Proposal Elements - ACRL 2027

Choose the session format you feel is the most appropriate for your proposal.

Some topics may lend themselves better than others to a particular format.
Consider the session length associated with a particular format. Will my topic fit?
Consider your learning outcomes. Is one format better than another?
Will it be just me or multiple presenters?
Read the format descriptions carefully before deciding.

Each proposal must identify a Primary Contact who will receive notification of the proposal’s acceptance or rejection. If the proposal is accepted, the Primary Contact will serve as the main point of contact for the ACRL staff. The Primary Contact will work with their co-speakers to determine the scope of content, the order of speakers within the program, audiovisual needs, etc.; will confirm program details, descriptions and arrangements with speakers and staff; and will facilitate the program’s presentation. The Primary Contact also needs to be familiar with ACRL policies concerning recording and publishing; communicate regularly with co-speakers; respond to requests for information from ACRL staff and committee members; and adhere to deadlines.

Provide both a detailed description (500 words max.), as well as a short description (100 words max.). Keep in mind that ACRL 2027 is an anonymous, peer-review process. Do not identify presenter, institution, or grant names in your proposal (e.g., replace the name of your institution with a descriptor such as “private, four-year institution”).

The detailed description should outline your session’s main points, its relevance to attendees, how it is unique and different from others that may address the same topic, and ways you will engage your audience. The short description should actively describe your session (e.g.,” Find out what fee-based and open source textbook options are available, how content can be effectively delivered, and how librarians can lead in the adoption of digital textbooks on their campuses.”) If the proposal is accepted, the short description will be used in promotional materials and may be edited for style and clarity by ACRL.

Develop three learning outcomes for your session. A well-written learning outcome will identify what participants will be able to do as a result of attending your program. How will your target audience’s skills, attitudes, knowledge, behavior, status, or life condition change or improve by participating in your program? Think about the intended impact of the program and how it fills a need or solves a problem. Tip: Consider using a verb or action phrase + “in order to” + an impact statement to design your outcomes. The first phrase describes the skill or task you want to learner to perform, and the second phrase describes its impact and why it is important. Examples of well-written learning outcomes:

Define assessment in terms of student learning in order to identify its relationship to good teaching.
State several concepts and applications of assessment in order to apply it as a practical information literacy tool.
Critically examine different classroom assessment techniques in order to evaluate them for application in your own setting.

*Adapted from: Debra Gilchrist, Assessment is Learning. ACRL Immersion Program