September 28 – October 02, 2020
Pretoria, South Africa
The ISIC conferences focus on people’s contextualised interactions with information. They welcome interdisciplinary information research, taking influence from fields such as information science, information studies, library studies, communication studies, computer science, education, information management, information systems, management science, psychology, social psychology, sociology, and other disciplines. A common thread is the focus on contextualised information activities, expressed as ‘information behaviour’, ‘information practice’, ‘information seeking’, ‘information experience’ and others.
Please find the full call on: http://www.isic2020.co.za/
November 14-15, 2019
The symposium is directed at researchers who work on Open Research Practices or Open Research Resources, or any related questions. Participants are invited to present ongoing and future projects, and identify potential collaborators. The focus of the symposium will be networking and sharing of ideas.
Please find the full Call on:
September 2-5, 2019
The European Chapter (EC) of the Association for Information Science and Technology (ASIS&T) is seeking for your contribution! We invite you to the research and networking seminar on “Information Science Trends: Search Engines and Information Retrieval” in Hamburg.
The event is part of the series on Information Science Trends. The events focus on a certain research topic introduced by invited speeches from research and industry. Additionally, they will provide networking space to energetically share ideas and interests from the fields of information science and related disciplines.
Participants who wish to contribute are asked to submit abstracts and short presentations about their research and projects. Everyone from researchers to students and practitioners can join!
Participation is not restricted those presenting. Registration for the event is now open, please see below.
Our first event will take place on Friday, April 26, 2019, at the Hamburg University of Applied Sciences in Hamburg, Germany. Confirmed speakers include Prof. Olof Sundin (Lund University, Sweden), Tom Alby (data scientist at Euler Hermes, Germany) and Prof. Dirk Lewandowski (Hamburg University of Applied Sciences, Germany).
The event focuses on Search Engines and Information Retrieval. Apart from the invited talks, we invite you to present your current projects, research or practical case studies. This may include, but is not limited to:
- Retrieval research on web search engines, web services, professional information services, social media
- Information seeking behaviour
- Information retrieval
- Discovery systems
- People interacting with search systems
- Searching in the library and other scientific contexts
- Understanding user behaviour
Please submit your extended abstract (up to 1,000 words including references) in English. Submissions are due on: March 31, 2019. Please send your submission to email@example.com
Accepted abstracts will be presented in the form of short talks (15 mins.).
Participating in this event is free. Please register at
We are happy to answer any questions regarding this event. Please send an e-mail to: firstname.lastname@example.org or any of the ASIST European Chapter officers:
Dirk Lewandowski, email@example.com
Aylin Ilhan, firstname.lastname@example.org
Isabelle Dorsch, email@example.com
Fabian Odoni, firstname.lastname@example.org
Tamara Heck, email@example.com
Libraries And Information Institutions in the Digital Age (LIDA 2020) is looking for contributions covering a range of topics related to Libraries, Archives, Museums, and other Information Institutions. LIDA 2020 will take place in Dubrovnik, Croatia under the theme of:
“Reshaping Identity in The Digital Age:
People, Libraries, Data, Technology & Ethics”
You can find more information and submit your contribution here: https://easychair.org/cfp/LIDA2020
The Journal Education for Information will be publishing several Special Issues, with two of them having (extended) deadlines in January:
Innovative approaches in (L)IS education (Jan 15 2019)
Engaging with Open Science in Learning and Teaching (Jan 31 2019)
Both Issues will be edited by members of the Eurpean Chapter. For further information, please see the full Call for Papers on IOS website or click on the files linked above.
The German Institute for International Educational Research offers 4 PhD (full time, 3 years) positions in two funded research projects:
Digital Infrastructures for Education – 3 PhD positions (different focus)
The German Institute for International Educational Research offers 3 full-time PhD positions in a national funded research project to establish and support digital educational infrastructures. The project aims at building a uniform infrastructure for higher education to use, share and create open educational resources, based on a common metadata scheme and criteria for high-quality educational resources.
Candidates are highly involved and guide the outcomes of the funded project, as well get the chance to work with external partners. They should be motivated to work autonomously and in a larger team. Knowledge about open educational resources, open practice standards and experience in scientific publishing are desirable.
As well, candidates need to have German language skills to fulfill the project tasks. A concrete description of the diverse tasks and requirements for each position can be found in the single job announcements:
- IZB-2018-15 (German language skills needed to fulfill project tasks), for more information, do not hesitate to ask Tamara Heck (firstname.lastname@example.org)
- IZB-2018-16 (German language skills needed to fulfill project tasks), for more information, do not hesitate to ask Tamara Heck (email@example.com)
- IZB-2018-18 // PhD Position_IZB 2018-18_EN (English version), for more information, do not hesitate to ask Hendrik Drachsler (firstname.lastname@example.org)
Evidence-based Approaches in Digital Education – 1 PhD position
The German Institute for International Educational Research offers 1 full-time PhD position in a national funded research project to investigate effects and chances of digital media in education. The focus lies on evidence-based approaches that consider contextual factors as well as learner-centered methodologies. Candidates are highly involved and guide the outcomes of the funded project, as well get the chance to work with external partners. They should be motivated to work autonomously and in a larger team. Knowledge about conducting high-quality literature reviews and professional information search systems are desirable.
- IZB-2018-17 (German language skills to fulfill project tasks), for more information, do not hesitate to ask Marc Rittberger (Rittberger@dipf.de)
All DIPF positions: https://www.dipf.de/de/dipf-aktuell/stellenangebote/ausschreibungen
A special Issue of “Education for Information : https://www.iospress.nl/journal/education-for-information/
Technology has impacted almost all aspects of our lives today, and education is no exception. Technology enhanced learning and teaching (TELT) has changed the way universities, in general, and learning and teaching specifically, operate today. The increasing adoption of TELT coupled with emerging philosophies of openness have brought additional opportunities and challenges to learning and teaching around the world. Openness is an overarching concept or philosophy that is characterized by an emphasis on transparency and free, unrestricted access to knowledge and information, as well as collaborative or cooperative management and decision-making rather than a central authority (Peters, 2014).
This new philosophy has encouraged the development of an open culture that is reaching scales never imagined before. Today, many stakeholders in education, such as governments, researchers, educators and students, have engaged in developing open initiatives, including open policies, open content, open education, open source software and so forth. Educators and learners have access to a large volume of open resources. Researchers have also benefited from having access to large volumes of data available in open access repositories all over the world – data that was previously held by only a few, now can reach anyone interested in manipulating them and thus making new discoveries not only in science, medicine, but also in learning and teaching.
One important element of openness is open science, which is the movement to make scientific research, data and dissemination accessible to all levels of an inquiring society, amateur or professional. It encompasses practices such as publishing open research, campaigning for open access, encouraging scientists to practice open notebook science, and generally making it easier to publish and communicate scientific knowledge (Wikipedia, 2018). Although open science is frequently seen as related to research, its philosophical foundations and dilemmas are very similar to other aspects of openness closely associated to learning and teaching, such as open education (Schuwer, 2017). However, recent developments and studies have realised the potential of open science to enhance many aspects of learning and teaching (some examples are Open Data as OER, Study on Open Science, Open access scholarly publications as OER, Open science, open access and open educational resources: Challenges and opportunities, Data in Education, Open Data in Schools. Despite the examples above, the application of open science in learning and teaching is still very limited. In addition, most of the work conducted in open science is focused on data, infrastructure and publications rather than practices. This the main rational for this call for contributions to a Special Issue on Engaging with Open Science in Learning and Teaching.
In this Special Issue we call for contributions that explore and discuss the impact of open science on learning and teaching, including new pedagogical approaches, strategies and policies, capacity building, and what opportunities and challenges it brings for educators, students and learning institutions. We invite papers from the Information and Communication Disciplines (ICDs) and beyond, from diverse educational systems, including higher education, schools and technical vocational education and training (TVET). Submissions will be double-blind peer reviewed and can include literature discussion and analysis, conceptual and empirical papers, case studies, quantitative and qualitative research, related to the following topics.
Topics include, but are not restricted to:
- Philosophical and theoretical approaches to openness and open science in teaching and learning
- Students’ perspectives on and students’ roles in open science
- Ethics and practicalities of open science in educational systems, including higher education, schools and TVET
- Examples of implementation of open science in learning and teaching within ICD disciplines, and beyond.
- The impact of openness and/or open science in curriculum design and development
- Policies and the politics of open science in education
- Open science and the scholarship of learning and teaching
- Assessing learning supported by openness and open science
- Perspectives and theories on student learning through open science
- Capacity building for open science in education
The special issue will be free of charge. It is co-edited by Tamara Heck (Information Centre for Education, DIPF Frankfurt – German Institute for International Educational Research) and Carina Bossu (Tasmanian Institute of Learning and Teaching, University of Tasmania).
Style guidelines for Education for Information are available here:
Submissions are due Dec 15th 2018. They can be submitted via the journal’s submission system: https://mstracker.com/submit1_dev.php?jc2=efi&SubmitType=N. Please state in the cover letter that your submission is a contribution to the Special Issue on Engaging with Open Science in Learning and Teaching. Submissions will be double-blind peer-reviewed.
Founded in 1983, Education for information (EFI) is a quarterly refereed academic journal publishing research articles on issues related to the teaching and learning of information scientists and professionals for an information society. EFI welcomes a broad perspective on issues related to pedagogy and learning in the information and communication disciplines (ICD) such as Library and Information Science, Communication and Media studies, Journalism, Archival studies, Museum studies, Psychology, Cognitive science and Digital Humanities.
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