Monthly Archives: October 2019

Faculty and Staff Presentations, Publications, Awards, and Accomplishments – Sept/Oct 2019

Awards and Service

Research Council awarded Clarence Maybee a PRF International Travel Grant of $2,000 to travel to the 2019 Association for Information Science and Technology in Melbourne, Australia (October 19-23, 2019) to present “Information Experience: A Domain and Object of Study.”

Read more about Maybee’s, Flierl’s, and Fundator’s research at

Michael Witt was invited and joined the editorial board of the Annals of Library and Information Studies. (Fun fact: ALIS was started in 1954 by S. R. Ranganathan, i.e., the father of library science, whose birthday is celebrated as National Librarian Day in India.)


Chao Cai and Megan Sapp Nelson presented “Moving Data Information Literacy Online: Flipping Research Data Management While Keeping Engaged Learning” at the 2019 Midwest Data Librarian Symposium (Sept. 30-Oct. 1, 2019).

Chao Cai and Jody Banks presented “Molecular Phylogeny Implemented in an Introductory Plant Classification Course” at the 3rd Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE) Conference (Oct. 9-10, 2019).

Sandi Caldrone presented “Purdue University Research Repository: Adapting when Small Data Gets Bigger” at the Science Gateways 2019 Conference September 24, 2019.

Bert Chapman presented “How U.S. Government Policy Documents are Addressing the Increasing National Security Implications of Artificial Intelligence” at the American Society for Competitiveness Conference in Washington, D.C., October 24, 2019.

A. Bartelmann & Margaret Phillips, The Value of Standards for Teaching, Research, and Facilities Use at Princeton and Purdue. Presented at the ASME Publishing Library Advisory Board (LAB) Meeting, October 9, 2019.

Kendall Roark presented a paper entitled “Queer Tech Futures: STS & Community-based Technology Education” at the 4S Conference in New Orleans, September 6, 2019.

Kendall Roark gave an invited talk entitled “Queer Entanglements: Statistics, Anthropology and (the New?) Data Colonialism” at the Statistics Department Colloquium, Purdue University, September 27, 2019.

Publications and Media

Hérubel, J.-P.V.M., review of Steven Roger Fischer, A History of Reading, 416 pp. Reaktion Books, London, United Kingdom, 2019, in Publishing Research Quarterly 35 (2019),

Hérubel, J.-P.V.M., review of Albert N. Greco: The Growth of the Scholarly Publishing Industry in the U.S.: A Business History of a Changing Marketplace, 1939-1946, 100 pp. Palgrave Pivot, Cham, Switzerland, 2019, in in Publishing Research Quarterly 35 (2019): 530-531.

Heyns, Erla, Eldermire, E., & Howard, Heather (2019) “Unsubstantiated Conclusions: A Scoping Review on Generational Differences of Leadership in Academic Libraries”. Journal of Academic Librarianship. 54(5). 10254.

McGowan, Bethany. Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students. J Med Libr Assoc. 2019 Oct;107(4):572-578. DOI:

Wong, Y., Bruce, C. S., & Maybee, Clarence. (2019). The role of stories in informed learning. Information Research. In Proceedings of RAILS – Research Applications Information and Library Studies, Published in Information Research, 24(3). Retrieved from

Academic Librarian Curriculum Developers: Building Capacity to Integrate Information Literacy across the University

Amity Saha

Amity Saha

by Amity Saha, Graduate Assistant, ALCD Project, and Graduate Student, Hospitality & Tourism Management

Led by Purdue University Libraries and School of Information Studies Associate Professor Clarence Maybee, a team from Purdue University Libraries and School of Information Studies has received a $249,179 award through the Laura Bush 21st Century Librarian Program via the Institute of Museum and Library Services (IMLS) to conduct the “Academic Librarian Curriculum Developers (ALCD): Building Capacity to Integrate Information Literacy across the University” project. A partnership between Purdue University, the University of Arizona, and the University of Nebraska, Lincoln, the ALCD project increases the capacity of academic librarians to enable student learning by partnering with instructors to develop curricula that allows students to more intentionally, creatively, and ethically use information in disciplinary contexts. Learning to use information within a disciplinary context fosters lifelong learning—allowing students to engage with information to learn in personal and professional settings beyond higher education. Supporting student success and learning, the ALCD project aims to demonstrate the value of academic libraries’ educational efforts to key stakeholders, such as administrators, instructors, and students.

Clarence Maybee

Clarence Maybee

A total of 15 librarians and15 instructors from across the three universities will participate in the three-year ALCD project. The librarian participants will learn about informed learning design, a learning design model developed by Dr. Maybee that emphasizes the role of information in the learning process. They will then work with instructors to create classroom assignments in which students engage with information in new ways to learn course content. In the second year of the project, the instructors will implement the assignments in their courses. In the third year, the results of the project will be shared to provide the higher education community with a sustainable model for promoting student success by teaching learners to use information within the learning context.

Project timeline for “Academic Librarian Curriculum Developers (ALCD): Building Capacity to Integrate Information Literacy across the University”

Along with Dr. Maybee (project leader), there are three co-project leaders, including Michael Flierl (Ohio State University) Maribeth Slebodnik (University of Arizona), and Catherine Fraser Riehle (University of Nebraska, Lincoln). Rachel Fundator, information literacy instructional designer (Purdue University), and Amity Saha, graduate assistant staff, (Purdue University) are also part of the project team.

All members of the project team have extensive experience collaborating with classroom instructors to develop curricula, including the creation and implementation of Instruction Matters: Purdue Academic Course Transformation (IMPACT), a campus-wide program to enhance undergraduate courses. Dr. Maybee has led Purdue Libraries’ involvement in IMPACT since 2012. He is a faculty member with ACRL’s Immersion program, a weeklong intensive retreat for academic library professionals to develop their teaching.

As a graduate staff of the ALCD project, my primary responsibilities include working with the project leader and co-leaders at each institution to help create and implement ALCD project activities, including recruitment, workshop development and implementation, support for the analysis of project outcomes, and the sharing of results of the project through various methods.

For more information about the ALCD project, contact Amity Saha (GA) at, or Dr. Clarence Maybee (PI) at

This project was made possible in part by the Institute of Museum and Library Services (13-19-0021-19).