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Below you find article abstracts from the upcoming issue of The Christian Librarian released fall 2016. 

“Why the ACRL Framework for Information Literacy for Higher Education Enhances Information Literacy Instruction”

Author: Kathy Kempa, Reference and Access Services Librarian, Southeastern University

Abstract: This article attempts to clarify what the ACRL Framework is designed to do for teaching librarians. The article looks briefly at the need for change from the Competency Standards based on librarian concerns about their own teaching effectiveness. The short description of two of the foundational books, on which the Framework was based, are introduced so that instruction librarians can do their own research into the foundational concepts of the Framework for a deeper understanding of the value of this new approach to library teaching. Links to teaching resources are included.

“Religious Accommodations for Sabbatarian Observance among Library Staff”

Author: Paul A. Hartog, Professor and Director of Library Services, Faith Baptist Bible College and Theological Seminary, Ankeny, Iowa

Abstract: Over the last twenty-five years, litigation related to religious discrimination in the workplace has been on the rise. One of the tension points has been the religious practice of Sabbath keeping, leading to employment scheduling conflicts. Title VII and its subsequent amendments require that employers seek “reasonable accommodations” for Sabbatarian observance. Such adjustments should not cause “undue hardship” to the employer, who is required to make a “good faith effort” at accommodation. This article discusses creative alternatives that managers of public libraries and nonsectarian academic libraries may implement when accommodating Seventh-Day Adventist and similar Sabbatarian staff members.

"Is Authority Always Constructed and Contextual? A Classical Challenge to the Framework for Information Literacy”

Author:  Nathan Rinne, Reference, Instruction, and Cataloging Librarian at Concordia University, Saint Paul, Minnesota

Abstract:  The 2015 Framework for Information Literacy for Higher Education (or Framework) is the latest effort of academic librarians to provide relevant guidance for the teaching of information literacy. One claim made within this “living document,” in line with current academic trends of constructivism and social constructivism, is that “Authority is Constructed and Contextual.” Questions are raised concerning authority’s relationship to the idea of truth, and an effort is made, largely through a Socratic method of inquiry, to delve into the meaning of the Framework’s statement on authority using the further explanations provided concerning this particular “frame,” as well as the context of the entire document. Connections between the nature of authority, responsibility, and the ethical direction of the Framework are considered, and the relevance of the matter of truth is brought to bear here as well. Finally, the conclusion is reached that in light of the investigation’s findings, the current statement that “Authority is Constructed and Contextual” is fraught with significant difficulties, and a statement akin to “Issues of Authority are Contextual and Nuanced” is warranted instead.

"Teaching Library History: Engaging the Academic Community"

Author: Ben Brick, Collection Processing Manager, Omaha Public Library

Abstract: The author provides an overview of an upper-level undergraduate course on library history he has created and taught at a small Bible college.  He reviews the lessons learned from the experience as well as the opportunities this course provided for information literacy instruction.


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