Full Day Workshops
- #1: 2014 CSST iConference Workshop: Breaking Down and Building Up: Accelerating Sociotech Scholarship in the iSchool Community
- #2: Researchers as Makers: Exploring the Role of Making in Academic Research
- #3: Changing Publishing Practices in iSchools
- #4: Digital Collection Contexts: Intellectual and Organizational Functions at Scale
- #5: Interdisciplinary Practices in iSchools
- #6: Beyond single-shot text queries: bridging the gap(s) between research communities (MindTheGap’14)
- #7: Exploring the Social Studies of Information
Half-Day Morning Workshops
- #8: What can the study of information do to genre studies?
- #9: Advances in Spatial Information Science
Half-Day Afternoon Workshops
- #10: Digital Youth: Towards a new multidisciplinary research network
- #11: The Discipline of Organizing in iSchools – Collaborative and Digitally enhanced Teaching of a Core Subject
All attendees should plan to sign up for workshops when they register for iConference 2014. Your conference registration includes one full-day or up to two half-day workshops. All workshops will be held on Tuesday, 4 March. Please note that space is limited, and workshop sign up will be closed as each session fills. Click here to view the complete schedule for iConference 2014.
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#1: 2014 CSST iConference Workshop: Breaking Down and Building Up: Accelerating Sociotech Scholarship in the iSchool Community
Time: 9:30 to 17:30
Organizers: Warren Allen, Florida State University; Payal Arora, Erasmus University Rotterdam; Ingrid Erickson, Rutgers University; Sean Goggins, University of Missouri; Kalpana Shankar, University College Dublin; Jude Yew, National University of Singapore
The annual Consortium for the Science of Sociotechnical Systems (CSST) workshop at the iConference perpetuates a tradition of providing sociotechnical scholars with a place to surface areas and domains ripe for new or renewed attention, highlight synergies that have gone unidentified previously, and establish new relationships. This year’s workshop, “Breaking Down and Building Up: Accelerating Sociotech Scholarship in the iSchool Community,” will pivot around the dual orientation of community building and scholarly action; the full day agenda will combine a morning of introductory talks and discussion with an afternoon of hands-on feedback sessions built around project ideas and paper drafts. We are particularly keen this year to bring together scholars from a wide variety of disciplines, nationalities, and histories so that our work together can itself break down barriers between ideas, schools, countries and perhaps continents to establish new mechanisms and pathways for integrated sociotechnical scholarship.
In addition to a brief introduction to the sociotechnical approach within the larger iSchool community of scholars, the morning half of the workshop will showcase a series of rapid talks from established sociotech researchers on a broad range of pragmatic topics, i.e., sociotech approach and tenure; sociotech approach and journal publishing; sociotech approach and teaching, socitech approach and methods, etc. Confirmed speakers include Payal Arora, Erasmus University Rotterdam; Greg Downey, University of Wisconsin-Madison; Kristin Eschenfelder, University of Wisconsin-Madison; Sean Goggins, University of Missouri; David Ribes, Georgetown University; Steve Sawyer, University of Wisconsin-Madison; Kalpana Shankar, University College Dublin.
The afternoon will be directed to two hands-on feedback sessions in which workshop participants can seek guidance, critique, counsel or any other form of constructive input within a small group setting. In advance of the workshop, each participant will be asked to provide an abstract or precis of a project or paper so that members of the review team (comprising both senior scholars and peers) can prepare to provide dedicated feedback. Feedback sessions will be grounded in an ethos of mentoring, but with the added benefit of creating intellectual spillover as participants share their work not only for expert critique, but also peer feedback. The workshop will end with a time for synthesis, in which senior scholars will identify emergent themes and areas for research based on their involvement in the mentoring sessions.
Interested participants should submit a 750-1000 word abstract or annotated outline for discussion by February 3, 2014. Members of each mentoring group will receive one another’s materials for pre-workshop review by February 17, 2014. With regard to the number of attendees, we welcome anyone interested to attend the workshop as an observer, but can only accommodate 36 people as part of the mentoring sessions.
#2: Researchers as Makers: Exploring the Role of Making in Academic Research
Time: 9:30 to 17:30
Organizers: Stephanie Santoso (Ph.D. Student, Information Science, Cornell University); Katie DeVries Hassman (Ph.D. Student, Information Science and Technology, Syracuse University); Steven Jackson (Associate Professor, Information Science, Cornell University); Daniela Rosner (Assistant Professor, Human Centered Design & Engineering, University of Washington); Ingrid Erickson (Assistant Professor, Library and Information Science, Rutgers University); Matt Ratto (Assistant Professor, Faculty of Information, University of Toronto)
The increasing digitization of our world, from data and knowledge to social interactions and relationships, has created an opportunity for scholars in information and social sciences to consider the significance of materiality through making and fixing. Each of these activities, exemplified by research in socio-technical contexts such as book restoration and 3D printing, requires a maker to pivot and maneuver around challenges, to creatively and critically design, develop and invent.
At their core, making and fixing are practices that center on the relationships among information, people and technology, particularly during the course of academic research. Yet, scholars rarely use these frameworks as a lens to examine their own research practices. Reflecting on the act of making, both during and after the making process, can reveal and make salient the invisible traces of making, which in turn can stimulate reflection on the relationship between maker and material results in a new way.
In accordance with this year’s iConference theme, “Breaking Down Walls: Culture-Context-Computing,” this workshop invites participants to consider how the unconventional lens of making and fixing can provide a unique and different perspective on their own research and inform the larger narrative of academic research. To support this goal, each participant will be asked to create and bring a ‘tangible artifact’ to the workshop that embodies his/her research in some way. (The term ‘tangible artifact’ is used broadly here and can include artifacts produced using mediums such as photography, sewing, woodworking or other related approaches.) We will use these artifacts to address the following set of questions throughout the day:
1) How can reflecting on making and telling stories about the making process illuminate and stimulate learning and assist in research conceptualization?
2) How can the process of making challenge us to be more self-reflective and critical about the research we are conducting?
3) Can making add a dimension of tangibility to research that is distinct from other research activities?
Interested participants should submit a 500-word position statement that includes a brief description of the individual’s area of research and addresses the following question: How do you currently practice making or fixing in your research? Individuals selected for the session will be asked to create or bring some type of existing tangible artifact that embodies their research to the iConference. Scholars interested in participating should submit their position statements to email@example.com by Jan. 17, 2014. This workshop can accommodate up to 40 participants.
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#3: Changing Publishing Practices in iSchools
Time: 9:30 to 17:30
Organizers: Megan Finn; Ryan Shaw; Shawn Walker
Description: iSchools are home to many researchers who study the practices of scholarly publishing, a significant number of whom also design, build, and evaluate innovative tools for scholarly publishing. Yet when it comes to our own work, many scholars at iSchools have been reluctant to try new modes of publishing, a trend this workshop aims to correct. Many researchers maintain an appropriate skepticism of the claims made by evangelists of the new modes of publishing; thus, this workshop starts with an understanding that current publishing paradigms are embedded in socio-material practices and institutional logics. Nevertheless, a growing number of scholars at iSchools, and iSchool-related programs are experimenting with new ways of publishing their own work. This workshop will bring together researchers of scholarly communication practice and designers of research publishing tools with those who are considering their own scholarly publishing projects. The aim is to encourage scholars considering experiments through an exploration of both the tools now available for experimentation, and expert insights into innovations in scholarly communication.
The ultimate goal of this workshop is to encourage iSchools to be leaders in practicing as well as analyzing and building the future of scholarly publishing. We will work toward this goal by bringing together scholarly communication researchers and designers with those who are either already engaged in innovative publishing projects or who would like to be. We envision three ways in which this workshop will benefit participants. First, participants will walk away with: (a) ideas for new experiments in publishing their own work; (b) specific plans and resources for executing these experiments; and (c) a network of people to draw upon for support. Second, designers and builders of publishing tools will meet and learn from potential users of those tools. Finally, researchers of scholarly publishing will find opportunities for applying their expertise close to home as well as potential new sites of study. With these goals in mind, we would plan to host a follow up workshop at the 2015 iSchools conference to see what progress has been made.
There are three interrelated groups of people that this workshop will include: (1) researchers, or those studying scholarly publishing practice; (2) designers, or people who have conceived, designed and built tools or platforms to assist in scholarly publishing; (3) and authors, scholars who have, or are considering publishing research in non-traditional ways. Of course many participants may identify with more than one group. By including practitioners who are innovating on scholarly publishing and researchers interested in scholarly publishing, we hope to bring people with expertise in different areas into conversation with each other. Furthermore, we hope that by inviting people who have works in progress or ideas about how to publish their research, we might give them the tools or support they need to complete their project.
#4: Digital Collection Contexts: Intellectual and Organizational Functions at Scale
Time: 9:30 to 17:30
Organizers: Carole L. Palmer and Karen Wickett, Center for Informatics Research in Science & Scholarship (CIRSS), Graduate School of Library and Information Science, University of Illinois; Antoine Isaac, Europeana
This full-day workshop examines conceptual and practical aspects of “collections” and the context they provide in the digital environment, especially in large-scale cultural heritage aggregations. Collections will be considered in relation to the information needs of scholars, roles of cultural institutions, and international interoperability. The workshop aims to:
- broaden the conversation across an international community
- further the research and development agenda for digital aggregations
- relate conceptual advances to implementation goals
- identify realistic approaches for collection representation, contextualization, and interoperability at scale
Sessions will be led by European and North American experts from iSchools and projects developing large-scale digital cultural heritage collections.
Morning session: Conceptual Foundations of Digital Collections
- Carole L. Palmer & Karen Wickett (CIRSS)
- Hur-li Lee (School of Information Studies, University of Wisconsin-Milwaukee)
- Martin Doerr (Institute of Computer Science, Foundation for Research and Technology – Hellas)
- Carlo Meghini (Istituto di Scienza e Tecnologie dell’Informazione, Consiglio Nazionale delle Ricerche).
Afternoon session: Practical Implications of Digital Collections
- Antoine Isaac, Europeana
- Emily Gore and Amy Rudersdorf (Digital Public Library of America)
- Sheila Anderson (Centre for e-Research, King’s College London)
- Shenghui Wang (OCLC Research)
- Mark Stevenson and Paul Clough (Department of Computer Science, University of Sheffield)
Trends in interoperable content and open data raise important questions on how to represent complex objects, curated and dynamic collections, and context in ways that benefit users and collecting institutions. This workshop will provide a forum for international engagement on this important topic and provide iSchools the opportunity to build a community around our strengths in this important research area. We encourage participation from:
- Faculty and students from iSchools involved in research and education in information organization, cultural heritage, digital collections and archives, and metadata.
- System designers and developers involved in the creation of metadata schemas and interested in promoting interoperable digital cultural heritage content.
Modeling Cultural Collections for Digital Aggregation and Exchange Environments (http://hdl.handle.net/2142/45860), a whitepaper developed by Europeana and CIRSS that discusses functions of collections in cultural heritage aggregations and proposes a formal extension to the Europeana Data Model to explicitly accommodate representation of collections and collection/item relationships.
Position papers by session contributors and additional workshop details will be posted as they become available at http://bit.ly/collectionsworkshop2014.
#5: Interdisciplinary Practices in iSchools
Time: 9:30 to 17:30
Organizers: Elizabeth Liddy, Dean, Trustee Professor, School of Information Studies (iSchool), Syracuse University; Mike Eisenberg, Dean Emeritus, Professor, School of Information (iSchool), University of Washington; Kathleen Burnett, Chair, Professor, School of Library and Information Studies (iSchool), College of Communication and Information, Florida State University; Staša Milojevic, Assistant Professor, School of Informatics and Computing (iSchool), Indiana University; John M. Budd, Professor, School of Information Science & Learning Technologies (SISLT), University of Missouri; Steve Sawyer, Professor, PhD Program Director, School of Information Studies (iSchool), Syracuse University; Harry Bruce, Dean and Professor, The UW Information School; David Fenske, Dean and Professor, College of Computing and Informatics, Drexel University; Dorte Madsen, Associate Professor, Copenhagen Business School; Shuyuan Mary Ho, Assistant Professor, Florida State University iSchool
Interdisciplinarity is in the DNA of the iSchools. This workshop invites you to discuss how interdisciplinarity plays out in theory and practice. The workshop’s website is http://interdisciplinarity.cci.fsu.edu/
The workshop addresses the uniqueness of the iSchools, provides an interacting framework to discuss and reflect on interdisciplinary practice, suggests some models and tools to describe relations between disciplines, and offers a venue to brainstorm and envision issues of interest with like-minded colleagues.
The purpose of this workshop is to provide a setting for continuous dialogues among colleagues of how interdisciplinarity plays out in practice. The workshop aims to create a forum for reflection on local interdisciplinary practice(s) and to consider the possibilities of forming research networks.
The workshop opens with a panel presentation of iSchool deans and senior faculty discussing the current interdisciplinary practices in iSchools and addresses frameworks of multi-, inter- and transdisciplinarity. These presentations will form the basis for the small group discussions in the afternoon.
The workshop organizers will group participants based on their pre-workshop survey responses. The survey questionnaires will include categories of the participants’ disciplinary and/or interdisciplinary backgrounds, the domain area they are teaching, the curriculum they develop (individual vs. collaborative), etc. Participants are asked to provide a short essay describing their personal view and current or past experience of the interdisciplinary practice(s).
The pre-workshop survey will be hosted in the workshop’s website, which will be hyper-linked to the main iConference’14 website. This website will include the purpose of the workshop, schedule, and an introduction of the presenters and panelists.
In the workshop, we will focus on a few discussant points, including the ways the contributing disciplines are informed by the transdisciplinary iSchool community, and the relationships between information, technology, policy, people and society being translated in daily practice in:
- research projects,
- curriculum development,
Moreover, the workshop intends to identify new patterns of interaction between people and/or between disciplines. For example, how does collaboration play out among disciplines? How are bridges built? What are the communication and buildings blocks among these bridges? (e.g. concepts, theories, methods, or interdisciplinary research groups / faculty?). What types of collaboration problems, research goals, and questions might iSchool researchers encounter? Are those questions and issues
- identified within a single discipline?
- found in the intersections of disciplines?
- found in the gaps between disciplines?
- span across disciplines?
- Or, do they not have a compelling disciplinary basis? (Lattuca, 2003).
The long-term goal and impact of this workshop is to foster the development of connecting interdisciplinary practices with interdisciplinary theory, which is the theory development of the Information Field. This goal requires the development of (a) research network(s) or other networks where
- reflections on disciplinary and interdisciplinary practices come together,
- relationships between information, technology, and people are analyzed and mapped,
- and where the contributing disciplines – and relations between disciplines – are mapped. Such mapping is intended to serve as a point of departure for analyzing multi-, inter- and transdisciplinarity in the Information Field.
#6: Beyond single-shot text queries: bridging the gap(s) between research communities (MindTheGap’14)
Time: 9:30 to 17:30
Organizers: Frank Hopfgartner, Technische Universität Berlin; Udo Kruschwitz, University of Essex; Cathal Gurrin, Dublin City University
Our research communities are remarkably scattered. For an outsider it must seem obvious that information science (IS), information retrieval (IR), human-computer interaction (HCI) and natural language processing (NLP/HLT) go hand in hand. However, there is surprisingly little overlap between these communities, perhaps best illustrated by conducting a simple citation analysis of the papers published at the top annual conferences in each area which reveals that there is little cross-disciplinarity. Going deeper into the research conducted in each discipline we find that even the basic assumptions to access and utilise information vary from one field to another, e.g. while researchers in IR tend to start with the “bag-of-words” assumption, a researcher in NLP would never dare doing something like this; while information scientists often face structured documents that need to be accessed (e.g. digital libraries), such structures must first be acquired from a database of images created in a lifelogging scenario before any access is possible, and so on.
Users have started to become centre-stage of information access research even within the IR community (as illustrated by a substantial number of relevant papers presented at SIGIR 2013) but there is still a long way to go to identify and employ information systems that incorporate both state-of-the-art methods for information access, search, navigation as well as human computer interaction and user experience (one just needs to pick a few randomly selected university library catalogues as evidence). The reason we identify the iConference as the best place to organise the workshop is that the urge to integrate the user in the information access process is deeply integrated in the research conducted by some of the best known iSchool research groups, e.g. the idea of human-computer information retrieval developed by Gary Marchionini (UNC) and human-centered information retrieval identified by Nick Belkin (Rutgers). Some of these ideas have sparked a lot of interest in working at the interface between different disciplines and this has also been demonstrated by newly established conferences such as IiiX (Information Interaction in Context) and affected some of the primarily technical evaluation efforts in the IR community such as the Text Retrieval Conference (TREC) series, in particular the Interactive track and the Session track. Nevertheless, the majority of the researchers in the different fields remain ignorant of what is going on outside their main topics of interest and that is partly because there is no appropriate forum to bring these ideas together and discuss them.
The workshop will be a mix of keynotes, submitted research papers/posters/demos and a panel discussion. We are pleased to announce that Professor Nicholas Belkin (Rutgers University) will provide a keynote with a focus on user interaction. Please consult the workshop homepage for more details: http://mindthegap2014.dai-labor.de/
#7: Exploring the Social Studies of Information
Why Did I Never Hear About “Social Studies of Information” Before?
This full day workshop builds a new community of scholars interested in exploring the potential of the “Social Studies of Information” (SSI) as a meta-identity for information research informed by the humanities and social sciences. We are inspired by the broad field of STS (for either “Science and Technology Studies” or “Science, Technology, and Society”). Calling this the “Social Studies of Information” acknowledges the shared object of study around which iSchools are built.
STS-influenced work within iSchools has been balkanized across a range of functional classifications and disciplinary identities, sometimes seen as marginal or esoteric. This includes much work in areas such as information policy, information ethics or philosophy of information, values in design, software studies, socio-technical systems, archival studies, information organization information systems, Kittlerian media studies, information history, community informatics, internet studies, and social informatics. SSI embraces the full range of information-related work, cultures, practices, and institutions rather than being focused exclusively on the use of information technology identities. We are not seeking to supplant the existing identities held by these scholars, but rather to create opportunities for them to discover common ground.
So What Actually Happens At the Workshop?
We are structuring the workshop to maximize interactivity and involve as many people as possible. Most of the time will be spent either on roundtable discussions, interactive sessions allowing participants to introduce their own ideas and research to the community, or breakout groups gathered round tables to discuss particular topics of interest and report them back to the larger group. We will also be encouraging participants to join informal lunch and dinner groups, and using social media and old fashioned email to keep the community together before, during, and after the workshop.
Who Will Be There?
We are making an effort to recruit lively, articulate and intellectually versatile scholars from the full range of fields covered by SSI to participate in roundtable sessions and serve as breakout session moderators. Our current provisional program includes:
- Caroline Haythornthwaite, University of British Columbia,
- Jenna Hartel, University of Toronto
- William Aspray, University of Texas at Austin
- David Ribes, Georgetown University
- Kimberly Anderson, University of Wisconsin–Milwaukee
- Howard White, Drexel University
- Lai Mai, University College Dublin
- Josh Greenberg, Sloan Foundation
- Kalpana Shankar, University College, Dublin
Isn’t All This Rather Vague?
Yes. However we will constantly be updating our workshop program at www.socialstudiesof.info/workshop14. So look there instead.
Do You At Least Have Some Goals and Outcomes?
- Discover others with common interests and start to situate own topics and approaches within the broader context of SSI.
- Lay the groundwork for further community building, and support ongoing initiatives based around the web domain socialstudiesof.info, including a discussion listserv, syllabus repository and membership directory.
- Develop a suitable organizational structure to develop this online hub further and to enlist volunteers able to extend its presence into social media.
- Build ties between related initiatives including SSI, the digitalSTS initiative, and the Consortium for the Science of Sociotechnical Systems.
Morning Half-Day Workshops
#8: What can the study of information do to genre studies?
Time: 9:30 to12:30
Organizers: Jack Andersen; Laura Skouvig; Pam McKenzie; Bonnie Mak; Heather MacNeill; Fiorella Foscarini
Genre theory has in recent years entered the study of information (Andersen, 2008). The question remains whether we in the information field have made our own independent contributions to genre theory, not only ‘applying’ genre theory. From 6 different positions, this workshop will discuss the role and potential of genre studies in the study of information and what the study of information can contribute with to the study of genre. Coming from universities in North America and Denmark, the panelists will each present a perspective or argument. Each perspective or argument is developed around the question what the study of information can contribute with to the study of genre. In no particular order, the 6 talks will be:
1. This talk will explore why RGS is powerful and what it might mean to the study of information. But what is it that makes RGS such a powerful approach to the study of genre and genred communication and how can the study of information contribute or challenge RGS with new or different insights? Where do RGS and the study of information have common concerns and where are they different?
2. This talk will offer insight into the locally situated ways in which information creators, seekers, and providers negotiate what counts as “information” in given contexts, and how generic forms are taken up as informative (or not). Examples of written genres of “keeping track” in everyday life” and oral genres of information provision in a clinical institutional setting will be provided.
3. Rhetorical genre studies (RGS) has not adequately addressed the ideology of genres – the values and power relationships they embody and perpetuate and the forms of knowledge they enable and constrain – This limitation constitutes a weakness in the theoretical framework of RGS. This talk will consider how empirical and historical studies exploring the ideology of archival genres have the potential to strengthen the theoretical framework of RGS and to deepen and extend our understanding of the historical evolution of genres.
4. A generation after the advent of new media, the relationship between digital forms of information and the conventional genres of print still remains unclear. This continued unsettledness has prompted a reconsideration of traditional genres of information as well as the use of genre theory itself. This talk will explore digital books through the lens of different genres in order to come to grips with some of the complicated practices of meaning-making in the 21st century.
5. This talk will show the benefits that rhetorical genre studies may derive from an alliance with the archival discipline. In particular, the concern will be the method of inquiry involved in diplomatics as a rigorous way to analyze documentary forms and business processes (or actions), which are central aspects of genre theory. The archival understanding of ‘intertextuality’ will be discussed with the aim of providing genre scholars with new insights into the notion of genre system and the relationship between organizational genres of communication and evidence.
6. Information history and genre theory share the understanding of seeing information as situated in specific contexts and being rhetorically framed. Together they challenge the current mainstream notion of information as neutral, objective, transcendent. Though my studies of the conceptions of information in late 18th century Denmark point to the situatedness of information, other parts of my research point to information as being able to transcend contexts and thus genres. From the standpoint in genre theory, Bazerman claims that in particular the database blurs and destroys the chains between the information context and its appearance on the screen (Bazerman, 2012). How is this to affect genre theory?
#9: Advances in Spatial Information Science
Time: 9:30 to12:30
Organizers: Stephen Hirtle; Kai-Florian Richter
Spatial information in the form of location-based services, spatial queries, geographical information systems, navigation systems and other spatially aware tools have become commonplace in the past decade. However, developments in this area and their applicability to solving non-spatial problems are not always familiar to iSchool researchers. This half day workshop will review the cutting edge research topics in the area of spatial information science, include navigation and wayfinding, the use of shared spatial information location-based privacy, big (spatial) data, volunteered geographic information, empirical studies on spatial cognition, and other recent developments in the field.
The workshop will be of interest to that wish to bring location-aware services into their own research or develop new tools that will include various aspects of spatial computing, broadly defined. Participants will also be exposed to the benefits and limits, including privacy concerns of using geographic information. In addition, theoretical advances in how spatial thinking is distinct from other forms of reasoning will be discussed.
Participants at the workshop will include both presenters and general attendees. 6-9 presenters will be drawn from those submitting short abstracts describing the role of spatial information within the iSchool communities. Talks will be grouped into coherent groups consisting of three papers each, with a short 10-minute presentation on each paper followed by 30 minutes of open discussion. Presenters will be encouraged to present hands-on examples or demonstrations, where appropriate. The open discussion sections will focus on the synergies behind the approaches and how they can be generalized to related spatial problems. The presentation/discussion format will then be repeated for each coherent group of papers.
The goals are two-fold. First and foremost, the workshop will delineate ways in which spatial information can support the information needs and information use of individuals in the research community. Second, presenters will gain an understanding of new domains of inquiry brought for by the attendees. The results of the workshop will be summarized on a workshop wiki, with a final report to be submitted to a journal, most likely the open-source Journal of Spatial Information Science (JOSIS), for permanent archiving.
Historically, the field of information science as focused on textual and numerical data. However, there has been a rapid growth of interest in spatial information across the iSchools that is worth recognizing by a separate workshop at the iConference. Given the strong interest in spatial information science in Europe, the Berlin conference is an exciting venue to discuss these developments. Finally, the conference format will allow for much discussion, both during the session and through follow-up reports on the wiki after the conference.
Afternoon Half-Day Workshops
#10: Digital Youth: Towards a new multidisciplinary research network
Time: 14:00 to 17:30
Organizers: Professor Beth Juncker, Associate Professor Gitte Balling, University of Copenhagen; Assistant Professor Marianne Martens, Kent State University, Dr. Theresa Anderson, University of Technology, Sydney; Professor Eliza T. Dresang, Professor Karen E. Fisher, Assistant Professor Katie Davis, University of Washington; Sarita Yardi, Assistant Professor, University of Michigan.
The Digital Youth Workshop proposes to break down walls across disciplinary borders and to establish dialogues among researchers across continents in order to contribute to the development of LIS research communities. All researchers working with different interests in and perspectives on digital youth are welcome. Together we want:
- to examine how digital youth can function as an overall research frame.
- to establish dialogue and cooperation between and across disciplines and perspectives
- to define the field so as to remain open to broader theoretical and methodological perspectives.
- to provide a statement of purpose inviting other researchers to join the research initiative.
At iConference 2013, researchers from the Universities of Washington, Michigan, and Maryland launched an initiative developing a new digital youth research forum. In order to start the development of a shared agenda, they organized a successful half day workshop on Digital Youth. The need to broaden terms and perspectives and create a dialogue emerged as a positive step towards a multidisciplinary research forum.
At the CoLIS Conference 2013 Professors Anderson and Juncker arranged a Digital Youth workshop as a step towards Berlin 2014. Participants identified themes and discussions needed so the new digital youth forum will cross disciplinary borders and encourage new collaborations inside and outside iSchools. They engaged in discussions contributing to determining the complexity and the dynamic of the digital youth research field.
Digital Youth, iConference Berlin 2014
The Berlin workshop will discuss and reinterpret our collective understanding of the information-technology-people triad and accompanying concepts in order both to broaden and to sharpen the focus on digital youth.
The workshop will be organized as a half-day session, beginning with an introduction to the workshop’s issues and goals by Professor Juncker.
Three 10-minute key note speeches with 5 mins of audience questions will address the research field from different angles and with different perspectives. Professor Dresang will speak about the digital media matrix; Professor Fisher will discuss youth as information mediaries; and Associate Professor Jessen will share reflections on digital media, games and play.
Based on information obtained by organizers prior to the workshop, the participants will be divided into groups composed of approximately ten researchers with different perspectives on the field. The work in the groups will start with introductions (1 min) and small (2 minutes) presentations of research interests and perspectives from each member. These introductory activities will be followed by discussion of the keynotes and how the concepts of reality, knowledge, information, art, culture and communication at the intersect of information, technology and digital youth are transformed and altered. Organizers will be spread among groups.
Each group will be responsible for preparing summary statements which will be commented on collectively by all participants, led by Assistant Professor Davis.
The work of the half day results in a statement of the principles and perspectives guiding the new digital youth research network and with plans for future gatherings of engaged researchers and means of keeping connected. This final session will be led by Assistant Professor Martens.
#11: The Discipline of Organizing in iSchools – Collaborative and Digitally enhanced Teaching of a Core Subject
Time: 14:00 to 17:30
Organizers: Robert J. Glushko; Vivien Petras; Ryan Shaw
The workshop centers on a book, “The Discipline of Organizing” (MIT Press, 2013) that proposes a unified trans-disciplinary perspective on one of the core subjects for iSchools: information organization and retrieval. The printed book and several digital/ebook versions will be the focus of a case study in collaboratively developing and maintaining a teaching resource that supports cooperation across the different iSchools. The workshop will present the concept of the “Discipline of Organizing” (TDO), several examples of TDO in teaching, and invites participants to develop a vision for a collaborative teaching environment and process.
Participants will discuss and exchange experiences in teaching core concepts of information organization and retrieval from different disciplinary perspectives and explore inter-school collaboration in a shared digital teaching environment. The main questions to be explored are:
1. How can we create a “living” book that moves beyond the main text (while maintaining its integrity) by augmenting the content with student- and lecturer-generated disciplinary perspectives generating “versions” adapted to specific classes or schools?
2. How can we develop a resource-sharing environment, which provides teaching tools (not only a “text”book”, but digitally enhanced learning and collaboration features) moving iSchool education into the digital world with all its capabilities?
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- Lynn Silipigni Connaway, Senior Research Scientist, OCLC Research
- Soo Young Rieh, Associate Professor, School of Information, University of Michigan
Questions about Workshops should be directed to the Workshops Co-Chairs listed above. Logistical questions having to do with the conference in general can be addressed to to Conference Coordinator Clark Heideger.