(via Andrea Brooks, Northern Kentucky University)<\/p>\n\n\n\n
The upcoming publication Ungrading in Credit-Bearing Library Instruction: Alternative Assessment Practices<\/em> invites readers to rethink traditional grading and adopt strategies that prioritize reflection, feedback, and student agency. This book will be published through the Association of College and Research Libraries (ACRL), a division of the American Library Association.<\/p>\n\n\n\n Editors will write an introduction exploring the role of librarians as educators, the limits of conventional grading, approaches such as contract, specifications, and standards-based grading, and ungrading’s alignment with critical information literacy and equity. They will also provide a conclusion synthesizing key themes, envisioning the future of ungrading in library instruction, and offering a quick-start guide for educators ready to experiment with these transformative practices.<\/p>\n\n\n\n Contributed Chapters<\/strong><\/p>\n\n\n\n Core chapters feature case studies of real-world applications, from minimalist integrations within traditional systems to comprehensive ungrading models. Contributors will share practical strategies, examples, and candid reflections on challenges and lessons learned. This section could also include essays on theoretical approaches to alternative assessments. <\/p>\n\n\n\n Call for Proposals<\/strong><\/p>\n\n\n\n We seek case study chapters that explore ungrading and alternative assessment approaches used in credit-bearing library instruction, whether integrated within traditional grading structures or used as the dominant approach. Chapters should share practical strategies and examples of ungrading or alternative grading methods, such as contract, specifications, or standards-based grading. We are also interested in reflections on challenges, considerations, and lessons learned during implementation, as well as discussions that connect assessment practices to pedagogical values like empowerment, exploration, and lifelong learning. While most chapters will explore courses in which the librarian is the primary instructor, we also invite chapters that explore librarian partnerships with disciplinary instructors who use alternative assessment approaches.<\/p>\n\n\n\n