University of Toronto Application Deadline: October 7, 2025 11:59PM ET The Faculty of Information at the University of Toronto invites applications for a full-time tenure stream position in Knowledge Systems, Infrastructures, Communities, and Cultures. The appointment will be at the rank of Assistant Professor, with an anticipated start date of July 1, 2026.  This search aligns with the University’s commitment to strategically and proactively promote diversity among our community members ( Statement on Equity, Diversity & Excellence ), and to enact its response to Canada’s Truth and Reconciliation Commission. Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply.  Candidates must have earned a PhD degree in Information Studies, Library Science, Archival Studies, Museum Studies, Media Studies, Communications, Cultural Studies, History, Anthropology, Sociology, Social Sciences, Science and Technology Studies, History and Philosophy of Science, or a related area by the time of appointment, or shortly thereafter, with a demonstrated record of excellence in research and teaching. We seek candidates whose research and teaching interests complement and enhance our existing  Faculty strengths . The successful candidate will be expected to pursue innovative and independent research, and to establish an outstanding, competitive, and externally funded research program.  Candidates must provide evidence of research excellence which can be demonstrated by a record of publications in top-ranked and field relevant journals, forthcoming publications, or creative professional activities meeting high international standards, the submitted research statement, presentations at significant conferences, awards and accolades, successful research grants and strong endorsements from referees.   We seek applicants whose research engages questions of knowledge systems, infrastructures, communities, and/or cultures including knowledge production and exchange in a variety of contexts; meaning-making and knowledge sharing in organizations; community-engaged practices producing new forms of knowledge, new histories, and new ways of knowing. Approaches to these research areas could be philosophical, sociological, historical, experimental, aesthetic and/or critical, and might engage qualitative and/or quantitative methodologies including ethnography, research-creation, interviews, action research, discourse analysis or hermeneutic research practices. We especially welcome candidates whose research draws on conceptual and theoretical resources in the areas of Indigenous ways of knowing; de-, post-, and/or anti-colonial epistemologies; epistemic injustice and its impact on the knowledge structures and cultures of memory institutions.  We welcome non-traditional demonstrations of research impact, including, for example, community engagement and creative professional activities. Research excellence will be evaluated commensurate with the career stage of the candidate, taking into consideration the life trajectory and any special circumstances (e.g., career interruptions) as outlined in the submitted materials.  The successful candidate must also provide demonstrated evidence of readiness as a research supervisor in the application materials, as they will be expected to undertake undergraduate and graduate research supervision and teaching, and to perform standard professional and administrative activities typical of a research-intensive university-level department.  Demonstrated interdisciplinarity across various industries and academic disciplines is considered an asset. The successful candidate will be expected to demonstrate excellence in teaching, including the ability and ambition to advance our Faculty’s rigorous, highly ranked Bachelor of Information, Master of Information, Master of Museum Studies, and PhD programs.  Evidence of excellence in teaching will be demonstrated by teaching accomplishments, and the teaching dossier, including a teaching statement, sample course materials, and teaching evaluations or other evidence of superior performance in teaching-related activities submitted as part of the application, as well as strong letters of reference. Other teaching-related activities can include performance as a teaching assistant or course instructor, experience leading successful workshops or seminars, student mentorship, or excellent conference presentations or posters.  Salary will be commensurate with qualifications and experience.

Indiana University Bloomington, Luddy School of Informatics, Computing, and Engineering Application Deadline: The search will remain open until a suitable candidate is found, but applications received by August 15, 2025 will be assured full consideration. The Luddy School of Informatics, Computing, and Engineering at Indiana University (IU) in Bloomington, Indiana invites applications for the position of department chair of the Department of Information and Library Science (ILS), to begin January 1, 2026. We seek tenured candidates, at the rank of full professor, who demonstrate an excellent scholarly and teaching record with a forward-looking research and teaching agenda, a documented record of leadership experience in an academic setting, and familiarity with the ALA accreditation process. We look for candidates with a vision for the future of the department, continuing its long-standing leadership position in the Information and Library Science field.    The Luddy School of Informatics, Computing, and Engineering is the first iSchool of its kind and among the largest in the country, with over 160 faculty and 2400 undergraduate and 1400 graduate students. The Bloomington Information and Library Science program is ranked ninth nationally by the U.S. News & World Report, fifth in the US and seventh worldwide in the recent QS rankings. ILS faculty research areas include social informatics, digital libraries, AI, archival research, data mining, and computer-mediated communication.     Located in the wooded rolling hills of southern Indiana, Bloomington is a culturally thriving college town with a moderate cost of living and the amenities for an active lifestyle. IU is renowned for its top-ranked music school, innovative library system and special collections, high performance computing and networking facilities, the Lilly Library, and performing and fine arts.    Salary will be commensurate with education and experience. Indiana University provides a comprehensive benefits program for full-time appointed employees. Coverage for core benefit plans, such as basic life insurance and a base retirement plan, are entirely paid by the University. For detailed benefit options please visit: https://hr.iu.edu/benefits/neweeo/prof-index.html The search will remain open until a suitable candidate is found, but applications received by August 15, 2025 will be assured full consideration. Candidates should review the application requirements; learn about IU, the Luddy School, and benefits; and apply online at:    https://indiana.peopleadmin.com/postings/29389   Questions may be sent to the Chair of the Search Committee, Pnina Fichman ( fichman@iu.edu ).    Before a conditional offer of employment with tenure is finalized, candidates will be asked to disclose any pending  investigations or previous findings of sexual or professional misconduct. They will also be required to authorize an inquiry by Indiana University Bloomington with all current and former employers along these lines. The relevance of information disclosed or ascertained in the context of this process to a candidate’s eligibility for hire will be evaluated by Indiana University Bloomington on a case-by-case basis. Applicants should be aware, however, that Indiana University Bloomington takes the matters of sexual and professional misconduct very seriously.    Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified applicants will receive consideration for employment based on individual qualifications. Indiana University prohibits discrimination based on age, ethnicity, color, race, religion, sex, sexual orientation, gender identity or expression, genetic information, marital status, national origin, disability status or protected veteran status.

The iSchools Organization is happy to announce that the Faculty of Journalism, Information and Book Studies at University of Warsaw, Poland , joined the iSchools at the Sustaining Level. University of Warsaw, Poland The Faculty of Journalism, Information and Book Studies at the University of Warsaw (WDIB UW) is the first and only academic unit in Poland whose research and teaching activities are focused on three disciplines that define contemporary human communication: information science, book studies, and media studies. The unit was established through the merger of the Institute of Journalism (formerly part of the Faculty of Journalism and Political Science) and the Institute of Information and Book Studies (IIBS – formerly part of the Faculty of History). The IIBS was one of the oldest academic centers in Poland for the education of information professionals and librarians. The tradition of book studies at University of Warsaw dates back almost to the founding of the University itself (1816). The Institute of Journalism continued a tradition of journalism education in Poland spanning over eighty years. The first School of Journalism was established in Warsaw in 1917. University of Warsaw, Poland The core activities of WDIB UW include: educating students in information science, book studies, and media studies, and preparing them for professions that are highly valued in the labor market, establishing lasting partnerships with European institutions of higher education, expanding contributions to scientific research, shaping the identity and reputation of an institution that educates highly skilled academic staff. The Faculty of Journalism, Information and Book Studies at the University of Warsaw will be represented by Zuza Wiorogórska (Representative) and Dariusz Kuźmina (Dean of Faculty) in all global and regional matters. The iSchools organization was founded two decades ago with roots dating back to the late 1980s. The iSchools educate thought-leaders of the future, and their researchers focus on enhancing the lives of people, the productivity of companies, the innovation cycles of industries, the design of technologies, the policies that govern technology and information use, information services to communities, and much more . The iSchools organization currently consists of more than 130 iSchools worldwide.

Application Deadline: September 15, 2025   Rutgers, The State University of New Jersey seeks an experienced, collaborative, and innovative academic leader to serve as Dean of Rutgers University-New Brunswick’s School of Communication and Information. Reporting to the Chancellor of Rutgers-New Brunswick, Dr. Francine Conway, the dean of the School of Communication and Information, will serve as a key member of the Chancellor’s leadership team. One of the nation's oldest and largest institutions of higher education, Rutgers is among America's highest-ranked, most diverse public research and land grant universities. The university serves more than 69,000 students from all 50 states and 130 countries and is located on three campuses– New Brunswick, Camden, and Newark–and consists of 29 schools and colleges. The School of Communication and Information (SC&I) is located on the Rutgers-New Brunswick campus. SC&I was created in 1982 with the merger of the Graduate School of Library and Information Studies, the School of Communication Studies, and the Department of Urban Journalism. SC&I is committed to equipping students with the tools necessary to succeed in today’s global communication, information, and media environments. The school’s programs prepare students interested in organizational and health communication, social and new media, library and information science, and information technology for vital careers in today’s digital workplace. The dean of SC&I is chief academic and executive officer of the school and is responsible for ensuring the highest levels of academic excellence. The ideal candidate will be dedicated to building upon the excellence of the school and to promoting the significance of the fields of communication and information. The dean will build upon the strengths and opportunities within Rutgers-New Brunswick to expand research, teaching, and outreach across diverse disciplines and schools. The dean will make the most of our regional context, which includes diverse communities in New Jersey and close proximity to New York City, Philadelphia, as well as access throughout the Northeast. The new dean will possess a record of outstanding leadership, including a commitment to both undergraduate and graduate education; dedication to excellence in research, teaching, outreach, access and opportunity; and the capacity to generate public and private resources for the school. Top candidates will have distinguished themselves as scholars in one or more of the disciplines comprising SCI, with demonstrated leadership and strengths as researchers, teachers, and contributors to their academic and scholarly communities. The expectation is a record of research, teaching, and service appropriate to an appointment with tenure at the rank of distinguished professor. The expected salary range for this position is $300-350K.

Mark Aakhus Named SC&I Interim Dean Effective August 1, 2025 Aakhus is an internationally renowned expert in the relationship among communication, argumentation, and design in digital society. Logo Rutgers University The  School of Communication and Information ,  Rutgers University-New Brunswick  is pleased to announce the appointment of Associate Dean for Research and Professor of Communication  Mark Aakhus  as Interim Dean, effective August 1, 2025.   Mark Aakhus “The staff and faculty at SC&I are hard-working, dedicated people who hold themselves to the highest standards in educating our students and advancing knowledge about communication, information, and media to make a just and desirable world for all,” said Aakhus. “It is an honor to be appointed to this role. I look forward to working together with my colleagues, especially in these challenging times, to achieve the mission of SC&I and Rutgers.”   Aakhus will succeed current Interim Dean and Distinguished Professor of Journalism and Media Studies Dafna Lemish , who has served as SC&I Interim Dean since July 2022.   “I am delighted that Mark was named as the next interim dean for the school, while the dean search is still open,” said Lemish. “Mark is a prominent scholar, innovative thinker, dedicated SC&I member, highly networked on campus, and well-prepared for the role. With nine years as associate dean for research working closely with two different deans, he had intense preparation for the job.”   In an announcement sent to the SC&I community by Francine Conway, Ph.D., Chancellor and Distinguished Professor, Rutgers University–New Brunswick, Conway wrote, “Mark Aakhus brings to this role a deep understanding of the School’s mission, a collaborative leadership style, and a longstanding commitment to advancing the fields of communication and information. His leadership during this transitional period will help ensure continuity and momentum across SC&I’s teaching, research, and service endeavors. Please join me in thanking Interim Dean-Designate Aakhus for stepping into this important role and in supporting him during this time of transition.”   Aakhus recently led the Chancellor-Provost Taskforce on Cyberinfrastructure and Data Science at Rutgers, New Brunswick, which helped launch the Rutgers Artificial Intelligence and Data Science (RAD) Collaboratory and the Cluster on Data Science and Artificial Intelligence. He also co-developed the Fair and Responsible Data Science initiative at RU-NB. At SC&I, he has fostered the faculty’s development of several new working groups and labs dedicated to interdisciplinary research on communication, information, and media.   Aakhus’ research focuses on the conceptualization, conduct, and consequences of technological and organizational interventions that seek to augment interaction and reasoning in decision-making and conflict-management. The aim of his research, along with his teaching and engagement, is to improve understanding of the intentional, and emergent, design of institutions and infrastructures for communication and the co-creation of innovative and accountable democratic practice. This work is grounded in multiple methods of discourse analysis that also incorporate computational social science and digital ethnography.   Aakhus recently co-authored the award-winning book “Argumentation in Complex Communication: Managing Disagreement in a Polylogue.” Published by Cambridge University Press, the book offers an innovative account of argumentation in digital society that updates the twentieth-century revival of reasoning as communicative, situated practice while re-imagining a classical concern with many-to-many communication.   Aakhus co-edited the pioneering book, “Perpetual Contact: Mobile Communication, Private Talk, Public Performance,” also published by Cambridge University Press, that anticipated social transformations afforded by mobile phones.   In addition, Aakhus has published extensively and edited multiple special issues and proceedings about how emerging technologies are entangled in the pragmatics of human communication.   His current research addresses key cross-cutting contemporary themes: Artificial Intelligence as a puzzle of communication; Designability : making the case for what can and should be designable; Contestability by design  for accountable algorithmic systems, platforms, and organizations; AI in research and professional practice; Designing common(s) ground for open innovation and maintenance; and Sustainability communication: Deliberation and collective intelligence for environmental and wellness decision-making.   Aakhus earned a Ph.D. in Communication and Management Information Systems from the University of Arizona, a master’s degree in communication with a focus on Language and Social Interaction from Washington State University’s Edward R. Murrow College of Communication, and a bachelor’s degree in Political Science and Journalism from the University of North Dakota. Interested in who else is joining the Library and Information Science Department at Rutgers in Fall 2025? Read more here .

University of Toronto Application Deadline: September 10, 2025 11:59PM ET The Faculty of Information at the University of Toronto St. George campus invites applications for a full-time tenure stream faculty position in Public AI and Cultural Institutions. The appointment will be at the rank of Assistant Professor and will commence July 1, 2026.     The successful candidate will be nominated for a Tier 2 Canada Research Chair. In order to address systemic barriers and increase diversity in the Canada Research Chairs Program and meet government-mandated requirements , selection will be limited to candidates who identify as women and gender minorities, racialized persons/visible minorities, Indigenous Peoples, and/or persons with disabilities. This recruitment process follows the provisions for special programs as described by the Ontario Human Rights Commission . This strategic recruitment is an essential component of the University’s efforts to fulfill the commitments in our institutional Canada Research Chairs Equity, Diversity & Inclusion Action Plan and to address the persistent under-representation of women and gender minorities, racialized persons/visible minorities, Indigenous Peoples, and/or persons with disabilities among our cohort of Chairs. All applicants are required to self-identify as women and gender minorities, racialized persons/visible minorities, Indigenous Peoples, and/or persons with disabilities in their cover letter.    We seek applicants who bring an interdisciplinary and critical lens to intervene in global discussions of AI and whose research engages with the design, development, use, and/or evaluation of artificial intelligence within cultural institutions. Research areas can include, but are not limited to: the use of decentralized AI infrastructures within cultural memory activities; federated learning and edge AI for localized knowledge preservation; AI governance and data sovereignty in digital heritage institutions and collections; study and design of recommendation systems and ranking algorithms used in GLAM (Galleries, Libraries, Archives, and Museums) platforms; machine translation and cross-lingual information retrieval for globally distributed cultural artifacts and documents; integration of technologies to preserve and revitalize endangered languages, oral traditions and intangible heritage; use of AI to facilitate storytelling, annotation, or crowdsourced co-curation of public history. Scholars whose work is framed by decolonial, post-colonial, and anti-colonial approaches, social justice values, Indigeneity, accessibility and/or community-first methodologies are particularly encouraged to apply.   Applicants must have a Ph.D. or terminal degree in Information Science, Informatics, Data Science, Computer Science, Applied Mathematics, Urban Studies, Engineering, Museum or Heritage Studies, or a related discipline at the time of appointment or shortly thereafter.

School of Information Management, Wuhan University Application Deadline: - Job Description.  The School of Information Management at Wuhan University (Wuhan iSchool) invites applications from around the world for faculty positions at the Professor, Associate Professor, and Lecturer levels.   Job Requirements.  The ideal candidates are expected to foster academic excellence and student success through research, teaching, and coaching.  Our highly interdisciplinary faculty does not require candidates to categorize themselves as “Library and Information Scientists”. Candidates in related fields, such as Digital Humanities, Communication and Publishing Studies, Social and Cultural Studies, Economics, Computer Science, Data Science, and Software Engineering will also be considered.   Junior candidates should have (1) a Ph.D. degree by the time they begin work; (2) high potential in teaching and research. Junior appointments will initially be made on a contract basis for up to three years, which can lead to longer-term appointments or tenure later after I review. Candidates for senior positions (Associate and Full Professor) are expected to have demonstrated academic leadership and a strong commitment to excellence in teaching, research and service.   Salary and Benefits.   Salary will be internationally competitive. In addition, the school will provide a generous relocation package commensurate with experience and accomplishments. Other employee benefits will be provided following the relevant labour laws of the People’s Republic of China.   *The salary and benefits package is negotiable and can be customised for each candidate.   Working Environment.  Wuhan iSchool is an internationally respected and top-ranking Library and Information Management School. According to QS Subject Ranking 2025, the school is ranked 11 th  in the world. Established in 1920, the school has been consistently ranked Top 1 in China. For more information about the school, please visit: https://sim.whu.edu.cn/English/Home.htm   Wuhan University is a prestigious research and teaching institution, ranked among the Top 10 in China. It is renowned as one of China’s earliest comprehensive universities and excels in a full range of scientific disciplines spanning humanities, social sciences, sciences, engineering and medicine. The university campus is celebrated as “China’s most beautiful” harmoniously blends Sino-Western architecture alongside scenic East Lake. For more information about the university, please visit: https://en.whu.edu.cn/ .   Application Procedure. The application package should include a cover letter, a complete CV, a research plan, a teaching philosophy, and three reference letters. The application will be reviewed individually and immediately upon receipt of the application package. Queries relating to the open positions and the application process should be referred to Dr. Shaobo Liang ( liangshaobo@whu.edu.cn ). The application package should be sent to Ms. Ling Fu ( fuling@whu.edu.cn ).

University of Toronto The Faculty of Information at the University of Toronto invites applications for three full-time tenure stream positions: two in Digital Curation and Cultural Heritage and one in Public Memory & Public Histories. All positions start July 2026. For details on the individual positions, see below. These searches align with the University’s commitment to strategically and proactively promote diversity among our community members ( Statement on Equity, Diversity & Excellence ), and to enact its Response to Canada’s Truth and Reconciliation Commission. Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply. Application Deadline: 8 September 2025, 11:59PM ET   Associate Professor - Digital Curation and Cultural Heritage The Faculty of Information at the University of Toronto invites applications for a full-time tenure stream position in Digital Curation and Cultural Heritage. The appointment will be at the rank of Associate Professor, with an anticipated start date of July 1, 2026. Candidates must have earned a doctoral degree in Information; Cultural Heritage Studies; Digital Archaeology; Digital Humanities; Indigenous Studies; Communication Studies; Media Studies; Science & Technology Studies; Architecture; Museum Studies; Human-Computer Interaction or a related area, with a clearly demonstrated record of excellence in research and teaching. We seek candidates whose research and teaching interests complement and enhance our existing Faculty strengths. The Faculty of Information is home to the Digital Curation Institute , Knowledge Media and Design Institute , Centre for Culture and Technology , and GLAM Incubator , and offers added opportunities for collaboration with Book History and Print Culture. The successful candidate will be expected to pursue innovative and independent research, and to establish an outstanding, competitive, and externally funded research program. The successful candidate will perform standard professional and administrative activities appropriate to a post-tenure career stage at a research-intensive university. We seek candidates who are leaders in global and comparative research in one or more of the following areas: preservation of born-digital and born-networked materials; virtual reconstruction of tangible and intangible heritage; ethics and governance of digital materials; community-integrated digital heritage; and access and use of digital materials. The successful candidate will bring experience with the creation and/or application of technical skills, including but not limited to: data documentation and metadata; systems design and development; data analytics; augmented and virtual reality modelling; media obsolescence and recovery; workflows; standards; digital forensics; and/or geographic information systems (GIS). Application Deadline: 8 September 2025, 11:59PM ET   Assistant Professor - Digital Curation and Cultural Heritage The Faculty of Information at the University of Toronto invites applications for a full-time tenure stream position in Digital Curation and Cultural Heritage. The appointment will be at the rank of Assistant Professor, with an anticipated start date of July 1, 2026. Candidates must have earned a PhD degree in Information; Cultural Heritage Studies; Digital Archaeology; Digital Humanities; Indigenous Studies; Communication Studies; Media Studies; Science & Technology Studies; Architecture; Museum Studies; Human-Computer Interaction or a related area by the time of appointment, or shortly thereafter, with a demonstrated record of excellence in research and teaching. We seek candidates whose research and teaching interests complement and enhance our existing Faculty strengths. The Faculty of Information is home to the Digital Curation Institute , Knowledge Media and Design Institute , Centre for Culture and Technology , and GLAM Incubator , and offers added opportunities for collaboration with Book History and Print Culture. The successful candidate will be expected to pursue innovative and independent research, and to establish an outstanding, competitive, and externally funded research program. The successful candidate will perform standard professional and administrative activities appropriate to a pre-tenure career stage at a research-intensive university. We seek candidates with global and comparative research interests in one or more of the following areas: preservation of born-digital and born-networked materials; virtual reconstruction of tangible and intangible heritage; ethics and governance of digital materials; community-integrated digital heritage; and access and use of digital materials. The successful candidate will bring experience with the creation and/or application of technical skills, including but not limited to: data documentation and metadata; systems design and development; data analytics; augmented and virtual reality modelling; media obsolescence and recovery; workflows; standards; digital forensics; and/or geographic information systems (GIS). Application Deadline: 8 September 2025, 11:59PM ET   Associate Professor - Public Memory & Public Histories The Faculty of Information at the University of Toronto invites applications for a full-time tenure stream position in Public Memory & Public Histories. The appointment will be at the rank of Associate Professor, with an anticipated start date of July 1, 2026. Research into collective memory and public histories, with an emphasis on those at the margins, threatened with erasure, or otherwise supressed within public discourse. The production and contestation of memory work extending from different forms of witnessing, testimonies and oral histories, through embodied and performative practices, in relation to specific sites or taking place in or against institutions. Practices, methods or technologies of community organizing through construction of – or engagement with – collective memory, as well as diverse or interdisciplinary forms of research into public histories. Traditions of counter-memory work, historical and contemporary (mis)information practices, and the relationship between civic discourse and identity across Indigenous, diasporic, transnational, or otherwise non-Western contexts. Critical implications of contemporary memory infrastructures, policy contexts, political strategies, and transitional movements extending from the past and the present to future interventions. We are seeking to attract applicants with an international reputation who hold a doctoral degree in such fields as Information Science, Museum Studies, the GLAM sectors (Galleries, Libraries, Archives, Museums), History, Anthropology, Black Studies, Indigenous Studies, Gender Studies, Cultural Studies, Media and Communication or Journalism Studies, Memory Studies, Performance Studies, and Education. Alternatively, applicants with a terminal Master degree in their field, such as an MFA, with a demonstrated international reputation and experience commensurate to the status of associate professor are invited to apply.

Issue #4 Rhea Rowena Ubana-Apolinario   Asia-Pacific Region  The Republic of the Philippines University of the Philippines School of Library and Information Studies iSchools member since 2016 Hello Rhea! Please tell us a bit about you! I am a faculty member at the School of Library and Information Studies, University of the Philippines Diliman (UP SLIS)  and the current Dean of the School.   My research interests are in information professions, knowledge organizations, policy development, studies on personnel, assessment of standards and services, library as a place, and social change and libraries.    Prior to teaching at UP SLIS, I worked for almost a decade as an information professional in a Learning Resource Center of an international organization.  While I enjoyed my work there, I believe my calling and passion is in teaching. As such, I joined UP SLIS thereafter and have been happily working there for almost 16 years. I am also very active in local professional organizations in the Philippines, where I held positions as President or Vice-President.   While I am delighted working at UP SLIS, I am more importantly enjoying being a wife and mother of our two wonderful girls, ages 7 and 18. Please tell us a bit about your iSchool! The UP School of Library and Information Studies ( UP SLIS ) is the pioneer library and information science (LIS) school in the Philippines. UP SLIS started as the Institute of Library Science, to the Institute of Library and Information Science, and finally to the School of Library and Information Studies (UP SLIS).  The change in name is a reflection of the changes it went through over the years.  Presently, we are celebrating the 111th year of LIS education in the Philippines, and UP SLIS is celebrating its 64 years as a separate degree granting unit at the University of the Philippines.   Our 64th anniversary is a recognition and celebration of our School, its past, present, and future. History informs us that LIS education in the Philippines has evolved immensely to what it is today. It has undergone major advances as aftermaths of local developments in the librarianship profession. With a legacy that spans decades, UP SLIS has been at the forefront of LIS education in the Philippines.   UP SLIS is currently offering four (4) academic programs, namely: BLIS (Bachelor of Library and Information Science); MLIS (Master of Library and Information Science); MSLIS (Master of Science in Library and Information Science); and MARM (Master in Archives and Records Management). Preparations have also started in developing a PhD program.   UP SLIS is also the Center of Excellence in Library and Information Science in the Philippines as recognized by the Philippine Commission on Higher Education, and is a proud member of the iSchools, Southeast Asia-Pacific Audiovisual Archive Association (SEAPAVAA), and the International Council on Archives (ICA). Your school joined the iSchools Organization already in 2016. What benefits do you see in belonging to the global iSchools Organization? How has it impacted you? Membership and involvement in a global organization like the iSchools provides international connections and networks that are helpful in ensuring that educators, researchers, and information professionals learn from each other and take these learnings to their teaching, research, and extension activities.   These connections and networks enable us to be updated with the current trends and development, both in the teaching and practice of LIS. These linkages facilitate collaborative research and teaching. It not only benefits UP SLIS, but as well as the teachers and students, practitioners, and the whole LIS community.   For this reason, we endeavor to look for, maintain, and nurture these connections and networks.  You are organizing IFDIK 2025 this year, please tell us a bit about it! We are very excited to host the International Forum on Data, Information, and Knowledge for Sustainable and Ethical Societies (IFDIK 2025)  this December 3-5!   IFDIK 2025 provides an excellent venue for various scholars, practitioners, and students to gather, discuss, and collaborate on how they practice or advance data, information, and knowledge to help build sustainable and ethical societies.   IFDIK 2025 is the umbrella conference for the three co-located important international conferences, namely: The 27th International Conference on Asia-Pacific Digital Libraries (ICADL 2025) The 12th Asia-Pacific Conference on Library Information Education and Practice (A-LIEP 2025) Asia-Pacific iConference 2025 (the annual meeting of Asia-Pacific chapter of iSchools, or the AP iSchools)   We are delighted to welcome library and information science educators, researchers, practitioners, and students to IFDIK 2025! Call for Papers is extended until 31 July 2025.   More details about the IFDIK here: https://ifdik2025.com IFDIK 2025 will also be a wonderful event for PhD students and early career researchers to present their work! If you could give just one advice to future information scientists, what would it be?   As future information scientists, make the most out of your membership and involvement in iSchools or any similar organizations. Learn from and collaborate with our colleagues all over the world. Do not stop asking questions. Our field is an exciting, vibrant, and dynamic one, that is constantly evolving, and you should be ready for it. Enjoy and have fun too! Thank you very much, Rhea! Featured Members is a new iSchools Feature series spotlighting members of iSchools who are part of the development and organization of thought provoking projects or conferences. Please contact admin@ischools-inc.org  in case you would like to be featured as well.

Faculty Spotlight SLIS Professor Named Outstanding Information Science Teacher Professor Kyong Eun Oh Professor Kyong Eun Oh has been named the 2025 winner of the Association for Information Science and Technology (ASIS&T) Outstanding Information Science Teacher Award. “[Professor Oh] has expended considerable effort and focus into serving her students by employing innovative teaching approaches and making herself more accessible as a professor,” says School of Library and Information Science (SLIS) Director Sanda Erdelez. “Professor Oh works to make complex concepts accessible, interesting, and relevant to her students; this is a skill that many professors do not have, and Professor Oh has made a concerted effort to cultivate it for the benefit of her students.” Faculty Spotlight SLIS Faculty Member Receives Research Grant Professor Naresh Agarwal Professor Naresh Agarwal  has received the 2025 Bob Williams Research Grant from The Association for Information Science & Technology (ASIS&T). This grant is “awarded to an outstanding research proposal exploring the history of information science and technology.” Agarwal’s proposed project, entitled “Weaving the History of the Information Science Field Through the Life Journeys of ASIS&T Past Presidents,” will explore how their life journeys helped shape the information science field. The award is named after Dr. Robert V. Williams (1938–2017), the architect of numerous library and information science and archival studies programs at the University of South Carolina. Alumnae/i Feature SLIS Alumnus Reexamines Misinformation Definition of Misinformation “Some people just never want to leave the library,” says Matthew Connor Sullivan ’24PhD. “[When exploring the library stacks,] you encounter one source after another, which propels more questions and enables your research to go deeper. I find this whole process fascinating.” Sullivan is a Librarian for Collection Development and Assessment at Harvard University’s Widener Library. We spoke with him about his interdisciplinary approach to library and information science (LIS) research and the formative mentorship he received at Simmons.

University of Toronto Application Deadline: 4 September 2025, 11:59PM ET The   Faculty of Information at the University of Toronto invites applications for a full-time teaching stream position in Human-Centred Data Sciences . The appointment will be at the rank of Assistant Professor, Teaching Stream with an anticipated start date of July 1, 2026. This search aligns with the University’s commitment to strategically and proactively promote diversity among our community members ( Statement on Equity, Diversity & Excellence ). Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply.    Preference will be given to candidates who self-identify as Indigenous. Recognizing that there are a variety of terms that potential candidates may use to self-identify, the University uses the term “Indigenous” in this search, which forms part of the U of T Response to Canada’s Truth and Reconciliation Commission, to encompass the people of Turtle Island, including those who identify as First Nations, Métis, Inuk (Inuit), Alaska Native, Native American, and Native Hawaiian people.   Applicants must have earned a PhD degree by the time of appointment, or shortly thereafter. Alternatively, applicants must have a Master’s degree with at least five (5) years of teaching experience. Relevant fields of study for both PhD and Master's include, but are not limited to: Information, Computer Science, Engineering, Statistical Sciences, Information Systems, Software Engineering, and Computational Social Science. Preference will be given to candidates with a PhD.    Candidates must have a demonstrated record of excellence in teaching. We seek candidates whose teaching interests complement and enhance our existing departmental strengths . Candidates must have a strong technical background and the capability to teach technical and computational electives, including but not limited to courses such as INF1340H – Programming for Data Science, INF1344H – Introduction to Statistics for Data Science, INF2178H – Experimental Design for Data Science, and INF2190H – Introduction to Data Analytics. Experience teaching technical subjects such as programming, data science, machine learning, and algorithmic fairness is highly desirable.   Candidates must have teaching experience in a degree-granting program, including lecture preparation and delivery, curriculum development, and development of online material/lectures. We prioritize candidates who have been sole instructors in the classroom and who have a teaching/pedagogical-centric CV. Experience as a teaching assistant is valued, but preference will be given to those with primary instructional responsibility. Additionally, candidates must possess a demonstrated commitment to excellent pedagogical inquiry and a demonstrated interest in teaching-related scholarly activities.  Some priority areas for teaching and scholarship of teaching and learning (SOTL) include: Design, creation, and management of cultural databases Algorithmic fairness, accountability, transparency, and bias Public interest technology Data science pedagogy We especially welcome candidates with experience in data science tools and techniques (e.g., Python, R), database design and management, algorithmic auditing, human-centered design, and interdisciplinary research methods bridging technical, social, and ethical dimensions of data science. The successful candidate will be expected to teach at both the undergraduate and graduate levels, and in at least two of our four degree programs (Bachelor of Information, Master of Information, Master of Museum Studies, PhD). Experience with innovative teaching methods, curriculum design for inclusivity and accessibility, and a commitment to fostering equity, diversity, and inclusion in both research and teaching are essential. There is potential for the successful candidate to take up leadership of the Digital Curation Institute (DCI), particularly if their teaching and research align with cultural database management or public interest technology. This is an opportunity, not a requirement, and will be discussed further with the successful candidate. Evidence of excellence in teaching and a commitment to excellent pedagogical inquiry can be demonstrated through teaching accomplishments, awards and accolades, presentations at significant conferences, the teaching dossier submitted as part of the application (with required materials outlined below) as well as strong letters of reference. Pedagogical research, teaching awards, and/or grants related to teaching technical subjects are considered assets.   Salary will be commensurate with qualifications and experience.   All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

Issue #107 by Md Khalid Hossain (Monash University, Faculty of Information Technology) Earlier this year, I had the sobering experience of traveling to some of the most climate-vulnerable areas of Bangladesh. There, I met young people from fishing communities who are grappling with the direct and often devastating impacts of climate change on their daily lives. What struck me most was their urgent need for specific, actionable information to navigate these growing challenges. This observation resonated deeply when I subsequently interacted with urban youth in Bangladesh, whose information needs, while perhaps manifesting in different contexts, echoed a similar plea for clarity and guidance. It is against this backdrop of firsthand experience that I want to offer my reflections on a recent study. In recent work published in Climate Policy, titled “Information needs and methods of accessing climate information by urban children and youth in Bangladesh: a policy-practice agenda,”¹ my colleagues and I have endeavored to shed light on a crucial, yet often underexplored, dimension of climate action. We tried to offer practical insights into how young people in urban areas, particularly within nations of the Global South, engage with climate information. It is my firm belief that understanding these dynamics is essential for crafting more effective strategies to build resilience and foster climate mitigation in the face of escalating environmental challenges. The genesis of our research lies in a stark reality I have observed: urban centers across the Global South are increasingly vulnerable to the multifaceted impacts of climate change. Densely populated, often with overburdened infrastructure, and reliant on complex resource networks, these cities face a unique set of challenges. Bangladesh, where our research was focused, serves as a poignant example, grappling with frequent urban flooding, heat stress, and complex waste management issues. These are often compounded by socio-economic disparities that limit adaptive capacities. What truly compels me, however, is the undeniable fact that young people are destined to bear a disproportionate share of climate change’s burdens. Despite this impending reality and their growing activism, their efforts can often be hindered by a lack of access to specific, actionable information tailored to their local contexts. It was this observation that motivated us to investigate their climate information needs, their current modes of access, and their capacity to utilize this knowledge effectively. As we delved into this research, gathering perspectives from a diverse group of over 300 individuals, including children, youth, parents, educators, and various professionals, a nuanced picture began to emerge. What struck me, perhaps most profoundly, was the apparent paradox: while urban children and youth in Bangladesh generally exhibit a commendable awareness of climate change, often cultivated through school curricula and NGO initiatives, there exists a palpable gap in their understanding of concrete, actionable responses. They can articulate the broad impacts on critical sectors like education, health, and food security; indeed, many recounted direct experiences of climate-induced disruptions such as school closures due to floods. Yet, when probed about specific climate actions related to health or education, their knowledge became less defined. This suggests to me that while the seed of awareness has been planted, the practical pathways for engagement remain somewhat obscured. This finding resonates deeply with my understanding of similar contexts in the Global South, where general environmental consciousness often precedes localized, practical know-how, underscoring a vital area for intervention in climate education. Our investigation into their information needs revealed a demand for specificity that I found particularly compelling. These young people are not just seeking abstract scientific data; they crave practical, localized, and actionable information. For instance, their desire for detailed guidance on waste management, how to sort it, where it goes, and even its financial implications for households, speaks volumes. From an adaptation standpoint, the yearning for knowledge on food storage and preservation during disasters, along with essential medical and educational preparedness, highlights a deep-seated need for immediate, life-sustaining information. Furthermore, their consistent emphasis on timely weather forecasts and clear instructions for action before, during, and after disasters points to a pragmatism that policymakers should heed. They also articulated a need for information on responsible authorities, practical tips for initiatives like rooftop gardening, and details on water and energy conservation. This granularity of information needs suggests that general awareness campaigns, while important, may not be enough to truly empower young people to take meaningful action. It tells me that we must move beyond broad strokes to provide the precise details that enable tangible steps on the ground. Reflecting on how they access this information, I observed a significant reliance on digital platforms. Television, Facebook, YouTube, and online newspapers frequently emerged as primary sources. This digital prevalence, to me, highlights both a great opportunity and a considerable challenge. While platforms like Facebook and YouTube offer unprecedented avenues for young people to engage with discussions from public figures, activists, and various organizations, they also present a fertile ground for misinformation. The battle for reliable information is real, and it is being waged on these digital fronts. Non-digital sources, such as books and in-person engagements with NGOs, still hold importance, particularly for foundational knowledge. I believe the continued role of educational institutions and teachers as trusted non-digital sources cannot be overstated. However, the omnipresent issue of the “digital divide”, where limited access to devices, unstable internet connectivity, and varying levels of digital literacy exclude segments of the youth population, particularly girls in some societal contexts, is a critical barrier that we cannot ignore. This exclusion, I feel, underscores the necessity of a multi-pronged approach that values both digital innovation and traditional, accessible channels for information dissemination. 1: Hossain, M. K., Lokmic-Tomkins, Z., Oliver, G., Bhowmik, J., Rahman, S., Anwar, M., Frings-Hessami, V., & Kanij, T. (2025). Information needs and methods of accessing climate information by urban children and youth in Bangladesh: a policy-practice agenda. Climate Policy, 1–17. https://doi.org/10.1080/14693062.2025.2509628 Feature Stories solely reflect the opinion of the author.