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Indiana University Bloomington, Luddy School of Informatics, Computing, and Engineering Application Deadline: 1 November, 2025 The Luddy School of Informatics, Computing, and Engineering at IU Indianapolis   invites applications for full-time Lecturer positions in the Department of Computer Science . We are seeking exceptional instructors with expertise in the following areas: Computer architecture, discrete computational structures, data structures, operating systems, database systems, systems analysis and design, software engineering, theory of computation, analysis of algorithms, programming languages, artificial intelligence, and computer networks and security. The responsibilities of the position include teaching assigned courses in graduate and undergraduate programs; developing courses for the traditional classroom setting, computer labs, and online education; help setting program and specialization goals; developing and continually updating the curriculum and training activities; contributing to the recruitment and marketing of the program; interviewing, evaluating, and advising students; engaging in scholarly activity related to teaching; serving as a member of campus, school, department and program committees; maintaining current knowledge and skills in the computer science profession through active participation in professional organizations, collaboration, practice, and research; and serving on professional committees. Appointments will begin January 1, 2026 (with flexibility for an earlier or later start by mutual agreement), at the IU Indianapolis campus. Qualifications M.S. or Ph.D. in Computer Science or related discipline. Applicants must complete their degree before the starting date of the appointment. Demonstrated ability to teach effectively in-person, online, and in blended learning for various foundational courses in all areas of computer science.

Indiana University Bloomington, Luddy School of Informatics, Computing, and Engineering Application Deadline: ongoing The Department of Human-Centered Computing, Luddy School of Informatics, Computing and Engineering at IU Indianapolis, invites applicants for a Lecturer appointment in the area of Artificial Intelligence. Exceptional instructors are being sought to join our fast-growing department. The responsibilities of the position include teaching assigned courses in the Artificial Intelligence program, developing courses for the traditional classroom setting, computer labs and for online education; help setting program and specialization goals, developing and continually updating the curriculum and training activities; contributing to the recruitment and marketing of the program; interviewing, evaluating and advising students; engaging in scholarly activity related to teaching; serving as a member of the Luddy School, departmental and programs committees; maintaining current knowledge and skillset in the artificial intelligence profession through active participation in professional organizations, collaboration, practice and research; and serving on professional committees. The teaching load for a Lecturer position is four courses per semester. The appointment will begin January 1, 2026 (negotiable), at the IU Indianapolis campus. Qualifications: Master’s degree in artificial intelligence, informatics, computer science or related fields. A PhD degree in Artificial Intelligence, Informatics, Computer Science or related fields is preferred to teach at the graduate level. The ideal candidate will possess a minimum of twoyears of industry experience in the Artificial Intelligence field Demonstrated ability to teach a broad range of artificial intelligence courses; comprehensive and extensive knowledge and experience in artificial intelligence methods and techniques. Demonstrated ability to learn new artificial intelligence methods and approaches. The ideal candidate should demonstrate the ability to teach classes emphasizing AI systems that integrate with human workflows, ethical consideration of AI systems, and explainable AI. Familiarity with user-centered methodologies like participatory design is preferred but not required.

School of Information, University of Michigan Application deadline: Nov 15, 2025 at 11:59 PM Eastern Time The University of Michigan School of Information (UMSI) invites applications for a faculty position focusing on Artificial Intelligence (AI) Privacy and Ethics at the rank of associate or full professor. Applicants need not have attained tenure elsewhere, but should be prepared to undergo tenure review at University of Michigan as part of the hiring process.  The home for this position will be at UMSI. This is part of a university-level faculty expansion program and collaborative cluster hire in Human-Centered Artificial Intelligence  across multiple units; where appropriate, additional affiliations with other units may be considered.  We invite applications from researchers whose work bridges technical and social dimensions of AI systems and applications. We are especially interested in candidates whose scholarship grapples with AI privacy and ethics in the context of legal and regulatory frameworks and/or platform design and governance. This position offers the opportunity to work in a dynamic, interdisciplinary environment. UMSI faculty collaborate with colleagues across campus, for example at the Law School, the Ford School of Public Policy, and the College of Engineering, and have founded initiatives such as the U-M Center for Ethics, Society, and Computing (ESC). This position offers the opportunity to work at the cutting edge of human-centered AI research while joining a community of scholars dedicated to advancing impactful and socially responsible scholarship. The anticipated starting date for this appointment is August 25, 2026. Job responsibilities include research, teaching, and service. Job responsibilities include but are not limited to: Conduct scholarly research resulting in publications in peer-reviewed journals, book chapters, edited books, books, and conference proceedings. Seek external funding to support their research program. Teach in UMSI’s five academic programs. Mentor students for independent studies, master’s projects and theses, and doctoral dissertations. Provide service to the school, the university, and the broader academic community, for example through committee work, journal editing, community engagement, and other opportunities. Each contributing member of the UMSI tenure-track faculty maintains a teaching effort equivalent to three semester-long courses per year.   Qualifications Ph.D. in information, computer science, social science, or other appropriate disciplines Demonstrated ability for exemplary teaching at the undergraduate and/or graduate levels Demonstrated ability for scholarly impact in research  A strong commitment to interdisciplinary research

Application Deadline: January 1, 2026   The Library and Informaton science department , at the School of Communication and Informationis at Rutgers University , is a charter member of the iSchools organization, has a dynamic research and learning culture, is international in scope and local in impact, and is in an exciting period of growth. We seek candidates whose work advances scholarly agendas in their given fields and complements our faculty’s strengths, and who can deliver excellent instruction for students within our undergraduate and graduate programs. As their careers advance, ideal faculty hires will be well positioned to lead externally funded research projects and to initiate and strengthen collaborative research efforts within the LIS Department, SC&I, and across Rutgers University.    We especially invite applicants whose work can help advance diversity, equity, and inclusion (DEI) goals at Rutgers, and within our department and school. The University Statement on Diversity can be found here .   Responsibilities of tenure-track faculty members include undergraduate and graduate teaching assignments, an active program of research in the candidate’s area of scholarly expertise, and service contributions in accordance with the university policy for tenure‐track and tenured appointments. Minimum Education and Experience: Ph.D. or equivalent doctoral degree in a relevant field is expected as of June 2026. Applicants should have a demonstrated record or strong likelihood of top-tier peer-reviewed publications and evidence of or preparation for effective teaching. Applicants at the associate level or above should provide evidence of leadership in research, teaching, service, and, if appropriate, external funding

Application Deadline: January 1, 2026   The Library and Informaton science department , at the School of Communication and Informationis at Rutgers University , invites applications for an open rank Library and Information Science faculty position (tenure track at assistant, associate, or full professor levels) in the area of: Information policy. We seek a candidate who critically engages scholarly study, analysis and/or development of information policy theories, frameworks, methods, and innovations in areas such as governance, policy regulation and power, in contexts such as: information organizations/institutions; socio-technical eco-systems, platforms, infrastructures; algorithmic bias and fairness; artificial intelligence (AI) policy broadly or within specific professional sectors (e.g., health information systems; knowledge management systems; information systems in libraries for scholarly communication; education technologies; democratic governance, politics, and elections; legal systems; software development and coding; social media, etc.); privacy; copyright/intellectual property; telecommunications; privacy/national security; access to government information; classification/declassification. The LIS Department is a charter member of the iSchools organization, has a dynamic research and learning culture, is international in scope and local in impact, and is in an exciting period of growth. We seek candidates whose work advances scholarly agendas in their given fields and complements our faculty’s strengths, and who can deliver excellent instruction for students within our undergraduate and graduate programs. As their careers advance, ideal faculty hires will be well positioned to lead externally funded research projects and to initiate and strengthen collaborative research efforts within the LIS Department, SC&I, and across Rutgers University. Responsibilities of tenure-track faculty members include undergraduate and graduate teaching assignments, an active program of research in the candidate’s area of scholarly expertise, and service contributions in accordance with the university policy for tenure‐track and tenured appointments. Minimum Education and Experience: Ph.D. or equivalent doctoral degree in a relevant field is expected as of June 2026. Applicants should have a demonstrated record or strong likelihood of top-tier peer-reviewed publications and evidence of or preparation for effective teaching. Applicants at the associate level or above should provide evidence of leadership in research, teaching, service, and, if appropriate, external funding

University of Maryland Application deadline: September 15, 2025 The University of Maryland's Center for Archival Futures (CAFe)  at the College of Information  and the Indigenous Futures Lab  are seeking a Postdoctoral Fellow for their collaborative Mellon-funded project "Transforming Indigenous Archival Search." The ideal candidate should have experience with Indigenous community work, Indigenous methodologies and evaluation, Indigenous archives, and/or reparative description. The Fellow will be mentored by the project PI, Diana Marsh and Co-PI Shelbi Nahwilet Meissner. They will co-lead with the Co-PI the design, implementation, analysis, and write-up of an Indigenous evaluation program. In addition, they will facilitate project meetings with a wide range of project partners, including our Indigenous Description Group, Advisory Board, SNAC Working groups, UVA collaborators, a project Consultant, and Tribal and First Nations archives and archivists to implement and evaluate a wide range of culturaltechnical upgrades and linked data approaches to increasing visibility and findability of Indigenous archives. Finally, they will work with project staff on deliverables such as new national standards, Indigenized Archives 101 training, and Indigenous SNAC Instructor training.  Basic Qualifications  ●    Ph.D. in information studies, Indigenous studies, or a related field ●    Demonstrated success in working collaboratively on project teams  ●    Excellent organizational skills and strong work ethic ●    Excellent written communication skills  ●    Experience with or knowledge of Native and Indigenous community work and protocols

Issue #108 by Gary Marchionini  (UNC School of Information & Library Science) As summer in the northern hemisphere wanes, many of us are preparing for a new academic year, updating syllabuses and planning for new research or service projects. There are many themes, events, and new developments to consider for inclusion as the excitement and tension of new schedules and students conflate with the cycles of well-trod hallways and familiar colleagues bustling on campus and in virtual spaces. The post-COVID campus is different in ways we only are beginning to understand and the global social-political landscape looms strongly, however, the energy and optimism of youth swamps our cautious anticipations and concerns with a kind of rebirth that makes academic life such a privilege.   What kinds of information themes, topics, and activities do we look toward in this new year? All educational enterprises are situated within global contexts that influence the goals and roles of education and what and how we teach and study. Today, these include the sharpening of political contrasts between personal and collective autonomy, social engineering, automation and work, surveillance, economic system stress, climate change, migration, and war. For information scientists, two key contexts include global media influence and control; and generative AI applications, costs, and effects.    GlobalMedia  continues to engage information scientists in both advancing new techniques and evaluating impact on individuals and institutions. One theme revolves around how information is tailored or targeted, and techniques to mitigate negative consequences. In a previous posting, I discussed research on content moderation policies that aim to provide long-term control and value to individuals and companies rather than short-term control and profit (March 2025).¹ A new study from the Center for Democracy and Technology compares how four ‘low resource’ languages in the global south cope with content moderation.² They identify localized tailoring strategies that constrain voices that seek to challenge local norms and abuses, concerns about misinformation and content censorship, exploitation of content moderators who work in these languages, and strategies to overcome ‘algospeak’ that marginalizes local content and language. As Narayanan and Kapoor argue in their book , AI Snakeoil ³, content moderation is not amenable to genAI techniques--human expertise will continue to be required for trustworthy information flows.    A second global media theme that demands our attention is how social media affects mental health, work productivity, and general well-being. A steady stream of reports from the biomedical (e.g. WHO 2024⁴) and neuroscience literatures (e.g. Flannery et.al . 2024⁵) have startled the educational and political communities and led various government entities to institute cell phone bans or stringent restrictions for phones and other screens in K-12 for the coming school year. The evidence continues to accrue for the psychological and physiological effects of social media and other interactive technologies and warrants long-term assessment by information scientists who seek to understand the positive and negative consequences of mediated information systems.    Generative AI  (genAI) also dominates information science research and everyday life. We are far beyond the often laughable ‘hallucinations’ of genAI as we begin to experience consequences for work (e.g. where will all the programmers find jobs?), education (how do we incorporate genAI in learning when it is so easy for students and teachers to substitute ‘generated’ content for assignments and grading?), and making meaning from our lives (what does it mean to be creative through words, music, or visual expression when genAI delivers a product based on a series of prompts—who is the apprentice and who is the creator?). The consequences (both positive and negative) of social media and ubiquitous information streams should inform our behaviors and reflections on this latest information technology. Two kinds of issues have generated recent research and news. First, there is a growing body of research that suggests that using genAI (LLMs) in complex work such as writing results in diminished cognitive activity and learning. A highly circulated report from a MIT team⁶ compared three groups (54 participants total) using either ChatGPT, search engines, or no IT tools writing three essays over three monthly sessions. Data used for comparing performance and outcomes came from electroencephalography (EEG) records of all activity during the writing (proxy for cognitive load), linguistic analyses of the essays, independent assessments of the essays conducted by experienced graders and an AI judge, and verbal debriefings. The three groups showed similar linguistic characteristics (n-grams, named entities, and topical treatments, however there were statistically significant neurocognitive differences on all ten brain wave bands measured. One primary interpretation of these differences is that the LLM users offloaded cognitive effort to AI resulting in less mental network engagement and effort---perhaps leading to skill atrophy. The results are complex (the entire paper is more than 200 pages) and the interpretations demand further evidence and reflection, however, this investigation echoes the kinds of results that other researchers have found in cases of social media usage affecting brain activity. An interesting essay by a Yale University creative writing professor Meghan O’Rourke⁷ uses this MIT report and her personal experience using genAI herself and with her students to argue that AI lets us outsource thinking. She worries: “One of the real challenges here is the way AI undermines the human value of attention, and the individuality that flows from that”.   Second, there are more cases of people using AI companions to assuage loneliness or provide therapy for a variety of mental health conditions. AI companions surely give some people solace but also have led to well publicized tragedy. A New York Times  Opinion story⁸ August 18, 2025 recounts the suicide of a young woman who used ChatGPT ‘therapy’ before ultimately taking her own life. The story is written by the woman’s mother and raises several emotional, ethical, and legal issues related to AI companions. As AI agents become integrated into physical devices (biomedical prosthetics and autonomous robots), these issues will grow in number and effect. We, and our students, must be cognizant of both the technical advances and potential impact of these powerful information technologies that purport to mimic human expertise and compassion. Clearly, there are many other topics and issues that we will face as the new academic year proceeds. I am prepared to revel in the optimism and energy of the youth on campus and encourage them to consider the tradeoffs that advancing information technologies bring. Two themes I will be using in my classes this fall that help frame some of the media and AI issues discussed above are embodiment  and friction . We are embodied beings who increasingly choose to exist in virtual or vicarious conditions and we are obligated and strongly advised to reflect seriously on these states and our transitions between them. Although friction often has negative connotations, the friction of the analog world offers useful impedance for thoughtlessness and automaticity that can lead to embarrassing errors and even dire consequences. I will be asking my students to consider what it means to be embodied when we work and play in vicarious states, and to imagine how we might build digital friction mechanisms to attenuate our digital information lives and possibly savor them even more. 1: All these posts are aggregated in Medium . https://medium.com/@marchionini/information-science-musings-postings-to-the-ischools-list-ad7ad084ecc4   2: Aliya Bhatia & Dhanaraj Thakur, Content Moderation in the Global South: A Comparative Study of Four Low-Resource Languages. June 28, 2025. https://cdt.org/insights/content-moderation-in-the-global-south-a-comparative-study-of-four-low-resource-languages/ .  3:  Arvind Narayanan & Sayash Kapoor (2024): AI Snake Oil: What Artificial Intelligence Can Do, What It Can't, and How to Tell the Difference. Princeton University Press 4: World Health Organization. https://www.who.int/europe/news/item/25-09-2024-teens--screens-and-mental-health . 5:  Flannery, J.S., Burnell, K., Kwon, S., Jorgensen, N.A., Prinstein, M.J., Lindquist, K.A., & Telzer, E.H. (2024).  Developmental changes in brain function linked with addiction-like social media use two years later.   Social Cognitive Affective Neuroscience, 19 (1), 1-10 6:  Nataliya Kosmyna, Eugene Hauptmann, Ye Tong Yuan, Jessica Situ, Xian-Hao Liao, Ashly Vivian Beresnitzky, Iris Braunstein, Pattie Maes. 2025. Your Brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task, https://arxiv.org/abs/2506.08872 7: Meghan O’Rourke. The New York Times. July 18, 2025, “Opinion | The seductions of AI for the writer’s mind” https://www.nytimes.com/2025/07/18/opinion/ai-chatgpt-school.html 8: Laura Reiley. The New York Times. August 18, 2025 "Opinion | What My Daughter Told ChatGPT Before She Took Her Life" https://www.nytimes.com/2025/08/18/opinion/chat-gpt-mental-health-suicide.html Feature Stories solely reflect the opinion of the author.

School of Information, University of Michigan Application deadline: Sep 26, 2025 at 11:59 PM Eastern Time The University of Michigan School of Information (UMSI) invites applicants for the University of Michigan Presidential Postdoctoral Fellowship Program (PPFP) . Faculty at UMSI have a successful record of providing a nurturing and productive postdoctoral experience for Presidential Postdoctoral Fellows. In keeping with the PPFP program, UMSI seeks applicants whose research, teaching, and service will, as determined by the University of Michigan and in accordance with law, contribute to the core values of the University of Michigan , and to equal opportunity in higher education. The program is particularly interested in scholars with the potential to bring to their research and undergraduate teaching the critical perspective that comes from their non-traditional educational background or understanding of the experiences of groups historically underrepresented in higher education. Candidates will be evaluated on fit with current needs and strengths of the institution and future funding possibilities. UMSI views these postdoctoral fellowships as providing an exceptional opportunity to recruit potential new faculty to the University by offering the possibility of either a postdoc alone or a combined postdoc and tenure track faculty appointment. In addition to the materials required by the University of Michigan PPFP, applicants to UMSI must submit the following materials to Interfolio  by September 26th. Please note that some of these materials duplicate those to be submitted to the University of Michigan application system. Candidates are encouraged to contact potential faculty mentors at UMSI in advance of submitting their applications. A description of the requirements and expectations for mentors can be found here . Minimum Qualifications Ph.D. in an area such as social or information science disciplines, computing, engineering, science and technology studies, anthropology, history, media studies, communication, or a related field. A strong interest in teaching at the undergraduate and/or graduate levels A strong commitment to interdisciplinary research

Department of Information Science, University of North Texas Application Deadline: 21 September 2025 The Department of Information Science at the University of North Texas (UNT) invites applications for a tenure-track Assistant Professor position in Information Science with a focus on user interface and user experience (UI/UX) to begin in Spring or Fall 2026. We are seeking excellent candidates with research, teaching, and/or practice background in UI/UX design, Human-Computer Interaction (HCI), cognitive science, interactive information retrieval, information visualization, computer-supported cooperative work (CSCW), or a related field. The ideal candidate will push the boundaries of next-generation design and user experience, leveraging innovative approaches to enhance interaction, usability, and engagement. We especially welcome applicants whose work connects information with design to drive meaningful user experience advancements and incorporates principles of usability engineering and ethical considerations of emerging technologies into their teaching and research. Minimum Qualifications The minimum requirement for appointment is an earned doctorate (or terminal degree) in UI/UX, HCI, Industrial Design, Interaction Design, Information Science or a related field at the time of appointment.Candidates will demonstrate evidence of effective teaching, research, and scholarship with experience/expertise in the broad area of user interface and user experience. Preferred Qualifications Preference will be given to candidates with industry experience in usability testing, software engineering, or development processes, particularly in UX/UI Design, Service Design, or Systems Design. We also welcome candidates with equivalent experience in academia, research, or other relevant fields that contribute to advancing these areas.

Florida State University, School of Information Application Deadline: November 19, 2025   The School of Information (iSchool) at Florida State University seeks to fill one (1) nine-month tenure-track faculty position at the Assistant Professor level.  We are seeking a faculty colleague to teach and conduct research in one or more innovative subject areas within librarianship, such as AI literacy, computational thinking, information programs and services, information organization, government information, information policy, youth services, digital humanities, museum informatics, and/or community engagement and outreach. Successful candidates will have strong technical and/or analytical skills. Candidates must be able to articulate a research agenda that aligns with the broader research interests of the iSchool and demonstrate the ability to work effectively within a highly interdisciplinary environment, actively seeking external funding. Successful applicants will be expected to teach at all levels, including courses in the school’s bachelor’s, master’s, and doctoral degree programs. Experience teaching online, as well as face-to-face, is preferred. Faculty typically teach two courses per semester each academic year. All faculty members are expected to advise students, serve on School, College, and University committees, and be active in professional and academic organizations. Successful applicants will be expected to teach at all levels, including courses in the school’s bachelor’s, master’s, and doctoral degree programs. Experience teaching online, as well as face-to-face, is preferred. Faculty typically teach two courses per semester each academic year. All faculty members are expected to advise students, serve on School, College, and University committees, and be active in professional and academic organizations. Qualified applicants will have a Ph.D. or equivalent doctorate in information science, information science, information technology, or a cognate field.

Issue #5 Colin Rhinesmith   North American Region  USA University of Illinois Urbana-Champaign School of Information Science iSchools member since 2003 Hello Colin! Please tell us a bit about you and your iSchool! I am Associate Professor and Director of the Digital Equity Action Research (DEAR) Lab in the iSchool at Illinois . In the iSchool, our research is focused on addressing local and global challenges at the intersection of people, information, and technology. Our school’s history is rooted in library science dating back to 1893, and we have since evolved to incorporate the information sciences through a broad multidisciplinary approach, including the humanities and social sciences. We offer both undergraduate and graduate programs in the information sciences, including a focus on data science at the undergraduate level and library and information science, information management, and bioinformatics at the graduate level. Our PhD in Information Science attracts students from around the world to work with our faculty in a variety of fields. Our faculty also collaborate with other researchers at other institutions, including at other iSchools, across the globe. Your Research focuses on “Community informatics, critical information studies, digital equity, engaged scholarship, infrastructure studies, participatory research, and information policy” - how did you come to this field of research? I first started working in community informatics as a practitioner. I was Community Media and Technology Manager at Cambridge Community Television in Massachusetts where I ran our ComputerCENTRAL public computing lab and managed our NeighborMedia citizen journalism program. Both initiatives worked to help people, who did not have access to computers and the internet at home, tell their stories using networked information technologies. It was here, and through my graduate studies at Emerson College in Boston, that I first learned the importance of digital inclusion and community informatics as a subdiscipline of information science focused at the intersection of digital equity research and practice. Today, I lead the DEAR Lab which uses participatory research approaches to address issues related to technology and social inequities. In 2024, you and your international colleagues founded an iSchools Community on the topic of “Community Informatics”. What prompted you to take this step and how did it work out? I have to credit my colleague, Khalid Hossain who is Research Fellow in the Department of Human Centred Computing at Monash University for introducing us to the idea. I had known Khalid from my time with the Community Informatics Research Network (CIRN) led by researchers at Monash University since the early 2000s. Because our iSchool has been deeply involved in community informatics since the 1990s, I was fortunate to have been part of what I would call a “second generation” of researchers dating back to my time as a doctoral student at the iSchool at Illinois. After some conversation with Khalid, Martin Wolske , Larry Stillman , Misita Anwar , Ricardo Gomez , and others in iSchools across the globe, we decided to learn more about this wonderful opportunity that the iSchools organization provides to start a Community Informatics iSchools Community . Leading an international community is not easy! What do you think are important points in order not to lose sight of each other as a research community? This is a wonderful question. I always have to thank those who came before me in this space, mainly Martin Wolske , Larry Stillman , and other researchers at Monash University, University of Illinois, University of Washington, and at other iSchools who were responsible for keeping this small, but mighty community of community informatics together. The annual CIRN Conference at the Monash Prato Centre in Italy, the CIRN listserv, which the University of Illinois now hosts, and The Journal of Community Informatics, where I am Co-Editor-in-Chief with Khalid and our colleague, Peter Johnson (University of Waterloo) have provided additional venues to keep our research community actively engaged. We are also fortunate to have a dedicated and passionate group of researchers and practitioners who care deeply about community and the ways in which technology can play a supporting role in advancing community-defined development goals. If you could give just one advice to future information scientists, what would it be?   Be a bridge and be open to other people and perspectives across our broad multidisciplinary field. Our world is full of complex problems, and information scientists are uniquely positioned to solve them because of the ways in which we are able to work across boundaries. These are valuable aspects of our profession that we should embrace, not ignore. Thank you very much, Colin! 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.

Issue #1 b y   Heather Moulaison-Sandy   (University of Missouri, USA) This past May, I was reminded of the importance of connecting with research colleagues in other parts of the world. As a US-based researcher, I’m eligible to apply to the Fulbright Program, an exchange program operated through the US Department of State which is the diplomacy arm of the government.   My project was a two-week research project in Bordeaux, France that was part of a much larger citizen science program called ECODOC through the scholarly communication unit for the University of Bordeaux system. For this project, I was to support the work being carried out by the hosts in providing access to scientific data and citizen science/nonspecialist interpretations of that data. I worked with my hosts to finalize an interview protocol and to carry out focus group interviews during the first half of the time in-country, and then to take that data and create “personas” or research-based fictitious profiles of users in the second half. For this project, in alignment with their work through the Université of Bordeaux, we focused on young people. Saturday, May 17, 2025, outdoor workshop on the grounds of the Bordeaux Observatory in Floirac. This exchange involved developing a protocol, running focus groups, and analyzing the data, but there were other activities designed to foster continued collaboration. For example, I participated in advisory board meetings for the larger ECODOC initiative, read “science slam” poetry I’d written about climate change as part of a cultural evening, went on guided visits of two forests, and stayed in a campground on the Atlantic coast as part of a writing retreat with my international colleagues. In the end, it was exhausting and exhilarating, and I left feeling confident that I’d learned much more than I’d contributed.  These sentiments are not unique. Working closely with colleagues abroad provides us with insight about new ways to address problems, and in the process helps to shed light on how we do things at home. For faculty, practical elements of an exchange can also include extended networking opportunities resulting in research partnerships, as well exposure to new approaches to learning and teaching. For hosts, similar benefits can be found. Visiting faculty bring with them a different perspective, infusing their insight into all their interactions. In other words, exchanges can broaden perspectives of both faculty and students.   In my experience, iSchools are eager to support faculty exchanges as much as possible. I’ve had the good fortune of being hosted by two of France’s iSchools in the past (though neither was an iSchool at the time, one was in the process of applying). Exchanges can ultimately increase the reputation of an institution by, for example, improving research output and enhancing student learning. In the case of my most recent exchange in Bordeaux, I came away with a head full of ideas as well as a French doctoral student I will co-advise, and at least two co-authored writing projects in the works. In this scenario, it seems like there are many winners.  Leading up to Travel From a practical perspective, work on the Fulbright Specialist award began about a year prior to travel. In spring 2024, I began discussing options for projects with administrators at ECODOC to understand how my skillset could best contribute to their work. We decided that, due to my expertise promoting access to information for marginalized communities, the focus of this Fulbright Specialist project would be on creating “personas” that could inform metadata creation work and the design of the ECODOC system. I was already familiar with the project due to my involvement as a participant in a workshop in October 2023 (where I worked with raw data and created a slam poem about acorns). The Director of ECODOC submitted the Fulbright Specialist application to the French Fulbright Commission in October 2024, and it was approved in November of the year. Exchange Programs for Established Scholars iSchools are located across the globe, creating a compelling list of destinations for faculty eager to learn and teach new skills. iSchools themselves may have funding for faculty exchanges, or established partnerships between universities or regions might already be in place. Fortunately, many of the countries in which iSchools are located also support international researcher exchanges and visiting scholar programs. Networking with international colleagues in the host country can be a good way to identify possible partners.