Where did librarianship go in the teaching curricula of iSchools?

Purpose – Information schools (iSchools) emerged because of the fast technological developments and the urgent need of information in the contemporary society. Despite many advantages, the iSchool movement confronted several challenges. The current study is aimed to address one of the key challenges, where did librarianship go in the teaching curricula of iSchools. Design/methodology/approach – This research adopted a desktop-based survey of the North American and the European iSchools websites. Also, a comprehensive literature was reviewed to get insight on the phenomenon under discussion. Findings – Literature based findings disclosed that iSchool movement is evolving, 19 members in 2005 and currently it is made up of 119 members representing five continents envisioned to improve the relationships between information, people and technology, the core philosophy of the movement. The findings, based on desktop survey of the iSchools websites, clearly demonstrated that the focus of the iSchools intended to offer the academic programmes focusing technology-based curricula related to interdisciplinary fields of information by marginalizing librarianship which may create hurdles to progress the information field with true spirit. This trend is quite visible in the North American iSchools compared to the European iSchools. Originality/value – Specifically, this research would provide insights to the iSchools curriculum developers and the information related disciplines in general

Information, Development and Social Change Programs in Information Schools

The objective of this report from School of Information masters students is to explore opportunity spaces for dynamic research networks and agendas focused on information, development, and social change. Research networks will include faculty, master's and doctoral students across information schools who will generate new paradigms for meeting social challenges through information science, new design methods for community inquiry, and evaluation methods to measure the effectiveness of these initiatives in affecting social change through mechanisms such as efficiency of resource utilization. Development in the context of this report refers to economic, social, and infrastructure capacity building initiatives in both emerging and developed economies.http://deepblue.lib.umich.edu/bitstream/2027.42/91307/1/2009-McLauglinPuckett-ISI_Report_Final.dochttp://deepblue.lib.umich.edu/bitstream/2027.42/91307/2/2009-McLauglinPuckett-ISI_Report_Final.pd

iSchools, legitimacy, and the contribution of archival studies to the iSchool movement

To what degree are iSchools fitting and gaining acceptance into their larger university environments? Their legitimacy rests upon the degree of acceptance within academia. Over time, isomorphic pressures such as coercion and normativity will lead iSchools to more resemble similar units on campus. The iSchools face many challenges, in part to a relative immaturity of research conducted in the field including pretensions of scientific status and a loss of identity through an overly interdisciplinary program of research. The quest for legitimacy will depend on the ability of iSchool participants to articulate what is unique about their field. The subfield of archival studies is examined in light of the possibility of serving, in part, as a body of research originating within iSchools. The area of archival studies is commended for its development of sui generis conceptual apparatus, a commitment to the full cultural record, expanding notions of use, and its own contributions to interdisciplinarity

Digital Humanities in the iSchool

The interdisciplinary field known as digital humanities (DH) is represented in various forms in the teaching and research practiced in iSchools. Building on the work of an iSchools organization committee charged with exploring digital humanities curricula, we present findings from a series of related studies exploring aspects of DH teaching, education, and research in iSchools, often in collaboration with other units and disciplines. Through a survey of iSchool programs and an online DH course registry, we investigate the various education models for DH training found in iSchools, followed by a detailed look at DH courses and curricula, explored through analysis of course syllabi and course descriptions. We take a brief look at collaborative disciplines with which iSchools cooperate on DH research projects or in offering DH education. Next, we explore DH careers through an analysis of relevant job advertisements. Finally, we offer some observations about the management and administrative challenges and opportunities related to offering a new iSchool DH program. Our results provide a snapshot ofthe current state of digital humanities in iSchools which may usefully inform the design and evolution of new DH programs, degrees, and related initiatives

Spring/Summer 2017 Vol. 16 No. 2

https://surface.syr.edu/ischool_news/1022/thumbnail.jp

Summer 2010 Vol. 12 No.1

https://surface.syr.edu/ischool_news/1003/thumbnail.jp

Doctoral Colloquium

The 2015 iConference Doctoral Colloquium is made possible in part by a generous grant from the National Science Foundation (#1519338). Additional funding was provided by the iSchools.Ope

Winter 2014 Vol. 14 No. 1

https://surface.syr.edu/ischool_news/1017/thumbnail.jp