
Director of Libraries and Theological Librarian, Milligan University
From 2017-present I have been the Theological Librarian for Emmanuel Christian Seminary at Milligan. Beginning in the fall of 2023 I began my tenure as the Director of Libraries for Milligan University. I completed my Ph.D. in Religious Studies from Marquette University, where I wrote... Read More →
As a hub for learning, the theological library facilitates the resourcing and delivery of academic material on campus. Within this setting, library staff serve at the forefront of curating content to support student objectives. The advent of Artificial Intelligence has led libraries to analyze anew the meaning of information literacy as students increasingly turn to this recent technology to research, analyze and disseminate their knowledge. Fundamental to this discussion are 1) the challenges and opportunities for information literacy in light of student AI usage and 2) library and institutional policies that will guide students to be information literate in an ethical and responsible fashion.
Director of the Center for Academic Literacy, Columbia Theological Seminary - John Bulow Campbell Library
Hello! My name is Rob Griffin and I am the Director for the Center of Academic Literacy at Columbia Theological Seminary. I completed my Ph.D. in Linguistics at Indiana University—Bloomington with specializations in Applied Linguistics and TESOL (Teaching English to Speakers of... Read More →
Director of Public Services, Columbia Theological Seminary
I am a theology and word nerd, an avid walker, a decidedly mediocre amateur musician, a food enthusiast, an aspiring gardener, and a newcomer to theological librarianship who is passionate about information literacy and the power of good questions. I began my current position in May... Read More →
Intended for any audience, this will be a beginner’s guide to inclusively interacting with transgender patrons in a library setting. We hope to present information about creating a welcoming environment and providing resources to transgender persons. Meant to be an informational session regardless of institutional background or religious identity, the presenters will relay a selection of key terms and points of awareness relevant to the transgender community. We do not intend this to be a discussion on the validity or authenticity of identities, but rather a guide to interactions that allow professionals to become familiar with best customer service models that will result in a reduction of library anxiety for a specific population.
What are our obligations to our organization as we begin to think about the next steps in our professional life? Should we start thinking about those who will succeed us in our job? Perhaps it may not be that, but will there be someone who could take some of your responsibilities while you are on a sabbatical or vacation? What will the library be like if we leave? If we leave, will the administration take this as a way to downsize the library? As we think about the transitions and career moves in our life, succession planning may be something to consider. This session will talk about identifying and developing skills within the library staff and mentoring them not only for our library but for future jobs they may have. We will also examine ways in which we can begin to mentor our supervisor to help manage the transitions and changes that will inevitably arise when we leave. There will be time spent in discussion.
Liberation theologies are not monolithic, varying widely across geography and denominations. That rich diversity, however, is rarely reflected in the catalog with subject headings, or on the shelves with limited classification options. This presents a significant challenge to researchers seeking resources on specific types of Liberation Theology.
In this session, Déborah Ortiz-Rivera will first introduce the audience to the history and diversity of Liberation Theologies from both the perspectives of geography and denomination/tradition. Specifically, this introduction will focus on the differences present in various regions of Latin America and between Catholic and Protestant denominations. Building on this groundwork, Brinna Michael will outline a two-fold project undertaken at Pitts Theology Library to address significant gaps in the representation of Liberation Theology in the catalog and stacks. First, Ortiz-Rivera and Michael supplemented existing subject headings with additional geographic and denominational context to improve the search and discovery experience for patrons. Second, they developed a local expansion of the official Library of Congress Classifications for Liberation (BT83.57), Hispanic American (BT83.575), and Mujerista (BT83.583) Theologies to include further subdivisions, including General works (.A1), General special (.A2), and By region or country (.A3-Z).
Since I began working in theological libraries in 1993, I have repeatedly grappled with the work and purpose of the theological library. I often wondered if I am making a difference in how students are being prepared for ministry. Now as a library director, even though students tell me they are satisfied with the library, is there more the library can do?
This paper is based on my D.Min. thesis completed in May 2023 in which I grappled with these ideas. I focused my research on the Bechtold Library at Catholic Theological Union where I am the library director, to explore the extent to which aspects of decoloniality affect the practices of a theological library and its diverse student body, and student research needs.
Keeping, producing, and providing knowledge were the three essential roles I devised for librarians, but each comes with cultural assumptions about what should be kept in a library, the types of knowledge the library should help produce and services the library should provide. My research included a survey of CTU students on their use of the library as well as a survey of Atla library directors to get a different perspective on theological libraries. I will include my research in the presentation.
Finally, as a member of Western society, I am keenly aware the CTU library carries a legacy of colonial thought which has shaped the existing library collection and influences the knowledge produced by library users. I used the work of Kwok Pui-Lan and others to look through decolonial and postcolonial lenses to reveal injustices in the way the CTU library keeps, produces, and provides knowledge to inform possible interventions a library could take within these three essential roles.
Art has long been part of sacred texts in many religious faiths, especially as decorative, stylized, and illuminated calligraphy. How scripture was presented aesthetically carried sacred significance. In modern times, it is common to leave artistic expression of scripture to either paid professionals or children - but writing, illustrating, or artistically responding to scripture can be a devotional practice available to anyone. In this session, we will be discussing and practicing ways to recover artistic expression that engages with sacred texts as inspiration and medium, providing examples of “creatio divina” in practice, discussing ways to engage students through related active and passive programming, and providing the opportunity for attendees to engage with scriptures of their choice by meditatively writing out the texts and illustrating or illuminating them. Participants will then be invited to a time of voluntary sharing with a small group to display their work and tell about the meaning they gained from the text they chose to use. This session will be accessible to a variety of religious traditions by allowing participants to choose their own sacred text to work with. In-person attendees will be provided with supplies; online attendees are encouraged to have art supplies (paper, pencils, markers, chalk, glue, scissors, and whatever else they feel drawn to use) at hand. Attendees are also encouraged to post pictures of their work on social media and tag the conference!
Director of Library Services, Anabaptist Mennonite Biblical Seminary
As the library director at a small institution, I am passionate about library collaboration and connections between libraries. I look forward to learning about you and your context and figuring out ways that we can partner, learn, and grow together so that we can advance library (and... Read More →
In an era where access to information is paramount, the global imbalance in theology resources is widening. Many majority world theological libraries face challenges in acquiring their collections but in the Western world, theological collections are surplus due to library closures, mergers, space limitations, or downsizing. This conference proposal advocates for a session focused on the strategic and ethical distribution of surplus books to theological libraries in the majority world. I have just established a not-for-profit organisation called Oxford Theology Resource Link. Currently, there are five ongoing projects to support. Please see https://oxfordtheologyresourceslink.web.ox.ac.uk/ for more information. Additionally, four to five more projects are in the pipeline to send books to Africa.
College Librarian, Wycliffe Hall, University of Oxford
Hannie has about 20 years of library and information experience starting at St Paul’s Girls’ School, London in 2002. She has been working for the University of Oxford since 2006, starting in the Philosophy and Theology Faculties Library and now at Wycliffe Hall as the college... Read More →
Based on a review of the library's archives at Harding School of Theology in Memphis, TN, from 1962 to the present, we will describe the role of the librarians in the intentional formation of students as scholars. In addition to building a first-rate scholarly collection, the librarians at HST teach a three-hour course in research methods required of students in the first nine hours of a degree program. After this foundational experience establishes a relationship with the library and librarians, students consult frequently with the librarians for help in research, reflection, and writing. This relationship continues long after the students graduate. The maturing of scholars is in some ways parallel to the discipline of spiritual formation.
The last decade has seen major shifts in culture, the information landscape, and library instruction. For most of that time, librarians have focused on helping students question information sources, in part a reaction to the rise in misinformation and disinformation, and in part in response to specific requests from our communities who look to the library as a source of “good” information. Yet, students are still not critical enough of external information that aligns with previous beliefs, and hypercritical of external information that does not, reinforcing polarized thinking. This session will contend that there has been a paradigm shift in the information environment and among our students, specifically that our students’ struggle with evaluating authority may stem from over-critical approaches to research and increasing lack of trust in expertise. If this is true, continuing to teach heavily deconstructive approaches is not only unhelpful, it may contribute to the issue. This session will invite attendees to consider specific trends in cultural discourse and in higher education and how they might be creating such a paradigm reversal. It will explore the philosophical ramifications of hypercritical approaches and demonstrate how they result in behaviors similar to but not quite the same as a lack of critical thinking. Finally, it will offer a generative approach to information literacy instruction that: -Offers understanding to students who are seeking neatly packageable answers to complex questions while navigating information overload and resulting cognitive fatigue in a polarized information environment. -Considers whether we can position the library as a place to pursue understanding rather than an arbiter of ultimate authority, and how this might help students ask more generous (and information literate) questions. -Activates wonder and curiosity to curate a more stable and sustainable approach to learning for comprehension rather than correctness.
Research & Instruction Librarian, George Fox University | Portland Seminary
I'm a teaching and reference librarian who also wears outreach and engagement hats. I'd love to talk about: Information literacy, especially cross-walking ACRL frames to other university rubrics and outcomes Curiosity and wonder as postures for research Website design and user... Read More →
Part One of this session was presented in Fort Worth in 2023 with the hoped-for expectation of a follow-up conversation at the 2024 Atla Annual. The 6th edition of The Program for Priestly Formation is the governing document for Catholic seminary formation. This edition, based on the Ratio Fundamentalis from 2016, is a major shift in how seminary formation is being conceived. This session will provide a brief exposition of the context of Catholic seminary formation, explore two of the foundational documents governing seminaries, and provide ample time for conversation about how the PPF6 is being applied in local contexts.
Upcoming self-study or visit? Come learn about the new(ish) ATS Standards and how they apply to libraries and how librarians can play a leadership role in the accreditation process for their institutions.
It’s not every professional association whose structure includes denominations. Why does Atla? What are these denominations, and how do they connect with Atla’s member institutions and organization aims? It is hoped that through increased mutual understanding, Atla’s Denominational Groups may better flourish to collaborate in support of personal/professional spiritual development and expand Denominational Groups’ resource sharing beyond their silos.
This panel will introduce and explain the Anglican/Episcipal, Anabaptist/Mennonite, Roman Catholic, and Presbyterian Denominational Groups. Each group’s representative will share its essential profile, including: typical numbers of participants; whether participants identify personally or professionally (or both) with the denomination; activities in/beyond Atla Annual; and if/how the listservs support group communications. Next, panelists will explore how denominationalism intersects with theological librarianship broadly through a series of questions that transcend denominational boundaries. The session concludes with a Q&A.
Director of Library Services, Anabaptist Mennonite Biblical Seminary
As the library director at a small institution, I am passionate about library collaboration and connections between libraries. I look forward to learning about you and your context and figuring out ways that we can partner, learn, and grow together so that we can advance library (and... Read More →
Join us for an engaging panel discussion featuring four dynamic individuals who despite being relatively young in age each have meaningful experience in the field of theological education and libraries. We will reflect on our diverse pathways to theological librarianship and then delve into the current landscape of theological librarianship, exploring the big challenges and opportunities that lie ahead. We will discuss emerging trends, technological advancements, and changing user expectations, and how these factors shape our roles as information professionals.
We will highlight the significant priorities, topics, and issues that we deeply care about. From promoting diversity and inclusion in theological collections to advocating for open access and digital scholarship, we will explore the subjects that are close to our hearts and that we believe are crucial for the future of our profession.
Towards the end of the session, we will turn our attention to professional associations, such as Atla, and discuss the role they play in our development and growth. We will share our hopes and aspirations for these associations and how we envision Atla's future in fostering collaboration, innovation, and excellence in theological librarianship.
Join us for this thought-provoking panel discussion, where we aim to inspire, challenge, and envision a vibrant future for theological librarianship.
Director of Public Services, Columbia Theological Seminary
I am a theology and word nerd, an avid walker, a decidedly mediocre amateur musician, a food enthusiast, an aspiring gardener, and a newcomer to theological librarianship who is passionate about information literacy and the power of good questions. I began my current position in May... Read More →
In this presentation we will go over some practical uses of Generative AI for classrooms and for the library. We will begin by discussing prompt engineering and then move to uses in the classroom and, lastly, for the library.
As more resources become available electronically, librarians have had to learn to read and negotiate legal licenses for valuable content without giving away valuable principles of librarianship. This session will look at several sources for sample legal language libraries can re-use in their own licenses to preserve values of librarianship, such as accessibility, confidentiality and price transparency, author rights and open access, digital rights management (DRM) and text and data mining (TDM).
Head of Continuing Resources and Acquisitions, Liaison for Philosophy and Religion, University of Mississippi
Christina Torbert is the Head of Continuing Resources at the University of Mississippi, a position she has held for ten years. She has worked in several small, specialized academic libraries during her 25 years in libraries, but she has always worked with serials.
Politics and religion: two topics we’ve been taught to avoid discussing at the dinner table. And they are certainly fraught with risk in educational settings, as well. New headlines break daily on the consequences of educators saying the right thing (or the wrong thing); too much (or too little) around these subjects. This supercharged environment leads those who are paying attention to steer clear of such topics. Ironically, the continued avoidance of these matters helps to ensure a future that is just as fraught and supercharged, as yet another generation of college students is left to navigate these topics on their own without guidance from the very faculty to whom they’ve entrusted so many other areas of their personal and professional development.
Religion continues to hold a central role in American society despite the academy’s efforts to render it peripheral in American higher education. Furthermore, college campuses have seen religion resurge, with campus student religious associations enjoying higher numbers and more diversity than ever before. Students are integrating their beliefs into their college experience outside of the classroom; why should they not be invited to do so in the classroom, as well?
Growing evidence points to an opportunity lost when faculty fail to harness closely held epistemologies that can potentially lead students to higher-level thought work and academic performance. This paper strives to bolster the efforts made by teaching and library faculty to make the most of this opportunity.
As technological advancements continue to shape the landscape of information management and access, theological librarianship faces the imperative to integrate Artificial Intelligence (AI) responsibly. This study explores the intersection of theology and AI, making a compelling case for the responsible use of AI in theological librarianship. It examines the potential benefits, ethical considerations, and challenges associated with implementing AI technologies in the context of theological libraries.
The Graduate Theological Library is a consortial library located in Berkeley, California, serving the students of the GTU consortium. The GTU consists of nine separately accredited Theological Schools from Catholic, Protestant, and Buddhist traditions, five academic centers, seven affiliates, and non-degree certificates, which include the traditions of Islam, Jewish, Hindu, Baha'i, and interfaith practices, such as the Interfaith Chaplaincy Program. The degree programs are at the graduate level and include DMin, MDiv, MA, and PhD, with the library serving as the connecting hub of all students.
As part of the five-year campus strategic plan that began in January 2021, the Graduate Theological Union Library was required to reduce its physical space by almost half (a reduction of 15,742 sq ft) and reduce our budget and staffing through a reorganization and reduction of hours. At the same time, we increased patrons' access to resources, all in the middle of a pandemic and remaining open through construction phases. This presentation details how we made decisions about the collection shifted staffing to serve all patrons better. The alterations to the library were completed by January 2023, with other floors completed by January 2024. During this period, the GTU consortium added a member school and several affiliates, serving Theological Schools outside of California for the first time. In early 2024, our Collection Development Policy was revised to reflect our emphasis on online access and the changing demographics of our students. A strong partnership with Internet Archive is a cornerstone to achieving our mutual goals of providing open online access to theological materials. We continue to adapt our services and collections in the face of declining enrollment, a trend shared by many in our discipline. As we go forward, we are deep in assessment and evaluation as we create the next phase of what the library will become.
Librarians, particularly public services librarians, often find ourselves taking on tasks that fall outside even a generous interpretation of "other duties as assigned," because we want to help, because no one else seems to be available, and because we interact with students on a regular basis. This conversation will offer an opportunity to share stories, suggest best practices, and acknowledge some of the things we do that are not in our job descriptions (not that we mind). Perhaps of greatest value, we offer students a safe space to share their doubts and struggles and fears by being present and listening, even without providing answers.
In 1923, the famous theologian-librarian Adolf von Harnack responded to an essay written by Ferdinand Eichler, Director of the University Library at Graz, titled "Library Science as Science of Value, Library Politics as World Politics." In the exchange, the two librarians took opposing sides in a discussion about the purpose of academic libraries and collection development. Eichler's idealistic and universalist approach saw librarianship as a “science over the sciences” that held a unique responsibility for world culture through its responsibility for books. Harnack, on the other hand, took a more pragmatic approach and recognized the limitations posed by political economy to the mission and practices of the library. Although published a century ago, the political pressures and vocational ideals discussed in these essays remain surprisingly relevant for theological librarianship. In this presentation, I will present on Harnack’s underappreciated role as the director of the Royal Prussian Library, discuss the Eichler-Harnack exchange, and share about my work translating the two essays into English for the first time.
Last year, Atla launched a new online, open access Institutional Repository (IR) for theological schools (ir.atla.com). In this Listen & Learn session, audience members will have the opportunity to learn about this IR platform and IRs in general from the librarian who manages Atla’s IR as well as two library directors who have used Atla’s platform to build electronic theses & dissertations repositories (ETDs) for their institutions. Christy Karpinski, the Atla Digital Initiatives Librarian, will provide an overview of Atla’s IR platform and its capabilities. Yasmine Abou-El-Kheir and John Dechant—Library Directors at the Chicago Theological Seminary and Meadville Lombard Theological School, respectively—will detail their experiences in subscribing to the platform and using it to advance their schools’ institutional goals and mission statements. The three presenters will show how Atla’s IR looks and functions, as well as how it can improve the impact of students’ scholarship and the visibility of the institution. Audience members will learn strategies for successfully proposing an IR to school leaders and develop insights into different workflows for building and maintaining an IR or ETD.
As online instruction allows universities to reach a global audience, there is a growing demand to offer course instruction and resources in multiple languages. While the ALA’s Standards for Libraries in Higher Education state that libraries must provide “access to collections sufficient in quality, depth, diversity, format and currency to the research and teaching mission of the institution,” guidelines and support for developing multilingual collections in higher education are severely lacking. Meanwhile, many publishers and aggregators have international divisions, but this does not necessarily mean that non-English resources are available in the US. This session will allow librarians who manage multilingual collections to come together and share their challenges, experiences, and successes in meeting the needs of their institutions’ multilingual instruction endeavors.
University Librarian, Catholic Distance University - Library
I am an accomplished librarian with experience in business management and non-profit leadership. My professional contributions come from supplying innovative solutions in the form of data gathering and interpretation, leading to analytical decision that boost library resource use... Read More →
Today, there is a high demand for engaging and interactive teaching materials in academic library instruction to engage students and give them an opportunity to practice their learning in a self-paced learning environment. Instructional librarians strive to leverage innovative tools to captivate and educate our library users effectively, however, these often require specialized tech skills or high cost. H5Ps (short for "HTML5 Package") can provide a free and low-tech solution to any librarian who would like to create engaging learning objects, such as interactive videos, timelines, presentations, quizzes, drag-and-drop activities, simple games, and more, without any programming skills. H5P activities can be used for active information literacy sessions, self-paced tutorials, online textbooks, and research guides. The primary objective of this presentation is to demonstrate the process of creating an OER using H5Ps to empower the participants with the skills and knowledge needed to develop captivating teaching materials that enhance user engagement and foster a deeper understanding of information literacy concepts. Note: If you want to work hands-on with the H5P tool in a guided environment, you will be invited to register for a follow-up ATLA workshop in early Fall 2024.
Collection Development Librarian, Saint Paul University
Marta Samokishyn (she/her) is a Collection Development and Liaison Librarian at Saint Paul University and a Research Fellow at BC Campus. She has over 12 years of experience in teaching information literacy. Her research interests include instructional design in academic libraries... Read More →
Optical character recognition (OCR) tools such as Transkribus and perhaps also artificial intelligence (AI) tools such as ChatGPT can improve and accelerate the process of creating a digital edition of a historical document. This presentation uses the previously undiscovered 1529 practica of Anton Brelochs to critically evaluate how well AI tools can help. Questions to be addressed include the following: - How well can ChatGPT correct errors in the OCR transcription or identify possible typos in the original document? - How well can ChatGPT provide a base diplomatic and critical texts and literal and idiomatic translations for use in the digital edition? - How does providing context (i.e., using prompts to give ChatGPT background information about the document’s genre and time period) affect ChatGPT’s functionality?
Title: Redefining the Library Experience: Looking Upwards and Outwards Description: Library leaders and staff are focused on identifying community needs and expectations. They are reviewing and revising metadata, collections, and programming. They also are exploring ways to integrate new technologies for discovery, access, and teaching digital literacies. Meeting the expectations and needs of changing and diverse communities demonstrates library leaders’ and staff’s adaptability, creativity in cultivating and developing collaborative relationships and partnerships, and transformative thinking. Findings from several OCLC research projects and examples will highlight how library leaders and staff are redefining the library experience.
Lynn Silipigni Connaway is Executive Director, Research at OCLC. She is the co-author of the sixth edition (2017) and seventh edition (2021) of Research Methods in Library and Information Science. She was the Chair of the ALA ACRL Value of Academic Libraries Committee and was the President for the Association for Information Science and Technology... Read More →
This workshop will cover essential skills in crafting compelling grant proposals. Learn to decode grant lingo, develop realistic budgets, write persuasive narratives, and overcome common application pitfalls. Practical examples from successful applications will be shared, and interactive exercises will foster a collaborative learning environment. Whether you're new to grant writing or seeking to enhance your skills, this workshop equips you with the knowledge to confidently navigate the grant writing process and secure funding for your projects.
Attendees will gain practical tips for completing a grant application including developing realistic budgets, writing persuasive narratives, and overcoming common application pitfalls.
This workshop serves as an introduction to restorative justice theory and practice, including the values that undergird and support restorative initiatives. The workshop will include experiential components, small group conversations, as well as presentation/lecture.
The emergence of artificial intelligence presents an unprecedented disruption to both the present and future of learning. In theological education in particular it presents a unique opportunity to embrace tendencies and capacities that have long been essential to our work but have been limited by the power of our tools and time.
In this presentation we will take a deep dive into what is described as "ensemble" tools. These are artificial intelligence tools that leverage both the generative and computational capacities of AI to transform the way that we access, understand, leverage, and innovate from the nearly immeasurable ocean of learning and expertise that is already with us.
Understanding how these tools can and should be strategically incorporated into our research and learning, particularly as we learn to expand into non-adjacent areas of inquiry (e.g., religion and medicine, religion and law, religion and political science, etc.), is essential to the future of theological education and theological libraries.
This workshop presents a framework for this kind of engagement, initial recommendations about policy for institutions, and an introduction to "stacking," a methodology by which user's can cultivate the compounding power of AI tools in their work. This workshop will also build upon the insights and presentations that are shared during the regular portion of the conference.
There is but a brief window for theological education not only to reach its full potential as a transformative force in higher education and the world, but also for shaping the future of human learning and expertise far beyond our disciplinary boundaries.
The philosopher Eric Hoffer captures this beautifully: "In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists."
Michael Hanegan is the Founder of Intersections, a learning and human formation company. He is an EPS parent, a former high school teacher, and previously served as the administrator for Graduate Programs in Technology Management at Columbia University where he also lectured in the ethics of innovation. His current work focuses on leveraging AI for learning in ways that increase rigor, transparency, curiosity, and inclusion., Intersections
