Search Results

iConference invites renowned researchers and scholars to share their vast experience and outstanding achievements. Back to iConference Keynote Speakers Each year the iConference invites renowned researchers and scholars to share their thought-provoking experiences and outstanding achievements. Ina Fourie Department of Information Science, University of Pretoria, South Africa From Competence to Consciousness: Embedding Mindfulness, Reflection, Social Responsibility, Agency, and Adaptive Thinking in Digital Literacy On-Site Keynote On-Site in Edinburgh, UK: Monday, 30 March 2026, 10:30am - 12:00pm Contemporary societies confront students with growing cognitive, emotional, and ethical demands, requiring them to develop capacities for coping, sense-making, and responsible participation in their studies, future workplaces, and everyday life. They face increasing pressure to balance self-care and mental health with competitiveness, creativity, and an ethical responsibility to confront historical and ongoing injustices, including decolonisation, inclusivity, and the countering of marginalisation. Contemporary digital literacy must respond to such societal complexity and personal pressures by supporting sense-making in a world that prioritises success, competitiveness, and constant change. Coping, complexity, social responsibility, humanness, mindfulness, and authentic reflection are, therefore, core concepts. Reading and literacy, information literacy, critical evaluation and ethical use of information, and metacognitive awareness have long shaped discussions in library and information science, education, and discipline-specific digital literacy initiatives. In many contexts, such training has become compulsory and even credit-bearing. Yet accelerating artificial intelligence (AI) environments, widening socio-digital divides, and the emotional turbulence of digital life make expanded forms of literacy more urgent than ever. While technological developments have intensified pressures, they have also created new possibilities for learning, participation, and empowerment. Despite these opportunities, much digital literacy training remains focused on procedural skills, tool mastery, or compliance, often neglecting the emotional, ethical, and relational dimensions that shape how people engage with information. Digital literacy thus needs to go beyond technical training to support human resilience, agency, and reflective capability. This keynote examines how critical 21st-century capacities can be meaningfully integrated into digital literacy training—beyond technical proficiency and discipline-based content. It highlights the potential of embedding mindfulness, authentic reflection, and social responsibility to cultivate more grounded, ethically aware, and socially responsive digital citizens. Several theoretical lenses will be used, including human agency, transformative learning, and theories of coping. The intention is to position digital literacy not merely as a skillset, but as a reflective, human-centred, and value-driven practice that attends to global and local inequities, historical harms, and the need for digital practices that support decolonial, inclusive, and socially just information environments. Mindfulness and authentic reflection are presented not as abstract ideals but as practical capacities for cultivating presence, intention, and ethical discernment in fast-moving digital ecosystems. In reimagining digital literacy as a conscious, value-driven practice, we are challenged to recognise that the future of information work depends not only on what we know, but also on how we understand ourselves—and on who we choose to become as responsible digital citizens in a complex society. Murray Pittock School of Critical Studies, University of Glasgow, United Kingdom From Analogue Edinburgh to Digital Futures: Enlightenment and the Smart City legacy and brand On-Site Keynote On-Site in Edinburgh, UK: Wednesday, 1 April 2026, 10:00am - 12:30pm The increasing wealth and cultural capital of major global cities and their hinterlands, based on diversity, infrastructure and the knowledge economy, is recognized as both an opportunity and a threat to political consent and civic engagement in Europe and the US. This keynote demonstrates that the ‘Smart City’ concept belongs to an analogue as much as to a digital era, and explores the circumstances of its development in early modern Edinburgh (the same modelling can be applied to other C18 and C19 cities providing enough data survives). Focusing on two areas, creativity and innovation (cf the work of Florida and Rogers), the keynote concludes with an examination of digital innovation in the creative economy in today’s Paris and Vienna, and its effect on income and economic growth. Heidi Julien Graduate School of Education, State University of New York at Buffalo, United States Reflections on Moving Towards a Digitally Enlightened Society On-Site Keynote On-Site in Edinburgh, UK: Tuesday, 31 March 2026, 10:00am - 12:30pm Heidi Julien, Professor of Information Science at the University at Buffalo, has been thinking about information and digital literacy for 30 years, exploring these concepts and investigating efforts to develop information skills. The conference theme, “Moving Towards a Digitally Enlightened Society” is appropriately future-oriented but also, perhaps ironically, evokes the optimism and values of the enlightenment era. Her iConference talk will explore the idea of “digital enlightenment” and the challenges she sees to achieving that goal, particularly in our AI-obsessed context. Intentionally provocative, Julien will tackle the assumptions we may bring to notions of digital enlightenment and will consider the so-called solutions we are pressed to accept. She will (re)consider what it means to be digitally literate at this moment in time, focusing on implications for information seekers, creators, and users across a range of contexts. Bringing a social and environmental justice lens to these concerns, this keynote will reflect upon the contested futures before us. Tom Mackey Department of Arts and Media in the College of Arts and Sciences Empire State University, United States From Information Literacies to Metaliteracy: Learner Agency in an AI-Mediated World Virtual Keynote Virtual: Monday, 23 March 2026: 9:00am - 10:30am (UTC-4 - New York) The Enlightenment established enduring commitments to reason, education, and the ethical use of knowledge. These ideas continue to shape how literacy, learning, and public inquiry are understood in libraries, universities, and democratic discourse. They have also carried forward assumptions about whose knowledge was valued and whose voices were included. In today’s AI-mediated information environment, these tensions are intensified as algorithmic systems increasingly influence how knowledge is interpreted, circulated, and taken as credible. This keynote argues that evolving approaches to information literacy, AI literacy, and digital authenticity require a shift beyond discrete or skill-based methods toward a more comprehensive and reflective model of learning. Rather than positioning AI as a standalone competency, metaliteracy operates as a holistic pedagogical approach that centers the self-aware learner. It is grounded in metacognition, ethical reasoning, and active participation in AI and emerging technology environments. The talk explores key components of metaliteracy, including learner roles, learning domains, and characteristics that emphasize reflective and social learning. Particular attention is given to the learner as producer, not only as a consumer or evaluator of information, but as an ethical creator of knowledge whose choices shape meaning, authority, trust, and authenticity within complex digital systems. Ultimately, this keynote presents metaliteracy as a lens for rethinking how plural information literacies respond to complex, AI-mediated problems. In doing so, it offers a pathway toward more inclusive, active, and human-centered learning grounded in learner agency, intentionality, and responsibility. Carlos Alberto Ávila Araújo Escola de Ciência da Informação da Universidade Federal de Minas Gerais, Brazil Impacts of Artificial Intelligence on Promoting Information Integrity Virtual Portuguese Keynote Virtual: Tuesday, 24 March 2026: 11:00am - 11:45 am (UTC-4 - New York) In recent years, new dynamics of information production, circulation, and use have generated a new information regime on the world stage. A significant volume of totally or partially false information, in addition to decontextualized information, and the amplification of hate speech and conspiracy theories have affected various dimensions of human life, such as public health, democracy, culture, science, and human rights. Several terms have been used to describe these dynamics, such as disinformation, fake news, post-truth, and infodemic, among others. In this scenario, the concept of information integrity has been proposed in recent years, promoted by the United Nations and the G20, as a way to combat the harmful effects of such dynamics and promote a safe and healthy informational ecosystem. The idea of information integrity is based on three principles. The first is accuracy, that is, the connection of informational content with facts, with reality. The second is consistency, in which information is evaluated in terms of its alignment with basic civilizational values, such as democracy and human rights. The third is reliability, which relates to guaranteeing that informational content has not been tampered with. The idea of information integrity is also related to the involvement of different actors in its promotion, such as multilateral international organizations, governments, legislative branches, research centers and universities, mass media, digital technology companies, social movements, and others. Recently, the popularization of generative artificial intelligence tools has posed a new challenge to combating disinformation and promoting information integrity. While representing advances in the conditions of information production and optimization of tasks and procedures, AI also brings new risks related to copyright infringement, determination of content authorship and accountability, biases and criteria for data production, digital sovereignty, and many others. Thus, just like other elements of the digital environment, such as search engines and social media, AI also presents itself as a challenge to be studied and considered in actions to promote information integrity. Claudia Noemi Gonzalez Brambila Department of Business Administration, Instituto Tecnológico Autónomo de México Assessing the impact of collaborative authorship in Business Economics in Latin America Virtual Spanish Keynote Virtual: Tuesday, 24 March 2026: 11:45am - 12:30 pm (UTC-4 - New York) In this paper we analyze the evolution of Latin American (LATAM) Business Economics (BE) publications in international journals from 2005 to 2019. Using publications in Web of Science Core Collection (WoS), we analyze which characteristics of collaboration result in higher impact, i.e., total number of citations, and journals’ WoS impact factor. Our find- ings show that the number of publications in journals indexed in the WoS by researchers in LATAM have been rising in terms of the number of publications and impact measured by citations. Moreover, researchers in the region are publishing in journals with higher impact factor. The analysis shows that the main drivers of impact are multilateral and bilat- eral collaboration, number of countries, number of authors, and the number of categories of knowledge. Specifically, multilateral collaboration is a key factor of influential papers. Other aspects that increase the impact of publications are publishing in English and col- laborating with authors from the United States. Our results also suggest a slight decrease in the impact as the number of coauthors increase. Important Links Conference Home Submission Tracks Past Proceedings SCOOCS Submission System Travel Information & Hotels Letters of Invitation

iConference 2026 Workshop overview Back to iConference iConference 2026 Workshops All iConference 2026 workshops will take place onsite in Edinburgh, UK. Workshop participation is open to all onsite registrants without extra cost or registration. Please find below an overview of all 28 workshops and hover over to find more information and download extra material if available. Workshop #628 (Re)Enlightening Language and Culture in Information Institutions Frye, Julie Marie 1; Barker, Maria 2 Rooted in the Enlightenment traditions of inquiry and civic progress, this workshop examines how everyday linguistic practices communicate (or contradict) information organization values. Facilitators present case study findings from a contemporary civic space shaped by both Enlightenment ideals and their historical exclusions: a bilingual (Spanish-English) U.S.-Mexico border library. Facilitators guide participants through structured analysis of the tensions between stated institutional values and linguistic realities. Participants apply thinking routines and participate in collaborative exercises to analyze linguistic contradictions in their organizations, reflect on ways to be (more) linguistically responsive, and foster transparent, authentic information cultures. To sustain momentum beyond the workshop, participants can join a network dedicated to advancing research on transparency, authenticity, and access. This network continues Enlightenment-inspired pursuits of collective inquiry, civic engagement, and inclusive information practices. Pre-work Invitation: Participants compile institutional materials (e.g., mission statements, website/marketing materials; course materials) for analysis during breakout sessions. 1: Appalachian State University, United States of America; 2: Sam Houston State University, United States of America Sunday, 29/Mar/2026 1:00pm - 2:30pm Room 1/119 (Re)Enlightening Language and Culture in Information Institutions Workshop #691 Translating Disaster Research to Action: Empowering Information Educators with Evidence and Strategies for Community Resiliency Mardis, Marcia 1; Tu-Keefner, Feili 2 ; Hobbs, April 3; Gomez, Denise 1 Libraries are increasingly called upon to serve as community touch points during disasters. Yet, their staff and their educational experiences lack formal training in crisis leadership, disaster preparedness, and trauma-informed service. This interactive panel convenes LIS researchers, educators, and practitioners to translate disaster research into actionable strategies for the information professions. Drawing on federally funded projects and national consultations, the session will engage participants with evidence-based recommendations for professional learning, innovative curriculum integration, and a dynamic natural crisis leadership research agenda. Participants will experience scenario exercises, collaborative agenda-setting, and frank discussions to identify gaps, share best practices, and co-create priorities for disaster-ready information organizations. Attendees will leave with practical resources, implementation ideas, and opportunities to contribute to a national movement for resilient libraries, accessible in a new digital Community Resiliency Toolkit to support ongoing professional learning. 1: Florida State University, United States of America; 2: University of South Carolina, United States of America; 3: NNLM Region 2, United States of America Sunday, 29/Mar/2026 3:00pm - 4:30pm Room 1/119 Translating Disaster Research to Action: Empowering Information Educators with Evidence and Strategies for Community Resiliency Workshop #802 From Language Proficiency to Learning Gains: promoting effective knowledge sharing among international audiences Charles, David; Carvalho do Amaral, Janaynne This workshop draws on experiences planning and delivering professional development workshops for international scholars. Using concrete examples from practice, the workshop examines recurring design and delivery tensions and explores how facilitators adapted workshop structure, engagement strategies, and reflective activities in response to language proficiency. In this workshop, participants will a) gain awareness about the challenges in knowledge sharing, b) design and delivery strategies for varying levels of English proficiency, c) design and delivery strategies for disciplinary and professionally diverse audiences. University of Illinois at Urbana-Champaign, United States of America Monday, 30/Mar/2026 8:30am - 10:00am Room 2/05 From Language Proficiency to Learning Gains: promoting effective knowledge sharing among international audiences Workshop #785 Fostering a Future-Ready Information Workforce: Understanding the Field’s Needs and Challenges Across Three Empirical Studies Bergstrom, Tracy; Carroll, Ellen; McBride, Mark; Ruediger, Dylan Recent surveys and project work at Ithaka S+R have examined how researchers, library professionals, and other academic leaders are adapting to a rapidly changing information ecosystem shaped by the rise of artificial intelligence, advances in digital technology, and emerging best practices for inclusive, accessible, and ethical information stewardship. This work provides valuable insights for iSchools on the evolving competencies and professional capacities needed within the information workforce. Accordingly, this panel will present findings from three 2025 Ithaka S+R studies that highlight how information users and stewards are navigating technological, social, and institutional change. Panelists will discuss the implications of these findings for iSchool curricula, professional development, and the preparation of future leaders across the information and education sectors. Ithaka S+R, United States of America Monday, 30/Mar/2026 1:00pm - 2:30pm Room 2/05 Fostering a Future-Ready Information Workforce: Understanding the Field’s Needs and Challenges Across Three Empirical Studies Workshop #755 Envisioning Critical Climate Literacy Martell, Allan 1; Hossain, Khalid 2; Anwar, Misita 3; Markazi, Daniela 4; Nathan, Lisa 5 Climate-related information shapes the ways people understand, care for, and act around the topic of climate change. The ability to find, evaluate, use, and communicate information related to climate change is correlated with communities’ strategies to cope and adapt. Research has shown that anthropogenic climate change has historic roots in social, economic, and technological logics associated with modernity. These logics are embedded in the ways people use and process climate-related information to mitigate the impacts of extreme weather events and cope in case of disasters. The stakes of this area of research are fostering more critically informed and resilient communities and promoting climate justice. This interactive panel seeks to generate dialogue where panelists and the audience explore together how the evolving landscape of information policies, technologies, and infrastructures shapes the information worlds of climate change, and discuss ways to intervene in this space, such as strategies to resist and mitigate the harmful effects of misinformation and disinformation. 1: Indiana University Bloomington, United States of America; 2: Monash University, Australia; 3: Swinburne University of Technology, Australia; 4: University of Illinois Urbana-Champaign; 5: University of British Columbia Monday, 30/Mar/2026 1:00pm - 2:30pm Room 1/07 Envisioning Critical Climate Literacy Workshop #805 Reimagining hopeful futures: Embracing lessons and opportunities from Equity, Inclusion, and Belonging Archer, Devon 1; Chancellor, Renate 2; Parvin, Nassim 3; Weatherspoon, Hakim 4 This panel critically examines the historical roots and essential roles of equity, inclusion, and belonging (EIB) initiatives in shaping research, teaching, administration, and industry, particularly in light of recent scrutiny and systematic dismantling. Drawing from a range of interdisciplinary perspectives—including information science, organizational studies, social science, and humanities—the session explores the broad consequences of eroding EIB commitments for knowledge production, educational outcomes, labor practices, professional advancement, and community well-being. Panelists will discuss what is at stake when these initiatives are mischaracterized and rolled back, as well as analyze the subsequent epistemic and communal losses and reconfigurations. The session also highlights opportunities in the present moment, featuring innovative programs and initiatives that build on the strengths of the past while inviting new collaborations and possibilities for the future. The session will culminate in a collective agenda in the form of a working paper centered on resilience, solidarity, and structural change. 1: The University of Michigan, United States of America; 2: Syracuse University, United States of America; 3: University of Washington, United States of America; 4: Cornell University, United States of America Monday, 30/Mar/2026 3:00pm - 4:30pm Room 1/06 Reimagining hopeful futures: Embracing lessons and opportunities from Equity, Inclusion, and Belonging Workshop #663 Toward accessible information theories: Crowdsourcing plain language descriptions Hands, Africa 1; Švab, Katarina 2; Vanscoy, Amy 1; Merčun, Tanja 2 This intellectually engaging and creative workshop focuses on making information science theories more accessible for students and research participants. Come learn about our research project where we developed plain language descriptions of twelve classic information behaviour theories. We will discuss the challenges of making theory accessible to non-research audiences, and you will try your hand at creating plain language descriptions of theories through a crowdsourcing exercise with fellow workshop attendees. If you want to geek out about theory, have fun with other conference attendees, and come away with some useful ideas for your research and teaching, this workshop is for you! 1: University at Buffalo, United States of America; 2: University of Ljubljana Tuesday 31/Mar/2026 8:30am - 10:00am Room 1/06 Toward accessible information theories: Crowdsourcing plain language descriptions Workshop #114 Practical and Philosophical Approaches to Information Evaluation in an Age of Post-Truth and AI Saunders, Laura 1; Budd, John 2; Gorichanaz, Timothy 3 The panel will explore several approaches for teaching evaluation of information, including: how intellectual humility could position learners to consider different perspectives and update their opinions and beliefs; how “truth claims” can be verified from the standpoint of the objectivity of truth and of intellectual integrity; the evolving nature of facts; and an overview of existing research on the effectiveness of two approaches to evaluating fact-based information: lateral reading and probabilistic judgments, and how these approaches could inform library instruction and the preparation of librarians who will provide such instruction. An open discussion will follow. 1: Simmons University, United States of America; 2: University of Missouri, USA; 3: Drexel University, USA Tuesday 31/Mar/2026 1:00pm - 2:30pm Room 1/06 Practical and Philosophical Approaches to Information Evaluation in an Age of Post-Truth and AI Workshop #767 Documents in the Age of AI: What does the concept of documents offer in an LLM-saturated world? Østerlund, Carsten 1; Donner, Sascha 2; Shankar, Kalpana 3; Erickson, Ingrid 1; Kausch, John 4 From cave paintings to papyrus to data bases, documents have long materialized meaning and coordinated collective life. Today, generative AI floods us with text and reframes the “document” from fixed artifact to co-produced process. This shift strains norms of citation, provenance, accountability, and testimonial trust, while demanding new practices: disclosure of AI involvement, richer process metadata, and reproducibility protocols for stochastic outputs. It also reshapes how we write, search and read, raising risks of bias, discrimination, and hallucination. This panel brings together scholars of documentation, qualitative and quantitative scholars, and practitioners to ask: What does the concept of the document still buy us in an LLM-saturated world? Should assessment move from static artifacts and data to process-oriented evaluations of human–AI meaning-making? How do new forms of documents carry institutional structures and reveal organizational work? Bridging LIS, CSCW, and data-intensive research, we map emerging development, methods and governance for accountable, sustainable documentation in the age of AI. 1: Syracuse University, United States of America; 2: Humboldt-Universität zu Berlin, Germany; 3: University College Dublin, Ireland; 4: Western University of Ontario, Canada Tuesday 31/Mar/2026 3:00pm - 4:30pm Room 1/06 Documents in the Age of AI: What does the concept of documents offer in an LLM-saturated world? Workshop #788 Overcoming Obstacles: Gamification Strategies for Information Literacy Instruction Whitney, Rachel 1; Andresen, Christine 1; Walden, Rachel 2; With instant access to unlimited information at our fingertips, facts are often obscured by misinformation, making it challenging to find evidence-based answers. Library and information science faculty play a crucial role in teaching students how to find and use credible sources, a lifelong literacy skill of increasing importance in the age of artificial intelligence. One strategy used to engage students is game-based learning, which intersects game elements within the education environment to increase satisfaction and improve learning outcomes. Game-based learning activities often incorporate complex digital tools, but technology is not required to create a successful gamified learning experience. Freely available activities requiring little or no technology can still positively impact learning outcomes and facilitate critical thinking. Without guidance on steps for practical implementation, faculty may struggle through the trial-and-error process of creating engaging instruction experiences. This session aims to remove barriers and support faculty developing and implementing game-based learning activities. 1: Medical University of South Carolina, United States of America; 2: Vanderbilt University, United States of America Wednesday, 1/Apr/2026 8:30am - 10:00am Room 1/06 Overcoming Obstacles: Gamification Strategies for Information Literacy Instruction Workshop #782 Digital Preservation: A Critical Vocabulary Frank, Rebecca D. 1; Acker, Amelia 2; Bettivia, Rhiannon 3; Cushing, Amber 4; Johnston, Jesse 1; Kriesberg, Adam 3; Polasek, Katherine 1; Shankar, Kalpana 4 This panel brings together contributors to the forthcoming MIT Press volume "Digital Preservation: A Critical Vocabulary" to explore how fundamental preservation concepts carry different meanings across disciplines. Terms like "authenticity," "record," and "risk" mean different things to scholars and practitioners in archival science, computer science, engineering, and management, for example. Through examining these varied interpretations, panelists will identify and discuss assumptions embedded in digital preservation standards and discourse that affect what gets preserved, how preservation work is conducted, and who will have access to digital information in the future. A preprint of the edited volume can be found here: https://digital-preservation-a-critical-vocabulary.pubpub.org/dash/overview 1: University of Michigan, United States of America; 2: Rutgers University, United States of America; 3: Simmons University, United States of America; 4: University College Dublin, Ireland Wednesday, 1/Apr/2026 1:00pm - 2:30pm Room 2/05 Digital Preservation: A Critical Vocabulary Workshop #708 North–South Dialogues for an Equitable and Sustainable Information Future Yan, Pu 1; Zhang, Jiuzhen 1; Vlachidis, Andreas 2; Zhou, Wenjie 3 This panel examines how the information ecologies between the Global North and South shape the pursuit of an equitable and sustainable information future. Drawing on three research frontiers—climate communication, information poverty, and AI ethics—the panel highlights comparative and reflexive perspectives on knowledge flows, data asymmetries, and epistemic justice. Through case studies spanning China, India, the UK, and Switzerland, participants will explore how algorithmic systems, digital infrastructures, and policy regimes mediate access to information and participation in global knowledge production. By fostering North–South dialogues among scholars, practitioners, and policymakers, this panel seeks to inspire new frameworks and collaborations for building inclusive information societies in the age of AI. 1: Peking University, People's Republic of China; 2: University College London, UK; 3: Renmin University Wednesday, 1/Apr/2026 3:00pm - 4:30pm Room 1/06 North–South Dialogues for an Equitable and Sustainable Information Future Workshop #626 Cooperation & Collaboration: How Can Early-Career Researchers Carry Out International Studies? Wang, Di 1; Anwar, Misita 2; Seadle, Michael 3; Oliver, Gillian 4; Chowdhury, Gobinda 5; Truong, Vi 6; Ito, Hiroyoshi 7 In today’s globalized academic landscape, international collaboration is essential for advancing knowledge, innovation, and inclusiveness. Organized by the Asia-Pacific iSchools Next Generation Committee, this panel will explore strategies and mechanisms that empower early-career researchers (ECRs) to engage in meaningful international studies. Senior scholars with leadership experience in international research organizations will share strategic insights, while ECRs with hands-on collaboration experience will provide practical guidance. Interactive activities, including open discussions, breakout discussions, and scenario-based polls, will encourage audience participation. The panel aims to identify effective practices, address barriers, and propose actionable recommendations for supporting ECRs’ international engagement. Aligned with the iConference 2026 theme “Information Literacies, Authenticity and Use: The Move Towards a Digitally Enlightened Society”, this panel highlights how global collaboration enhances digital literacy, intercultural competence, and authentic knowledge exchange within the iSchools community. 1: Renmin University of China, China, People's Republic of; 2: Swinburne University of Technology, Australia; 3: Humboldt-Universität zu Berli, Germany; 4: Monash University, Australia; 5: University of Strathclyde, UK; 6: University of Melbourne, Australia; 7: University of Tsukuba, Japan Wednesday, 1/Apr/2026 Part I: 3:00pm - 4:30pm; Part II 5:00pm - 6:00pm Room 2/10 Cooperation & Collaboration: How Can Early-Career Researchers Carry Out International Studies? Workshop #741 Beyond Detection: Teaching Authenticity in the Age of AI Makhafola, Lesego; Holmer, Marlene; VAN WYK, Brenda Generative AI has amplified access to writing, coding, analysis, and to academic misconduct. The panel will examine how information and digital literacies must evolve amid ubiquitous AI tools, with a special focus on academic integrity and ghostwriting in teaching, learning, and research. Bringing together scholars in information literacy, learning analytics, AI ethics, and writing support, the panel will: (1) map the current landscape of AI-assisted academic authorship; (2) interrogate the limits of detection and “AI-free” mandates; (3) present pragmatic literacy frameworks and assessment redesigns; and (4) debate institutional responses to ghostwriting, contract cheating, and assistive AI. A structured audience “mini-lab” will bring forth institutional policies, equity considerations, and disciplinary differences. Deliverables include an open toolkit (rubrics, syllabus language, and a policy decision matrix) and a community bibliography to sustain campus-wide dialogue beyond the event. University of Pretoria, South Africa Thursday, 2/Apr/2026 8:30pm - 10:00pm Room 1/07 Beyond Detection: Teaching Authenticity in the Age of AI Workshop #660 iSchool Community for Science of Science: Scholarly Communication, Communicating Science, and Public Participation in Science Hara, Noriko 1; Yu, Bei 2; Pasquetto, Irelene 3; Zhang, Chenwei 4; Fourie, Ina 5 Scholarly communication is a common research thread in the iSchool community. However, studies about communicating science outside of academic circles within “Science of Science” research is not as mainstream. Information about science is quickly becoming easier for the non-expert public to obtain, circulate, and co-produce. On one hand, prevalent online communication platforms, such as social media, offer resources for citizens seeking concise explanations of complex scientific issues. On the other hand, widespread misinformation online is a major issue for the non-expert public’s attempts to gain relevant scientific knowledge. These online platforms create both opportunities and challenges for scientists and the public when they interact with each other. The aim of this panel is not only to share novel research about the Science of Science conducted by iSchool faculty but also to provide an opportunity to discuss the creation of a new research community. 1: Indiana University Bloomington, United States of America; 2: Syracuse University, United States of America; 3: University of Maryland, United States of America; 4: University of Hong Kong; 5: University of Pretoria Sunday, 29/Mar/2026 1:00pm - 2:30pm Room 1/116 iSchool Community for Science of Science: Scholarly Communication, Communicating Science, and Public Participation in Science Workshop #692 Community-Embedded Artificial Intelligence Literacies: Critical Frameworks of Research, Praxis, and Authentic Impact Mehra, Bharat 1; Tribelhorn, Sarah 2; Lu, Kun 1; Hofman, Darra 3; Ghosh, Souvick 3 This panel includes diverse voices that explore different models, frameworks, practices/praxis, research, and solutions to address current gaps around the “how-to’s” of tailoring community-embedded design, development, and use of relevant and meaningful artificial intelligence (AI) to local/regional needs and expectations. The select group of critical scholars in the panel raise legitimate concerns around the uncheck¬ed growth of AI without adequate assessment of its intertwining social, cultural, economic, and political ramifications in a neoliberal global networked information society. The goal is to initiate discussion around authentic community-embedded AI literacies to develop supporting digital, social, and human-centered infrastructures that are representative/integral to local/regional contexts and needs. This session provides an opportunity of pluralistic learning and engagement for the audience from panelists’ presentations and complementary small-group discussions. 1: University of Alabama, United States of America; 2: San Diego State University, United States of America; 3: San Jose State University, United States of America Sunday, 29/Mar/2026 3:00pm - 4:30pm Room 1/116 Community-Embedded Artificial Intelligence Literacies: Critical Frameworks of Research, Praxis, and Authentic Impact Workshop #596 AI, Cybersecurity, and Digital Literacy Through Cybersecurity Clinics Wagner, Paul; Honomichl, Robert; Hu, Xiao Cybersecurity clinics represent a transformative model for experiential learning and community engagement, enabling students to deliver cybersecurity and digital literacy support to nonprofits, small businesses, schools, and municipalities. This interactive workshop explores how clinics can advance three critical priorities for the iSchools community: Artificial Intelligence (AI), cybersecurity, and digital literacy. Participants will collaborate with peers to design strategies for integrating AI readiness, cybersecurity capacity-building, and equity-focused digital literacy into clinic models. The session will combine short framing presentations with group brainstorming, collaborative case study analysis, and the co-creation of a shared resource repository. By working together, participants will identify best practices, pedagogical frameworks, and research opportunities. The workshop will equip attendees with actionable strategies for launching or enhancing cybersecurity clinics in their institutions and communities, while contributing to a collective agenda for advancing digital resilience through iSchool-led innovation. University of Arizona, United States of America Monday, 30/Mar/2026 08:30am - 10:00pm Room 1/06 AI, Cybersecurity, and Digital Literacy Through Cybersecurity Clinics Workshop #169 Be It Resolved: Engaging with Theory in Information Science is Unnecessary Huvila, Isto 1; Julien, Heidi 2; Olsson, Michael 1; Ruthven, Ian 3 Theory use is associated with scholarly rigor but many of the significant outcomes of Information Science research have been non-theoretical. So does theory matter? In Information Science, theory use has been analyzed, promoted, and debated, making this aspect of the research enterprise an ongoing concern and focus of discussion. This panel will take the form of a debate, arguing for and against the necessity of engagement with theory in Information Science scholarship, providing the audience with an opportunity to consider the potential value of theory to inform development of research questions, methodological approaches, and interpretation of empirical data. The audience will hear from senior scholars in the field with strong interest in theory and will also be encouraged to join the debate and think about the ways in which their own scholarship has engaged theory or has the potential to do so. 1: Uppsala University, Sweden; 2: University at Buffalo, United States of America; 3: University of Strathclyde, Scotland Monday, 30/Mar/2026 1:00pm - 2:30pm Room 1/06 Be It Resolved: Engaging with Theory in Information Science is Unnecessary Workshop #637 Libraries Reimagined: Shaping an Enlightened, Inclusive, and Digital Society Du, Jia Tina 1; Chou, Charlene 2; Zhou, Lihong 3; Hong, Lingzi 4 Libraries are not merely adapting to technological change; they stand at a pivotal crossroads where their foundational values of access, equity, and trust must be integrated with emerging digital capabilities. This panel recognises that today’s technological era represents a fundamental shift for information professionals, requiring more than a surface response to digital transformation. It explores the evolving role of libraries in an age defined by generative AI and rapid technological acceleration, asking how libraries can harness these tools to advance reason, education, and civic progress while promoting more inclusive and diverse ways of knowing. Through dialogue between scholars and practitioners, the panel will consider how libraries can become truly AI-ready, inclusive, and indispensable public institutions, ensuring that digital innovation and AI uphold authenticity, trust, and equity in building a more enlightened and inclusive society. 1: Charles Sturt University, Australia; 2: New York University; 3: Wuhan University; 4: University of North Texas Monday, 30/Mar/2026 3:00pm - 4:30pm Room 2/05 Libraries Reimagined: Shaping an Enlightened, Inclusive, and Digital Society Workshop #823 Lifelong AI Literacies and the Ethics of Reskilling: Preparing Graduates for Evolving Futures in Workforce 5.0 Holmner, Marlene 1; Bothma, Theo 1; Rorissa, Abebe 2; Campbell-Meier, Jennifer 3 Artificial Intelligence (AI) is transforming work in profound ways, while demographic shifts signal that graduates today may navigate century-long careers as life expectancy rises well beyond 100 years (Stanford Center on Longevity, 2021; IHME, 2023). This convergence demands a rethinking of education in the era of Workforce 5.0, where human–AI collaboration must remain ethically grounded and human-centered. This panel, “Lifelong AI Literacies and the Ethics of Reskilling: Preparing Graduates for a 100-Year Career in Workforce 5.0”, explores how higher education can embed lifelong AI literacies that extend beyond technical skills to include ethical reasoning, socio-technical awareness, and critical data literacy. It considers the ethical dilemmas of continuous reskilling, the contrasting challenges and innovations across the Global North and South, and strategies for designing adaptive curricula to prepare graduates for multiple cycles of reinvention. By integrating diverse perspectives, the panel invites dialogue on ensuring human dignity, equity, and resilience in long working lives shaped by AI. 1: University of Pretoria, South Africa; 2: The University of Tennessee, Knoxville; 3: Victoria University of Wellington, New Zealand Tuesday 31/Mar/2026 8:30am - 10:00am Room 2/05 Lifelong AI Literacies and the Ethics of Reskilling: Preparing Graduates for Evolving Futures in Workforce 5.0 Workshop #726 Keepers of the stories: participatory engagement in library and information science Salzano, Rachel; Brazier, David; Wilson, Marianne; Feeney, Drew Participatory research has been applied to several domains across academia and the private and public sectors. Although sometimes overlooked due to its demanding nature, participative methodologies are particularly suited for work in galleries, libraries, archives, and museums (GLAM). The proposed workshop will introduce attendees to the principles of participatory research through the lens of storytelling. Group activities will encourage attendees to consider how they might enact participatory engagement in their current roles. Attendees will have the opportunity to both facilitate and act as a participant in the initial stages of a participatory project. This workshop will enable attendees to have a holistic view of participatory processes as well as ideas around how these would work and be impactful within their own contexts. Edinburgh Napier University, United Kingdom Tuesday 31/Mar/2026 Part I 1:00pm - 2:30pm; Part II 3:00pm - 4:30pm Room 2/05 Keepers of the stories: participatory engagement in library and information science Workshop #646 Equity and Access in Information Education: Building Global Pathways for Emerging and Diasporic Communities Abokor, Awo 1; Donaldson, Devan 2; Pearcy, Agnes 3, Mostafa, Javed 1 Access to education in information science remains uneven globally, especially for students from emerging and developing countries and for diasporic communities facing migration and displacement. These populations often confront economic barriers, political exclusion, limited institutional resources, and curricula that do not reflect their cultural backgrounds. A primary area of focus for the panel-anchored interactive session is diversifying at the level of recruitment and developing strategies for attracting diverse students. This panel will bring together case studies such as HBCU-iSchool partnerships in the U.S., archival work preserving marginalized histories, and international open data initiatives bridging the Global North and South to explore how iSchools can incorporate social justice, overcome systematic inequalities, design equitable data infrastructures and culturally relevant curricula in information education. Some strategies for addressing diversification will include: • Building mentorship pipelines between undergraduate and graduate LIS programs (like i3–Spectrum pipeline concept). • Leveraging open educational resources and virtual mobility programs for global access. • Using data ethics and quality frameworks to empower underrepresented researchers. 1: Faculty of Information, UofT; 2: Indiana University, Bloomington; 3: North Carolina Central University Tuesday 31/Mar/2026 1:00pm - 2:30pm Room 1/07 Equity and Access in Information Education: Building Global Pathways for Emerging and Diasporic Communities Workshop #761 Arts & Information Science: Projects and Provocations Daly, Diana 1; Kampen, Andrea 2; Wagner, Travis 3; Noone, Rebecca 4; Penrose, Rebecca 5; Salzano, Rachel 6; This panel offers perspectives from researchers, artists, and professionals on working with the arts at iSchools and in Information Science (IS), including arts-based inquiry, research on arts events and artists, and using artistic methods for reporting results. Panelists have worked on numerous arts-related projects, including arts-based autoethnography, the use of obsolete formats to recontextualize media as an artistic practice, arts encounters in librarianship, analysis of arts events as archives, and interrogations of performance with and without AI assistance. Panelists will present overviews of their projects intertwined with the arts, and then offer “provocations” in the form of big questions about the arts in IS for fellow panelists and the audience. Concurrent with these activities, collaborative, sequential creation activities will circulate among audience members for lateral, hands-on engagement. Among the goals of this event is building community among information scientists and practitioners working with the arts. 1: University of Arizona; 2: Univeristy of British Columbia; 3: University of Illinois Urbana-Champaign; 4: University of Glasgow; 5: California State University; 6: Edinburgh Napier University Wednesday, 1/Apr/2026 8:30am - 10:00am Room 2/05 Arts & Information Science: Projects and Provocations Workshop #636 Recordkeeping for the People, by the People: What Would it Look Like? Oliver, Gillian 1; Foscarini, Fiorella 3; Jeurgens, Charles 4; Haraldsdottir, Ragna 2; Organisational functions and the imperative to create and maintain records that support accountability and evidentiality are at the forefront in the design of recordkeeping systems. The purpose of this workshop is to challenge that organization-centred approach and take a radically different perspective, exploring what person-centred recordkeeping would look like. In other words, what would organisational records and recordkeeping look like if the people who are the subjects of records, for instance adults or young people receiving government assistance, were prioritised in the design of recordkeeping systems? We will consider what records could be created and who would have decision-making powers about access, ownership and retention. 1: Monash University, Australia; 2: University of Iceland; 3: University of Toronto; 4: University of Amsterdam Wednesday, 1/Apr/2026 8:30am - 10:00am Room 1/07 Recordkeeping for the People, by the People: What Would it Look Like? Workshop #784 Critical literacy and censorship: the power of reading Oltmann, Shannon 1; Knox, Emily 2; Cooke, Nicole 3; This panel will discuss the state of critical literacy across multiple nations, in light of the ongoing rise in book bans. We describe the background and context for book bans since 2020, using the U.S. and Australia as examples; we also introduce critical literacy and explain how it is diminished through book bans. Only with a wide range of perspectives available will critical literacy be a fruitful endeavor. Four panelists will present their diverse views, then engage in robust discussion with the audience based on several provocative questions we will pose. 1: Wayne State University, United States of America; 2: University of Illinois, United States of America; 3: University of South Carolina, United States of America Wednesday, 1/Apr/2026 3:00pm - 4:30pm Room 2/05 Critical literacy and censorship: the power of reading Workshop #737 Synergizing Minds and Machines: Human-AI Collaboration in Knowledge Work through an Information Science Lens Dedema, Meredith 1; Ma, Rongqian 1; Zhang, Pengyi 2; Jarrahi, Mohammad Hossein 3; Østerlund, Carsten 4 As artificial intelligence (AI) continues to play an increasingly pivotal role in shaping modern knowledge work, it becomes essential to explore how humans and AI systems can collaborate effectively to enhance decision-making, creativity, and productivity. From an information science (IS) perspective, this shift invites critical inquiry into the dynamics of human-AI collaboration in knowledge work, where the complementary strengths of human intuition, contextual expertise, and ethical judgment intersect with AI’s capacity to process vast datasets, identify patterns, and augment cognitive tasks. This panel seeks to unravel how such partnerships reshape knowledge workflows, asking: How do humans and AI co-construct and validate knowledge in collaborative settings? By examining socio-technical interactions through lenses such as human-AI symbiosis, collaborative sense-making, knowledge management, and co-intelligence, this panel aims to examine how AI tools are integrated into knowledge work environments, focusing on their ability to augment human expertise, manage vast amounts of data, and support complex problem-solving tasks, and uncover the challenges and ethical issues presented by human-AI partnerships, including accuracy, transparency, and trust. Ultimately, understanding human-AI collaboration through the lens of IS offers critical insights into advancing a framework where machines and minds not only coexist but also thrive as interdependent actors in the evolving landscape of knowledge work. 1: Indiana University Bloomington; 2: Peking University; 3: University of North Carolina at Chapel Hill; 4: Syracuse University Wednesday, 1/Apr/2026 3:00pm - 4:30pm Room 1/07 Synergizing Minds and Machines: Human-AI Collaboration in Knowledge Work through an Information Science Lens Workshop #828 Beyond Definitions: Exploring Literacy and Competency in Information Science Ryan, Frances; Brazier, David; Goddard, Callum This 90-minute workshop critically examines the conceptual and practical boundaries between “literacy” and “competency” within Information Science. Recognizing the variability of these constructs across research, education, and professional practice, the session offers a structured, interactive space for participants to explore their intersections and distinctions. The aim is to co-create strategies for more inclusive, authentic, and context-sensitive approaches, as well as identifying gaps in existing approaches and seeking a consensus on future directions and challenges we face. * This workshop is most suitable for those currently working or researching in the areas of literacy and competency. * Participants have the option of sharing their views on the topic. This can include case studies, examples or constructive position statements at the start of the workshop. If you wish to be considered for this, please send your proposal via this link: https://forms.cloud.microsoft/e/52U0HMP3L5 (Deadline: 28 February 2026) * Throughout the workshop, we will be working on creating conceptual mappings and fostering discussion surrounding these as well as identifying gaps and future directions for the field of literacy and competency. It is expected that participants will have a foundational understanding of the concepts ahead of the session. * The end goal is to create conceptual mappings, strategic frameworks, and a shared report to support ongoing collaboration and innovation in information literacy and competency development. We welcome ongoing conversations and networking around these issues after the conference. Edinburgh Napier University, United Kingdom Thursday, 2/Apr/2026 8:30am - 10:00am Room 2/05 Beyond Definitions: Exploring Literacy and Competency in Information Science Workshop #764 Illuminating the Future: Lessons Learned from Generative AI in Academia’s Drive Toward a Digitally Enlightened Society VAN WYK, Dr Brenda 1; Campbell-Meier, Jennifer 2; Du, Tina Jia 3; Holmner, Marlene 1; Penrose, Rebecca 4 This panel explores key lessons learnt on the use of generative artificial intelligence (GenAI) tools in academic, research and information literacy practices. The need for human oversight, ensuring analytical precision and rigour in academic research workflows and processes, has become increasingly vital. Navigating these intricacies of human-machine interactions must be supported by information literacy programmes via hands-on AI literacy training. GenAI holds great promise for personalised feedback, tailored learning practices and customised instructions but should not displace creativity, empathy and critical thinking. Trust, honesty and ethical conduct form the basis for academic integrity. This should be supported by clear, transparent AI policies and frameworks. Ultimately, robust infrastructures and equitable access to GenAI tools must be nurtured to collectively build inclusive AI knowledge societies, crossing divides and democratising opportunities. Harnessing these lessons learnt, this panel heeds the call of iConference2026 to develop inclusive, responsive and critical literacies for digitally enlightened societies. 1: University of Pretoria, South Africa; 2: Victoria University of Wellington, New Zealand; 3: Charles Strut University, Australia; 4: California State University, Bakersfield Thursday, 2/Apr/2026 10:30am - 12:00pm Room 2/05 Illuminating the Future: Lessons Learned from Generative AI in Academia’s Drive Toward a Digitally Enlightened Society Hotels

The Doctoral Seminar Series is an ongoing forum in which doctoral students present their work to faculty and peers, and receive advice and mentorship from senior researchers. View all communities Doctoral Students The iSchools Doctoral Seminar Series is an ongoing forum in which PhD students can present and promote their research, and receive feedback from peers and more senior scholars. It also allows them to establish partnerships and collaborations across boundaries. PhD students at all stages of their academic career are welcome to listen or to present, regardless of location. Professors and experienced scholars are especially welcome to join in order to share their thoughts and to give feedback. Presenters are invited to structure their session as they like. The presentation does not need to be unique to the colloquium. It can be a rehearsal of a future conference presentation, or even preparation for the formal doctoral defense. Invite your supervisors and colleagues, bring your fellow PhD students, and let us make these sessions as dynamic and useful as possible. A dedicated listserv is available to stay in touch. Please contact Anika Meyer to join the group. Meet the Officers Romain Herault Doctoral Seminars Chair Linnaeus University Växjö, Sweden Contact Anika Meyer Doctoral Seminars Co-Chair University of Pretoria Pretoria, South Africa Contact Upcoming Events The iSchools Doctoral Seminar Series takes place every second month. Doctoral Students and Senior Researchers from all iSchools worldwide are invited to join the seminars. Please contact Anika Meyer to join the events. Multiple Dates iSchools Doctoral Seminar Series 2026 Wed, Apr 08 More info Learn more Multiple Dates iSchools Doctoral Seminar Series 2026 Wed, Jun 03 More info Learn more Multiple Dates iSchools Doctoral Seminar Series 2026 Wed, Oct 07 More info Learn more Multiple Dates iSchools Doctoral Seminar Series 2026 Wed, Dec 02 More info Learn more Presentation at the Doctoral Seminar Series PhD students at all stages of their academic career are welcome to present. Would you like to present? Please fill out the form below and we will find a slot for you! Priority will be give to iSchools member school PhD students. Last Name* First Name E-Mail-Address* Country* University* Department* PhD Phase (just started / in the middle / nearly finished) Proposed Presentation Topic I would like to present at one of the following dates 08 April 07 October 02 December In case you have questions or annotations, please feel free to add them here. Submit Presentation at the Doctoral Seminar Series PhD students at all stages of their academic career are welcome to present. Would you like to present? Unfortunately all presenting spots for the actual year are already booked, but new spots will become available in autumn for the upcoming year.

iSchools honors extraordinatry and outstanding work from our community at the annual iConference. Back to iConference Awards The iConference Awards recognize the most exceptional research papers and posters presented at the iConference each year. They are judged by the respective track chairs. Navigation Best Full Paper Best Short Paper Best Poster Best Chinese Paper Best Full Research Paper Award Winner and Finalists Click on the arrows to see all finalists in order of IDs. (157) Voices from the River: Exploring Digitally Inclusive Tools with Marginalised Fishing Communities in Bangladesh. Md Khalid Hossain, Gillian Christina Oliver, Misita Anwar, Tanjila Kanij, and Manika Saha Monash University/ Swinburne University of Technology, Australia Introduction. This study investigates how small-scale fishing communities in Bangladesh, often excluded from digital initiatives, articulate their priorities for inclusive tools. Using digital inclusion and intersectionality frameworks, it examines how gender, age, and livelihood contexts shape digital aspirations. Method. Sixteen participatory ideation workshops were conducted in two districts with 128 participants stratified by age and gender (elderly men, elderly women, young men, young women). Sessions involved community mapping, problem identification, persona-building, and co-design of digital futures. Data were transcribed, translated, and thematically analysed, guided by Jia et al.’s five-dimensional digital inclusion model. Analysis. Thematic coding and intersectional comparison revealed both shared priorities and subgroup-specific visions. Findings were aligned with digital inclusion and participatory design literature to identify theoretical and practical implications. Results. Across all groups, participants emphasised accessible tools for livelihoods, regulation, and service access. Gendered differences emerged, with men prioritising occupational and market-based tools, and women focusing on caregiving, health, and small-scale entrepreneurship. Generational divides also shaped digital imaginaries, with older participants seeking stability and safety, while youth highlighted skills, autonomy, and transformation. Conclusion. Digital inclusion is a situated, intersectional process requiring participatory, context-sensitive approaches. The study underscores the need to recognise intra-community diversity when designing equitable digital futures. Best Full Research Paper Award Winner and Finalists Click on the arrows to see all finalists in order of IDs. (157) Voices from the River: Exploring Digitally Inclusive Tools with Marginalised Fishing Communities in Bangladesh. Md Khalid Hossain, Gillian Christina Oliver, Misita Anwar, Tanjila Kanij, and Manika Saha Monash University/ Swinburne University of Technology, Australia Introduction. This study investigates how small-scale fishing communities in Bangladesh, often excluded from digital initiatives, articulate their priorities for inclusive tools. Using digital inclusion and intersectionality frameworks, it examines how gender, age, and livelihood contexts shape digital aspirations. Method. Sixteen participatory ideation workshops were conducted in two districts with 128 participants stratified by age and gender (elderly men, elderly women, young men, young women). Sessions involved community mapping, problem identification, persona-building, and co-design of digital futures. Data were transcribed, translated, and thematically analysed, guided by Jia et al.’s five-dimensional digital inclusion model. Analysis. Thematic coding and intersectional comparison revealed both shared priorities and subgroup-specific visions. Findings were aligned with digital inclusion and participatory design literature to identify theoretical and practical implications. Results. Across all groups, participants emphasised accessible tools for livelihoods, regulation, and service access. Gendered differences emerged, with men prioritising occupational and market-based tools, and women focusing on caregiving, health, and small-scale entrepreneurship. Generational divides also shaped digital imaginaries, with older participants seeking stability and safety, while youth highlighted skills, autonomy, and transformation. Conclusion. Digital inclusion is a situated, intersectional process requiring participatory, context-sensitive approaches. The study underscores the need to recognise intra-community diversity when designing equitable digital futures. Award for Best Short Research Paper Winner and Finalists Click on the arrows to see all finalists in order of IDs. (118) Engineering Oral Stories: A Conceptual Model of Traditions as Water Andrew Wiebe University of Toronto, Canada Introduction. Oral narratives often change form and ownership as they transition from speech to text, yet cataloguing practices rarely capture this fluidity. This study examines how description can mirror the layered nature of stories, rather than freezing them at the moment of initial recording. Method. A comparative case design is used. First, recensions of the Táin Bó Cúailnge are examined through de Laet and Mol’s (2000) “fluid‑technology” lens to model how narrative parts are exchanged like pump components. Second, Mapping Assiniboia Residential School Survivor Stories: Did You See Us? is presented to demonstrate an Indigenous perspective in contemporary North America. Analysis. The analysis of these two case studies is a literary review that provides a theoretical framing of scholarly responses to FRBR, addressing and situating how different oral traditions align in a central ambiguity. Results . In both cases, a recurring chain appeared: community blueprint, local knowledge carriers, and distribution principles.  Conventional catalogues only document the carrier, leaving the blueprint and flow unseen. A three-tier FRBR-Lite model captures all layers without the data overhead that hinders full FRBR adoption. Conclusions. Treating description as hydraulic stewardship—tracking blueprint, pump, and flow—aligns metadata with long-standing narrative fluidity and honours Indigenous sovereignty by incorporating community protocols at the carrier level. Award for Best Poster Winner and Finalists Click on the arrows to see all finalists in order of IDs. (486) Privacy Concerns and ChatGPT: Exploring Online Discourse through the Lens of Information Practice on Reddit S M Mehedi Zaman, Saubhagya Joshi, Yiyi Wu Rutgers University, United States of America Introduction. As millions of people use ChatGPT for tasks such as education, writing assistance, and health advice, concerns have grown about how personal prompts and data are stored and used. This study explores how Reddit users collectively negotiate and respond to these privacy concerns. Method. Posts were collected from three major subreddits — r/Chatgpt, r/privacy, and r/OpenAI — between November 2022 and May 2025. An iterative keyword search followed by manual screening resulted in a final dataset of 426 posts and 1,900 comments. Analysis. Using information practice as the theoretical lens, we conducted a qualitative thematic analysis to identify collective practices of risk negotiation, validated with BERTopic topic modeling to ensure thematic saturation. Results. Findings revealed risk signaling, norm-setting, and resignation as dominant discourses, and collective troubleshooting and advocacy for privacy-preserving alternatives as key adaptive practices. Conclusion(s). Reddit functions as a site of collective sense-making where users surface risks, establish informal norms, and share strategies for mitigating privacy threats, offering insights for AI design and privacy literacy initiatives. Award for Best Chinese Research Paper Winner and Finalists Click on the arrows to see all finalists in order of IDs. (817) 智慧医疗场景中老年人健康信息的隐私风险识别及应对研究/Identifying and Mitigating Privacy Risks to Older Adults’ Health Information in Smart Healthcare Settings Shanman Li, Leye Yao, Xin Jiang Sichuan University, China [目的/意义]识别智慧医疗场景中老年人健康信息的隐私风险，有助于回应老龄社会背景下的信息权益保护需求。[方法/过程]结合既有研究中的伦理基础与智慧医疗场景中的老年人健康信息活动，提出其隐私风险的识别分析框架。通过对多元利益相关者的深度访谈与平台隐私政策文本的收集获取资料，借助扎根理论方法对资料文本进行编码分析，以此构建智慧医疗场景中老年人健康信息的隐私风险诱发模型（IP-PR模型）。[结果/结论]基于模型阐释，研究识别出自主授权失效、隐私权利让渡、信息代理偏差、信息用途失控与价值判断操控五类典型隐私风险，指出主体信息素养、平台制度环境、平台技术环境与社会文化环境是上述风险的主要诱因，并基于此提出了针对性应对策略。 [Purpose/Significance] Identifying privacy risks to older adults’ health information in smart healthcare settings helps meet rights-protection needs in aging societies. [Methods/Process] Building on ethics-oriented scholarship and the lifecycle of health-information activities in smart healthcare, we propose a risk-identification framework. We then collect data through in-depth interviews with multiple stakeholders and a corpus of platform privacy policies and apply grounded-theory coding to construct an Inducer–Pathway–Privacy Risk (IP–PR) model of risk emergence. [Findings/Conclusions] The model reveals five typical risk types—failure of autonomous authorization, privacy-rights transfer, proxy-operation bias, uncontrolled information use, and value-judgment manipulation—and shows that four classes of inducers (individual information literacy, the platform’s institutional environment, the platform’s technical environment, and the socio-cultural environment) differentially trigger or amplify these risks. Based on these findings, we propose targeted mitigation strategies. Important Links Conference Home Submission Tracks Past Proceedings SCOOCS Submission System Travel Information & Hotels Letters of Invitation

We can’t find the page you’re looking for This page doesn’t exist. Go to Home and keep exploring. Go to Home Network My Groups

The iSchools represent an international organisation of over 120 universities. A common interest in all aspects of research and teaching about information unites them. Up Sort by Location Sort by Membership Search/Filter Reset

News & Jobs Submit News Submit Jobs All Posts News Jobs Asia Pacific Research Blog Workshop Keynote Panel Webinar Conference Feature Stories Search 2 hours ago 2 min News McDowell awarded grant for data storytelling kit implementation Associate Professor Kate McDowell has been awarded a $578,677 grant from the Institute of Museum and Library Services (IMLS grant... 8 views Post not marked as liked 2 days ago 1 min Jobs Assistant Director School of Information Science, University of Kentucky Application Deadline: 8 November 2024 The School seeks candidates for teaching and... 38 views Post not marked as liked 6 days ago 1 min Jobs UofSC: Tenure-Track Associate or Full Professor in Artificial Intelligence Recognizing the transformative potential of AI to society and the significant impact on libraries and information organizations, the iSchoo 76 views 2 likes. Post not marked as liked 2 6 days ago 2 min Jobs Assistant Professor of Culture and Technology Literature in the College of Arts and Sciences at American University invites applications for a full-time, tenure-track position at the ran 88 views 1 like. Post not marked as liked 1 Aug 28 2 min News School of Information Sciences University of Illinois Urbana-Champaign: Chen appointed interim Executive Associate Dean Jiangping Chen assumed the position of interim executive associate dean and visiting professor on August 16. In this role, she will work clo 53 views Post not marked as liked Aug 27 3 min News IMLS Funds New Project to Address Provenance Gaps and Needs SC&I Assistant Professor Jessica Yi-Yun Cheng will serve as the principal investigator of a new project to address the need to create integr 18 views Post not marked as liked Aug 27 1 min Jobs Tenure-Track/Tenured Faculty Position in Library and Information Science: Artificial Intelligence Research The Library and Information Science (LIS) Department in the School of Communication and Information (SC&I) at Rutgers University, New Brunsw 129 views Post not marked as liked Aug 27 1 min Jobs Open rank tenure-track faculty position in Library and Information Science in Archives and Preservation Rutgers University Application Deadline: 15 October 2024 Candidates should have an outstanding record of scholarship in archival studies,... 68 views Post not marked as liked Aug 27 1 min Jobs Open rank tenure-track faculty position in Library and Information Science in Information Retrieval Rutgers University Application Deadline: 15 October 2024 Candidates should have an outstanding record of research in information... 69 views 1 like. Post not marked as liked 1 Aug 26 2 min "Future of (Meta) Data" -SKKU iSchool hosts an International online symposium You’re invited to attend a FREE webinar on the theme “Future of (Meta) Data." Join us to learn and update your knowledge on the... 89 views 2 likes. Post not marked as liked 2 1 2 3 4 5

Fri, Sep 27 | Webinar "Future of (Meta) Data" -SKKU iSchool hosts an International online symposium (Part II) You’re invited to attend a FREE webinar on the theme “Future of (Meta) Data." Join us to learn and update your knowledge on the topics covered in a series of presentations that will help define the smart web enabled by AI and present a picture of the future web data environment. Time & Location Sep 27, 2024, 4:00 PM – 5:30 PM GMT+9 Webinar About the Event This is a part of the 60th anniversary commemoration of the iSchool at Sunkyunkwan University (SKKU). Experts will be invited to share their opinions and experiences on research data and metadata at a two-part online event that we will be hosting. The speakers represent important global initiatives pertaining to metadata and research data, including DCMI (Dublin Core Meta Initiative), FAIR , RDA (Research Data Alliance), and CODATA (ICA Committee on Data). PUBLIC WEBINAR – FREE AND OPEN TO ALL : *Please reserve your spot at the following link: https://forms.gle/8e8BMgcYLz97z371A Show More Share this Event