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 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.
Subscribe to the newsletter: http://madmimi.com/signups/290d73e84d1f4b8badb5030a3d10e86d/join
The European Summer School on Information Science (ESSIS) is an intensive one week teaching event for BA students students other than information science who want to enrol in a MA program in information science. The lectures in core areas of information science will enable students to close their knowledge gaps and to prepare better for a relevant MA program. You will meet students and professors from other countries and other schools of information science. Enjoy networking and studying with many other students.
More information on the website.
we are excited to present you the winter newsletter (Issue 11) of the European Student Chapter! Continue reading Winter newsletter (Issue 11) of the European Student Chapter
Libraries in the Digital Age (LIDA)
University of Zadar, Croatia
June 13-15, 2018
Social Justice, Community Engagement & Information Institutions: Access, Diversity, & Inclusion Continue reading Call for Participation
10-11 September 2018, Pisa, Italy
The International Symposium on the Future of Education in Information Science (FEIS 2018) is organized in the frame of the activities of the Erasmus+ EINFOSE٭ project. Continue reading International Symposium on the Future of Education in Information Science (FEIS)
The European Chapter is inviting you to its regional meeting on
Library and Information Science in Europe.
The ASIS&T sponsored event will be held at Humboldt University
Berlin, Germany, October 4th 2017. Please follow the links for the current programme and registration information.
Online Programme and Registration
The European Chapter is proud to be awarded ASIS&T Chapter of the Year 2017!
It is the 4th Chapter of the Year Award our chapter recieves.
Thanks to all the engaging and active members, to all communicators and collaborators for their great work!
Announcement from the ASIS&T Regional Chapter of the Year Award Jury:
We are pleased to announce that the 2017 Chapter of the Year Award goes to the European Chapter (EUChap)! ASIS&T Regional Chapters competed for this award under the criteria of Membership, Chapter Meetings, Projects and Services, Collaboration, Communication, Financial, Awards, and Administration. The European Chapter has done excellent work increasing their overall membership and extending membership to 6 new countries! By adding new Country Representatives and continued collaboration with the student chapter, they have experienced additional membership growth. They have created an impressive list of publications promoting their chapter. The range of chapter activities demonstrates dedication to promoting the chapter and the ASIS&T organization as well as providing professional and collaborative opportunities for members. The EUChap has 190 members including 30 student members, 4 institutional members, primarily academics and faculty. Since 2016, the EUChap gained 81 members. This chapter has performed valuable services in connecting its members to LIS jobs and resources. They have held 10 events over many countries as well as leading 6 projects collaborating with student groups as well as regional groups. This chapter has active means of communication including email, mailing lists, a wiki, and a social media presence, and also has a well-managed budget. This Chapter is no stranger to awards, boasting 5 nominations and 4 awards including member of EUChap 2016 (Peter Ingwersen), Chapter of the Year for 2016 (European Chapter), chapter member of the year 2016 (Isabella Peters), and nomination for the Award Crestos 2017 (Agnes Mainka). The European Chapter has the highest membership, has managed its budget efficiently and provides many opportunities for its members to engage with one another and hold many programs distributed over the European continent. Join us in congratulating the European Chapter for having a great year promoting ASIS&T and displaying excellence as the ASIS&T Regional Chapter of the Year. On behalf of the 2017 ASIS&T Regional Chapter of the Year Award Jury: Daniel Gelaw Alemneh (University of North Texas), Chapter Assembly Director Kayla Siddell (Indiana State University), Deputy Chapter Assembly Director