Current Requests for Proposals (RFP)

Programming at the 2018 ALA Annual Conference

The American Association of School Librarians (AASL) invites proposal submissions for 60-minute concurrent sessions workshops to be presented during the 2018 ALA Annual Conference.

The submissions deadline for concurrent session proposals is 11:59 p.m. Central on Tuesday, September 5, 2017. Proposals are now being accepted via one submission site for all ALA divisions. This has resulted in an earlier deadline than in past AASL calls for ALA Annual Conference proposals. 

Dates: June 21-26, 2018
Location: New Orleans, Louisiana
Audience:   K-12 School Librarians, Program Officers, District Supervisors, Coordinators, Educators, Directors

Proposal Guidelines

Proposals should outline the main points of the program and its relevance to attendees. All proposals should include up to three learning objectives and should address how the session supports the AASL standards and strategic plan.

Program titles should be short (no more than 140 characters in length), but descriptive. Catchy titles, indicating benefits to the audience are encouraged.

list of suggested topical areas is available, however submissions will be accepted outside of these suggested topical areas.

Submissions will only be accepted via the online form. Proposals are now being accepted via one submission site for all ALA divisions. This has resulted in an earlier deadline than in past AASL calls for ALA Annual Conference proposals.

The primary/submitting author will receive an email message confirming the receipt of the abstract. Please notify your co-authors that the confirmation was received.

Selection Criteria

Submissions will be evaluated for clarity, originality and timeliness. Special attention will be given to submissions that incorporate one or more of these characteristics:

  • Demonstrates innovative thinking and/or new perspectives
  • Presents strategies for effectively implementing new ideas and technology
  • Design includes activities that will incorporate various learning styles
  • Demonstrates how learning outcomes will be achieved
  • Supports the AASL standards and strategic plan.

sample rubric is available for informational purposes.

Contact Information

All questions regarding AASL programming at the 2018 ALA Annual Conference should be directed to Anne Weglewski at or (800) 545-2433, ext. 4382.

CLASS II: Field Studies


The Causality: School Libraries and Student Success (CLASS) II initiative, funded by a grant from the Institute of Museum and Library Services, is charged with uncovering school malleable factors that may influence K-12 student achievement. The results of the CLASS research may be used to improve the field of school librarianship.The work from this grant project consists of aggregated and synthesized causal research that documents how classroom teachers help students learn knowledge, skills, abilities, dispositions, responsibilities, and self-assessments for life, college, and career readiness. The next step of this research is to identify strategies that could also be used by school librarians.

AASL invites proposals that may describe existing research activities that could be strengthened or new studies that could be launched with project funds. Please describe how these research activities address one or more of the topic areas identified in this request for proposal (RFP). Inquiries and submissions should be sent to

Proposal Requirements

Proposals must include the following information to be considered for the award:

Project Narrative (not to exceed 10 double-spaced pages)

  • Abstract of the project (not longer than 200 words)
  • Project objectives
  • Problem statement and literature review (including justification and need for the research)
  • Description about each team member (affiliation, contact information, and how they will contribute)
  • Work plan including detailed timeline
  • Expected benefits and impact of the research
  • Research design and collaboration, specifically your research methodology, and analysis techniques (including schedule for completion), such as:
    • Randomized controlled trial (RCT)
    • Time Series
    • Matched Samples

Supplemental/Supporting Documentation

  • Letter(s) of support/collaboration from institution and/or school related to the project, e.g. "If the proposal submitted by Dr. [insert the full name of the Principal Investigator] entitled [insert the proposal title] is selected for funding , it is my intent to collaborate and/or commit resources as detailed in the Project Description section of the proposal."
  • Detailed budget and budget justification (including institutional or departmental contributions, if any)
  • Vita(e) of project investigator(s) and collaborators may be appended

The Proposals will be reviewed for relevance, clarity, and alignment to findings from the empirical review of literature (listed in the Appendix below). The proposals will go through a blind peer review process by the CLASS II Researchers and Advisory Board with the assistance of additional AASL staff.

The committee reserves the right to not select recipients based on the received proposals.


  • CLASS II Research Teams and all key personnel working on the CLASS II IMLS grant are ineligible.
  • At least one (1) applicant must be a member of ALA and/or AASL
  • P.I. must be a US citizen/permanent resident; US institutions

Awarded CLASS II Field Studies Team Members Will Receive:

  • Up to $10,000 budget; July 1, 2017 to June 30, 2018
  • CLASS II Research Team Consulting Meeting & support (ongoing) as needed
  • The CLASS II Research Team will engage the awarded teams in conversations about how best to showcase their applied research design via the ALA and AASL channels. Examples may include a journal or conference proceeding paper, host a webinar, newsletter/blog post, ALA social media, etc.

Recipients of the Award Must:

  • Submit written quarterly reports to the CLASS II Research Associate and Executive Director of AASL, who will pay the grant in periodic installments as the research progresses
  • Final Report to Advisory Board (June 2018) by video conference
  • Dissemination of research: May submit the results of the funded study to Knowledge Quest (special issue invite) and School Library Research, for possible publication prior to submission to other publications; May present a final report and/or session at the ALA Annual Conference in 2018
  • Acknowledge the support of AASL/ALA in any publicity or presentation based on the funded study
  • Inform the AASL Executive Director if research funding from other sources is obtained in addition to funding provided by AASL


April 4, 2017: RFP for CLASS II Field Studies Grant is Open

April 24, 2017:  Webinar at 4 pm EST for Information/Questions about the RFP
Webinar Archive  |  Webinar Slides  |  Session Notes

June 15, 2017: Submit your proposal for the CLASS II Field Studies Grant

June 23, 2017: CLASS II Researchers & Advisory Board Meet to Review Final Teams

June 30, 2017: Announcement of awarded/funded teams identified

July 1, 2017: Work on the RPP projects with the winning teams


The CLASS II Field Study Proposals (all application materials) and inquiries should be sent to


Successful applicants should advance our understanding of how school librarians contribute to one or more of the following issues and findings from the empirical literature based on our synthesis findings:

Learners Benefit From:

  • Direct, explicit, and systematic instruction on new material blended with strategically timed small group reinforcement activities.
  • Hands-on experiences in science and mathematics that connect learning with real world or familiar content and experiences.
  • Contextual instruction in questioning, problem-solving strategies, and other metacognitive skills.
  • Formative, corrective feedback, including quizzes, that promotes and reinforces learning.
  • Exposure to vocabulary through reading and listening as well as explicit vocabulary instruction and acquisition strategies.
  • Frequency of instruction may be as or more important than the concentration of time particularly in mathematics.
  • The amount and type of intervention or teaching is personalized to meet individual needs.
  • Modifying the learning environment to decrease problem behavior, although a positive learning environment alone may not be sufficient.
  • Teachers with 2-5 years of teaching experience, especially compared with first year teachers who are generally less effective.
  • Visual representations.
  • Intensive and individualized interventions for struggling readers.

Causal Research Question and Hypothesis Exemplars:

RQ1. To what extent do students who are exposed to systematic problem solving practices via the School Librarian differ in SUBJECT AREA outcomes as compared to students who are not exposed to systematic problem solving practices by the School Librarian?

H1: Students who are exposed to systematic problem solving practices via the School Librarian are more successful in SUBJECT AREA outcomes than students who are not exposed to systematic problem solving practices via the School Librarian.

RQ2. To what extent do students of early career SUBJECT AREA teachers who collaborate with the School Librarian differ in [SUBJECT AREA outcomes] than students of early career SUBJECT AREA Teachers who do not collaborate with the School Librarian?

H2: Students of early career SUBJECT AREA teachers who collaborate with the School Librarian are more successful in [SUBJECT AREA outcomes] than students of early career SUBJECT AREA Teachers who do not collaborate with the School Librarian.

Additional Resources:

This project was made possible in part by the Institute of Museum and Library Services grant number RE-00-15-0114-15. The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000 libraries and 17,500 museums. Its mission is to inspire libraries and museums to advance innovation, lifelong learning, and cultural and civic engagement. Its grant making, policy development, and research help libraries and museums deliver valuable services that make it possible for communities and individuals to thrive. To learn more, visit and follow IMLS on Facebook and Twitter.