SLIS Director's Report

This final report describes activities and accomplishments of a two-year project at Lynchburg College (Virginia) to develop an interdisciplinary program of classical readings in six required courses. Although originating in the college's senior symposium, the current program's emphasis is on remedying the dichotomy between basic skills and interdisciplinary knowledge, and especially on the development of effective oral and written communication and critical thinking skills across the four-year curriculum. Faculty offering the Lynchburg College Symposium Readings (LCSR) courses are trained in five-day preservice workshops and at periodic inservice workshops during the academic year. The project has resulted in development of a faculty handbook, several workshops, and publication of a cross-curricular journal of student and faculty essays inspired by the readings. Students and faculty report increased student understanding, improvement in written and oral communication skills, and a stronger sense of community. Individual sections of the report provide an executive summary, a project overview, and a description of the project's purpose, background and origins, characteristics, and results. Among 10 appendices are the list of classical readings, evaluation reports by 3 evaluators, a reprint from the National Review describing the program, and several proposals for the program at the freshman level. (DB)

2020

The Harrison Symposium celebrates independent and collaborative student research in the Social Sciences and Humanities. The Harrison is usually held as an annual conference in May, but this year's shift to remote teaching and the new coronavirus pandemic eliminated the opportunity for in-person presentations. Instead of cancelling the event, students nominated by faculty members were invited either to participate in next year's Harrison, or to contribute to the volume you are now reading. Reimagining the Harrison as a written artifact was inspired by the 1997 Harrison Symposium. In the early years of the conference, the Dean of Faculty Richard A. Harrison (1991-1997) published the proceedings of the symposium-formerly known as the Humanities and Social Sciences Symposium though the event was later renamed in Harrison's honor-as a collection of papers. Margaret E. Madden, then Associate Dean of the Faculty, notes in the introduction to the 1998 proceedings that "Faculty members and departments on campus who received the first symposium collection were pleased to have some visible record of the high level of accomplishments of humanities and social science students, whose products are often not as visible as those students of the performing arts or sciences." I hope that this version of the Harrison will also serve as a way to publicly and communally celebrate the wide-ranging and incisive research undertaken by students at Lawrence. Although this year's volume continues the tradition of showcasing excellent student work, it challenged students to ready their research for print instead of oral presentation. I want to thank all of the nominated students for their work this term, along with a number of faculty and staff that supported the process. Many thanks to: Faculty members who nominated students Gretchen Revie at Mudd Library for reference and resource expertise Julie Haurykiewicz at the Center for Academic Success for editing expertise Colette Lunday Brautigam at Mudd Library for arranging a permanent home for the volume in Lux Carrie Naumann Korb for designing the Harrison cover-art Thelma Jimenez-Anglada for advice and resources on running the Harrison Associate Dean of the Faculty Peter Blitstein The Office of the Provost and Dean of Faculty Lawrence University Archives for access to Harrison symposia proceedings Personally, it has been meaningful to engage with students I wouldn't otherwise have met, and to witness the mentorship and expertise my colleagues offer their students. I am pleased to invite you to join me in admiring the innovation and creativity of Lawrence students. To the contributors, thank you for sharing your work with us.

Georgia Public Library Service, 2011

The Primary Source, 2021

2020

In the last decade, Puerto Rican librarians and educators have developed curricula through a decolonial and critical lens. The developed projects respond to the needs of educators and students to address the emerging crisis that Puerto Rico has undergone. School and academic librarians have partnered with schoolteachers and Education scholars to develop educational materials and projects to meet the needs of students. Recent history has led to the demand for new types of information literacy sessions. These needs are supported by U.S.-led LIS scholarship on critical pedagogy and critical-inclusive education.

1991

This national literacy conference focused on the issues of developing community collaborations at the state and local levels, motivating constituent libraries to be more involved in literacy, technology-assisted learning, family literacy, workforce literacy, rural literacy, and issues involved in the administration of the Library Services and Construction Act (LSCA) Title VI. * developing community collaborations at the state and local levels * motivating constituent libraries to be more involved in literacy * technology-assisted learning * family literacy * workforce literacy * tural literacy * issues around administration of LSCA Tide VI Strengthening a national network for library literacy raquires state library agencies to build an infrastructme at the state level which will promote a role for the library as an accepted panner in the educational community. With increased funding for literacy under LSCA, library programs must continue to demonstrate coalition building and collaboration with other community providers. The federal govemment has recognized the library's traditional role in ptomoting literacy within the family. Libraries must respond by putting into practice those models which are proven through research aral evaluation to be most effective. The goal of universal literacy will continue to elude us unless we integrate our diverse agendas into a collective strategy. The library community must renew its commitment to a more aggressive role witch will open up the world of books and information to a continually evolving group of library users. In doing so, we promote ow historical mission to provide lifelong learning opportunities to every member of the community. Acknowledgements: A list which acknowledges support for the planning, development and execution of this event is only slightly shorter than the proceedings. However, heartfelt thanks must go to the following: Sharon Ganger and Rod Macdonald of the Library of Michigan; Howard Boksenbaum, Dot Frechette, Sheila Carlson and Bruce Daniels of the Rhode Island Department of State Services. To the planning team (both official and unofficial) which included:

SLIS Connecting, 2012