Atla Annual 2025

Academic librarians usually do not seek out struggling students. Instead, struggling students seek us out. However, fewer students are coming into the library seeking help. With some seminaries dealing with declining enrollments, seminary librarians should consider proactively responding to students who they know are at risk. If we can get to these students in time, we may be able to prevent their failing and dropping out, thus helping to stabilize enrollment.
The question is, “How do we reach out to at-risk students?” Some seminaries have systems for identifying borderline students when the grading system puts them in an “on-warning” status. The student’s advisor is then notified, and with the student's cooperation, an intervention process can begin, often with a student success coach.
Other seminaries, like mine, do not have an on-warning system. We have developed our own system, and it includes the librarian as a student success coach. The faculty directs academically challenged students to contact the librarian for assistance. While this includes traditional roles of helping with their research and writing, it often involves much more.
I will provide anecdotes about our successes and a few failures (while protecting the real identities of students). I will also provide a strategy for engaging the faculty and administration in expanding the librarian’s role into a student success coach.

Learning Outcome

First, those attending this presentation should realize that they have an opportunity to help with the current enrollment crisis in seminaries. Second, they will have a plan on how to become student success coaches for at-risk students. Third, they have a realistic understanding of what is possible and what is impossible when trying to help struggling students.

Audience Engagement

It will include a strategy for setting up a student success process within the library and with the cooperation of faculty. It will rely on anecdotes of particular students (identities of real students will be protected) and why some interventions succeeded and others did not.

Most theological libraries employ student workers in various capacities and for various tasks. Indeed, we could not offer the services or hours of operation we do without them. Far from being minions on whom we can fob off grunt work (like shelving), our student workers not only perform essential tasks (like shelving), but also offer a vital connection with the wider student body and can provide valuable insight into students’ perceptions of the curriculum, workload, faculty expectations, and institutional effectiveness. They are our secret weapon. In this session, colleagues will share insights into how we might harness this power (for good, naturally). We will also consider best practices, and cautionary tales, related to hiring, scheduling, training, and supervising. Finally, we will commend student employment as a fruitful recruiting ground for potential future colleagues. After all, many of us began our careers in theological libraries as student workers.

Learning Outcome

In addition to some practical ideas, attendees will come away with a better way of thinking about our student workers, their role in the library, and the work they do, focused less on how many books they shelve (as important as that is) than on the connections they have with the wider student body. This is especially important as theological libraries become more collaborative communal spaces.

Audience Engagement

We plan to engage our audience by sharing and demonstrating practical tools for addressing common challenges (e.g., scheduling), and by offering an opportunity for them to share their own insights, observations, and experiences in the discussion.

In this session, the Atla Committee for Diversity, Equity, and Inclusion will guide conversation between Atla members and Jeannine Hill Fletcher’s essay, “The Promising Practice of Antiracist Approaches to Interfaith Studies.” We will examine Atla’s history of diversity efforts and initiatives and look forward to potential futures.

Professor Hill Fletcher teaches at the intersection of Systematic Theology and issues of
diversity (religious diversity, Christian cultural diversity, race, and gender). In her essay, “The Promising Practice of Antiracist Approaches to Interfaith Studies,” Hill Fletcher outlines the ways that racial and religious identities have been used to structure relationships between those with power and those without power. By examining the history of White Christian identity within a US context, Hill Fletcher argues that interreligious and interfaith studies in particular, and theological education more generally, must grapple with the histories of White Christian privileges in order to reimagine the impact of religion and education in the US.

The purpose of this session is to better understand the history of Atla within the religious and racial history of the US, reflect on the institutions that make up religious studies and theological education, and identify ways to advance Atla’s affirmation of the intrinsic value of all members.

To fully engage in conversation, participants are encouraged to read Jeannine Hill Fletcher’s essay “The Promising Practice of Antiracist Approaches to Interfaith Studies,” in Interreligious/Interfaith Studies: Defining a New Field, ed. By Eboo Patel, Jennifer Howe Peace, and Noah J. Silverman (Beacon Press, 2018): 137-146.

Learning Outcome

Attendees will leave this conversation session with further knowledge regarding Atla and diversity efforts, especially with regard to interfaith and interreligious initiatives. They will contribute to an ongoing dialogue on the future of diversity in Atla and in their own institutions. Participants will share with each other their laments for their current situations and their hopes and intents for moving forward.

Audience Engagement

After a brief presentation based on the Hill Fletcher article, we will break into small groups for guided conversation and then the groups will report back to the whole.

Text analysis has emerged as an invaluable tool for scholars, especially in the humanities and social sciences. In recent years, there has been extensive research published on various applications of text analysis, including user experience sentiment analysis, image analysis, and visual mapping techniques. Furthermore, text analysis provides a framework to identify patterns, organize and categorize themes of sacred and religious documents, and advance the understanding of religious studies and theological librarianship.

This presentation explores how text analysis and visualization tools were integrated into library instruction sessions in a pilot project tailored for engineering and business students. The presentation is structured in three sections: First, alignment of library instruction with class assignment learning objectives emphasizes interdepartmental collaboration and deepens understanding of learners’ backgrounds and competencies. Second, the pedagogical framework includes a lesson plan model highlighting the significance of student participation; this approach, grounded in the ACRL framework Information Creation as a Process, reinforces inquiry-based learning. Third, methodological implications introduce text analysis methods for instructors aiming to incorporate visualization literacy into their teaching practices.

The presentation concludes with an overview of the findings, comparing and contrasting data to demonstrate innovative pedagogical approaches in library instruction. The results highlight how text analysis tools can alter traditional library instruction into more engaging, data-driven learning experiences for learners. This initiative enhances students’ understanding of library resources, broadens their perspectives on research, and empowers them to critically analyze resources. The insights gained from this project demonstrate a pedagogical model for librarians and faculty seeking to integrate digital tools into library instruction.

Learning Outcome

-Text analysis tools in library instruction enhance students’ information literacy skills and foster critical engagement with digital resources.
-Integrating the ACRL framework into text analysis library instruction strengthens students’ research perspectives and motivates participation in scholarly discourse.
-Library-faculty collaborations bolster discipline-specific leaning opportunities through text analysis coursework projects.

Audience Engagement

The presentation will offer participants with a structured lesson plan model demonstrating how to implement this pedagogical approach in the library instruction classes. Building from theoretical foundations in text and visual literacy, participants will explore practical strategies to adapt these methods to their specific courses.

Have you ever felt stuck when it comes to creating unique, engaging, and meaningful outreach programming at your library? If so, you’re in luck! Staff members from the Reference, Instruction, and Outreach Department and the Special Collections Department at Pitts Theology Library have collaborated in building a successful outreach model, called Brews & Books, and we are excited to share what we have learned along the way.

Brews & Books is an event that brings archival and rare book items outside the front doors of the library to meet community members. The library provides coffee (which supports the business of a Candler alum) and tea with some information about the items showcased through signature bookmarks and digital screen displays. It is an informal way to highlight materials that are unique to the Pitts Theology Library holdings while building community with students, faculty, and staff.

This session will be done in two parts. The first part will include a brief presentation from panelists about the particulars surrounding the work necessary to create and execute our Brews & Books events. The second part will allow time for attendees to have an in-person experience of what a Brews & Books event is like, as well as an opportunity to brainstorm together about what kind of programming might work at their own library.

Learning Outcome

We want others to feel inspired to find materials that are unique to their institution and showcase them in a way that is accessible for students, but also practically beneficial for their libraries. Participants will leave knowing how to begin the brainstorming process for collaborative and interdepartmental outreach events like this, how to plan the practicalities of outreach events, who to look to for support within their institutions, how to learn from trial and error, statistical data to justify continued outreach, and helpful software and handouts to use.

Audience Engagement

Audience participation and feedback will be central to our presentation. Those attending, both in person and online, will be able to experience a Brews & Books event for themselves. Following this, we’ll invite an open conversation to reflect on the experience: What aspects resonated most? What could be improved? In particular, we’re eager to hear from online participants, as a key goal of these events is to create an authentic and inclusive way for distance learners to engage and contribute. We look forward to collaborating as colleagues to explore and refine this approach together. To keep the conversation going beyond the session, we’ll provide a custom bookmark (a staple of our Brews & Books events) featuring key steps, suggestions, and a QR code linking to additional resources.

This listen and learn session approaches LibGuides within the history of research aids and seeks to understand the relationships between intellectual freedom, institutional identity, bibliography, and access. We begin by situating LibGuides within the broader tradition of readers’ aids, specifically the role of printed bibliographies and digital pathfinders to understand why LibGuides have become so common throughout librarianship. We also explore how their form reinforces function in terms of scholarly authority and information guide.
We then examine the conflict between institutional identity, as developed by standardized web content, the librarian’s own intellectual freedom, and patron access. In short, we seek to understand what assumptions librarians and patrons have about LibGuides and if those assumptions impact guide content, not just guide design. We take this question to be especially important for theology librarians who may be working within contexts that require doctrinal or confessional agreements between faculty, staff, and students. We seek to understand how the theology librarian maintains intellectual freed and access to information (oft expressed core values of librarianship) amidst the strictures that often accompany church politics.
Finally we close the session by identifying a series of practices that librarians can deploy and encourage others to share their own experiences and practices. Two main points, LibGuide creation should be approached with the same meticulous approach as would be granted to bibliographies and special attention should be directed toward the container collapse between institution and resource.

Learning Outcome

Audiences will be encouraged to think about the history and form of LibGuides, not just their content. We will end the session by suggesting best practices to create LibGuides in a theological setting.

Audience Engagement

During the session we will have multiple opportunities for group conversation and to hear how others have addressed the questions of intellectual freedom, institutional identity, and guiding users to information.

This panel will explore the transformative impact of leadership development in theological librarianship, highlighting the variety of approaches individuals can bring to leadership. Through a narrative-driven style, the session aims to inspire attendees to recognize their potential as leaders and pursue opportunities to cultivate their distinct skills.

The Leadership Development for Theological Librarians Program, launched in 2023, will celebrate the graduation of its second cohort in May 2025. Funded by a grant from the Wabash Center for Teaching and Learning in Theology and Religion and co-led by Kelly Campbell from Columbia Theological Seminary and Myka Kennedy Stephens from Fosgail, the program provides mentoring and executive coaching for theological librarians from varying backgrounds, roles, and institutions.

Panelists will share the origin story of the program, discuss their unique leadership journeys, and reflect on how the program has shaped their professional growth. Following the presentation, an open discussion will invite audience members to examine the importance of leadership development in theological librarianship, explore challenges in this area, and engage in a dynamic Q&A session.

Learning Outcome

In this session, audience members will:
Discover how Atla members are leading the way to fill a leadership development gap in theological librarianship
Learn about the impact of intentional leadership development in theological librarianship
Hear stories of leadership from a variety of contexts
Discuss leadership development needs and opportunities in Atla

Audience Engagement

As mentioned in the description, in an open discussion we will invite audience members to examine the importance of leadership development in theological librarianship, explore challenges in this area, and engage in a dynamic Q&A session.

As the field of theological and religious studies librarianship changes and grows, so do the associations that serve us. Join representatives from Atla, Association of British Theological and Philosophical Libraries, Australia and New Zealand Theological Library Association, Bibliothèques Europeennes de Theologie, and Forum for Asian Theological Librarians for an engaging conversation that looks into their respective associations, the challenges facing the members they serve, and the potential opportunities for collaboration to benefit theology and religious studies librarians across the globe.

Learning Outcomes

Attendees will gain a greater understanding of the inner workings of several associations for theological and religious studies globally. They will learn of the challenges facing librarians and gain an understanding of how this changes depending on locale. Finally, they will learn of the potential for collaboration, strengthening all associations to provide better services for members.


Audience Engagement

There will be an opportunity to ask questions of the panelists at the end of the discussion

Would you like to improve your writing skills or find the time to write something for publication? Would you like to improve your confidence as a writer? Would you like to receive encouragement and learn key principles and practices to become a better writer? If you answer yes to these questions, then this workshop on writing is for you. In this interactive workshop, you will learn twelve practices and principles for becoming a successful writer. This workshop is based on a recent book I have found useful for becoming a successful writer: Christian Academic Writing: Twelve Practices and Principles for Becoming a Successful Writer by Benjamin L. Merkle and Adrianne Cheek Miles. This workshop is for both beginning and seasoned writers. Some of the key ideas covered in this workshop are: redeeming time for writing, writing myths, making writing a habit, writing for publication, beginning the journey to becoming a successful writer.

Learning Outcome

Attendees will learn principles and practices on becoming a successful writer that they can put in practice immediately.

Audience Engagement

I will summarize key ideas and invite audience participation through questions.

In 2021, the Seventh-day Adventist Theological Seminary received a Lilly Grant to enhance the training of urban pastors. One objective was to create an open access special bibliography showcasing the scholarship of Ethnic/Minority authors in theology to support pastoral pedagogy. The Andrews Bibliography of Ethnic/Minority Scholarship in Theology (ABEST) uses a dedicated Koha library catalog platform to list academic publications by BIPOC authors who were faculty at ATS institutions (2022-23 academic year). The database links each record to library resources, databases, publisher, and/or WorldCat. Each entry is tagged to a broad curriculum taxonomy and simple subject terms.

In 2023, I received a faculty research grant from the Andrews University Office of Scholarly Research to develop a bibliography showcasing and archiving publications pertaining to the archaeological work sponsored by Andrews University at Hisban, Jordan. This year, we are developing a new Koha bibliography that will include not only entries for these publications, but also photographs, field notes, and other cultural objects from over fifty years of excavations. Entries for publications link to library resources, databases, publisher, and/or WorldCat. Non-print media link to the institutional repository.

The presentation will demonstrate the databases, discuss the reasons for choosing Koha, and share lessons learned on uploading content into the databases.

Learning Outcome

An innovative use of an open-source library catalog for showcasing specialist bibliographies that can be a work in progress indefinitely.

Audience Engagement

Live demo of databases, with time for questions and discussion.

Last year we introduced generative AI and what it meant for theological education. As these conversations have continued to evolve it is important for libraries and librarians to begin to think and act more intentionally as it relates to research and learning for both faculty and staff. These concerns are ultimately concerns about pedagogy, design, and tools.

This interactive half-day workshop provides a pedagogical frame for libraries and librarians to equip themselves, faculty, and staff with the underlying skills necessary to critically engage and leverage generative AI tools in the work of theological education.

Particular attention will be paid to concerns about ethics, learning outcomes, and academic integrity, as well as offering a through exploration and application of generative AI tools for research and learning.

The role of the library in cultivating and sustaining the metaliteracy skills of faculty and students will be highlighted alongside guidance for how libraries can demonstrate not only this contribution to the work of theological education, but to the leaders of their institutions as part of their requests for funding, staffing, and other forms of prioritization from the institution.

Learning Outcome

(1) Pedagogical and design frameworks that can be shared with faculty and students. (2) Exposure to and initial training in specific generative AI tools, (3) Guidance on positioning themselves as an essential frontier in the future of learning and work in theological education, and (4) the initial seeds of training that they can offer at their respective institutions.

Audience Engagement

My workshops are always conversational, emphasizing a kind of rolling dialogue with lots of structured room for Q+A and discussion. I find that engagement around these questions are easy to generate and sustain.