ACRL News Issue (B) of College & Research Libraries 180/C& RL News ■ March 2002 ACRL NATIONAL CONFERENCE Preparing for ACRL’s 11th National Conference How to create competitive contributed papers by Gloriana St. Clair Giving a contributed pa­ per at the 2003 ACRL N ational C o n fe re n ce , “Learning to Make a Dif­ fe re n ce ,” in Charlotte, April 10-13, 2003, is an excellent way for librar­ ians to share research and to advance their careers. Feedback received in the contributed paper forum can be used to improve the quality of the work and ensure its acceptance by a journal in librarianship. This short article makes a few suggestions for creating a suc­ cessful abstract. Abstract authors can im­ prove their chances for acceptance by read­ ing and following these suggestions, which focus on five key areas: 1 ) G en eralizab ility. The author’s chal­ lenge is always to show how the work re­ lates to the challenges facing academ ic li­ brarians. Clear statement o f the problem the research will address is an excellent beginning. 2 ) “So w h a t?” Like articles in most li­ brary journals, the contributed papers ab­ stracts will be read by a panel of experts who will decide which ones will be se­ lected for presentation at the conference. These experts want to know why the work proposed should be presented to the ACRL conference audience. The significance of the research at hand should be made as clear as possible. 3 ) W ritin g q uality. High school and college professors who hammered students about the need for quality writing to suc­ ceed professionally were correct. Well-writ- ten abstracts with good organization, gram­ mar, spelling, syntax, and word choice will outperform less well-written abstracts. Re­ cruit the best writers in your organization to review the abstract before it is submit­ ted. 4 ) R e s e a rc h an d s ta tistica l quality. Poor survey and research design are heart­ breaking for reviewers becau se so much effort has b een put into a piece o f work that can never be valid. Consult the ex­ perts on campus or in the profession about the design o f the study and about its sta­ tistical dimensions. 5 ) S ch o la rly g ro u n d in g . Abstracts are brief— only 250 to 500 words. They allow little space for the author to indicate the body o f scholarship that inform ed the thinking behind the contributed paper. Abstract authors should indicate briefly that the work explores an idea unpublished in library literature or that it derives from and is a part o f the work o f several other stud­ ies in the field. A b o u t the au th o r I Gloriana St. Clair is university librarian at Carnegie Mellon University Libraries, e-mail: gstdair@andrew.cmu.edu mailto:gstdair@andrew.cmu.edu C&RL News ■ March 2002 / 181 Quality contributed papers will enliven the Charlotte conference. Attendees will be buzzing with comments about the thought- provoking presentations they have heard. Creating a successful abstract can b e easy if the suggestions above are noted. Contributed papers are due on May 31, 2002. The Call for Participation is available online at http://www.ala.org/acrl/charlotte/ cfp.htm l. Abstracts o f 250 to 500 words should be sent to: Gloriana St. Clair, Uni­ versity Librarian, Carnegie M ellon Uni­ versity Libraries, 4909 Frew Street, Pitts­ burgh, PA 1 5213-3890; (412) 268-2447; fax (412) 268-2793; e-mail: gstclair@andrew. cmu.edu. Tips for successful workshops by Rosemary McAndrew and Susan Richards Remember the workshops at the 2001 ACRL National Conference in Denver? In­ novative, engaging, focused, these workshops were an opportunity to concentrate on one issue or topic for an extended period of time. Four o f these workshops were of­ fered in Denver for the first time, and par­ ticipants gave them rave reviews. As you contemplate the development of a work­ shop for the 2002 conference, keep in mind the following: • Workshops are three-hour sessions. • During this lengthy session, you will b e able to engage your audience in a vari­ ety o f active learning exercises. • Participants expect to develop a new skill, plan, or program. • Limit the number o f workshop facili­ tators. Remember, learning, not presenting, is key. (This is not an opportunity for a large number o f presenters to impart in­ formation. It is a chance for attendees to actively take part in a learning opportu­ nity.) • Limit the content. While you have three hours, it is better to cover less infor­ mation in-depth than to overload the par­ ticipants with information. • Clarify your format and the learning outcomes you expect to accomplish. Ask how you will encou rag e participation. What will the participants learn or take away at the end of the workshop? • Let your imagination fly. Here is a chance to develop an interactive learning experience for librarians who are eager to engage in a topic you chose. At the Denver conference, workshop participants developed marketing plans, created library faculty collaborations, de­ vised plans for partnerships, and assessed their inform ation literacy initiatives. A workshop is more than a focused discus­ sion. Those who participate will expect to have something to show for their time and effort. Is there a tangible, like a written policy or plan, that attendees will complete at the end of the workshop? Is there a par­ ticular skill or set of skills participants will develop during the workshop? We know you have a workshop idea that will help all of us “Learn to Make A D ifferen ce.” Send in that application by May 31, 2002. The Call for Presentations is available online at http://www.ala.org/acrl/ charlotte/cfp.html. ■ A b o u t the au th o r Rosemary McAndrew is reference librarian and department chair at the Community College o f Philadelphia, e-mail: rm cand rew @ ccp .cc.p a .u s, a n d Susan R ich a rd s is u n iv e rs ity lib ra ria n a t L a w re n ce U niversity, e -m a il: susan.l.richards@lawrence.edu http://www.ala.org/acrl/charlotte/ http://www.ala.org/acrl/ mailto:rmcandrew@ccp.cc.pa.us mailto:susan.l.richards@lawrence.edu