University at Buffalo, The State University of New York Application Deadline: Sep 15, 2026 The Department of Information Science in the Graduate School of Education, University at Buffalo, the State University of New York (SUNY) invites applications for a tenure-track Assistant Professor position to start in August 2027. We are a collaborative and collegial department that values research excellence, innovative teaching, inclusivity, and belonging. We currently offer an ALA-accredited MS in Information and Library Science, an MS in School Librarianship, an Advanced Studies Certificate, and a PhD in Information Science. We have collaborative agreements with the School of Law and the Department of Music for joint master’s degrees and with the Department of English and the Department of History for combined BA/MS-SL degrees, as well as an anticipated undergraduate major in information science. We welcome candidates from any area of expertise, with particular interest in those working in socio-technical policy and ethics, HCI/human-AI interaction, information practices, cultural heritage informatics, or theory development in information science. Responsibilities include: Maintaining an active and productive research agenda commensurate with a Research 1 tenure-track faculty appointment Seeking external grant funding Teaching a total of four courses each year Advising Information Science doctoral, master’s, and undergraduate students Participating in professional activities and serving on department, school, and university committees Minimum Qualifications A doctorate degree at the time of appointment in Information Science, or a related field. Preferred Qualifications Research agenda with potential for acquiring external funding Published research or scholarship Online teaching experience at the graduate or undergraduate level or interest Experience or interest in multidisciplinary collaboration Experience working effectively with minoritized students

Issue#14 Laura Sbaffi European/African Region United Kingdom University of Sheffield School of Information, Journalism and Communication iSchool is member since 2009 Hello Laura! Please tell us a bit about you! I am a Senior Lecturer in Health Informatics at the University of Sheffield, which I joined in 2016 and where I am currently serving, among other roles, as Postgraduate Research Lead for the School of Information Journalism and Communication. My research sits where health informatics meets information behaviour. I study how people find, judge and act on health information, with a particular focus on unpaid caregiving and on communities that tend to be left at the margins of digital services. I arrived here by a rather unusual route. I am originally from Italy, from the Marche region on the Adriatic coast, and my first degrees and my PhD were in Earth and Marine Sciences, split between the University of Trieste (Italy) and the University of Cambridge (UK). For the best part of fifteen years I was a palaeoceanographer, reconstructing past Mediterranean climates from deep-sea sediment cores to aid the modelling of future climate changes, and later worked as a research scientist at Geoscience Australia. Then, in 2012 I decided to go back to academia (my first and strongest love!), so I completed an MA in Library and Information Management at Manchester Metropolitan University and changed discipline altogether. Your research focuses on the digitisation of health services globally - What led you to choose this research focus? It began as a methodological curiosity and became something rather more pressing. What I loved about palaeoceanography was reading a signal out of noisy, incomplete evidence. When I retrained, I found the same problem waiting for me in health information, except that the noise is human, and the consequences are immediate. My early work in the field, with Professor Jenny Rowley, was on trust and credibility, specifically how people decide whether to believe what they read about health information online. At the time much of that literature treated quality as a property of the information itself. It became clear to me that the more interesting question was a distributional one, so not “Is good information available?” but “Who can actually reach it and in what form?”. That question travels well, which is how the work became global almost by accident. It took me to rural Malawi, working with informal carers of people living with HIV/AIDS on an intervention we co-created with them rather than designed for them; to Uganda, on shared health records; and to South Africa, where I contributed to deriver and validate COVID-19 triage tools for emergency departments in a middle-income setting, because the scores developed in well-resourced systems simply did not transfer. It also brought me to my adoptive home, to older and LGBTQ+ unpaid carers in England navigating a social care system that has digitised around them. The thread running through all of it is this that digitisation is sold as efficiency, but efficiency for a system very often means new, invisible labour for the person at the edge of it. Somebody has to do the work of translation, and it is usually a family member, a friend, a neighbour. I think that work deserves to be counted, valued and facilitated. At your iSchool in Sheffield, several researchers are conducting research on health informatics. Could you tell us a little more about your iSchool? Sheffield has had health informatics in its bloodstream for far longer than it has been an iSchool. What I would most want people to know is that we are not a single-method group. Within the School you will find qualitative information-behaviour researchers sitting alongside colleagues building machine learning models on emergency department data, social media analysts, and people working on digital inclusion and data ethics. Those conversations are occasionally uncomfortable and consistently productive. The second thing is that we are no longer an Information School in the narrow sense. We have merged with Journalism Studies to become the School of Information, Journalism and Communication, which puts information scientists in the same corridor as journalists and communication scholars. For anyone working on trust, misinformation and how health knowledge actually circulates, that is an extremely good neighbourhood to live in! We also benefit from sitting inside a large research-intensive university, so we collaborate widely with the School of Medicine and Population Health, the Healthy Lifespan Institute and the Centre for Care, among others. Also, we have a large, international doctoral community, which as PGR Lead, I would argue is the real engine of the place. Your iSchool was one of the first in Europe to join iSchools in 2009. Since then, the number of European and African schools has grown significantly, and today they form their own iSchools region. You took on the role of Regional Chair for the European/African Region in early 2026. Can you tell us a little more about the region and your impressions of it? The first thing to say is that the region is enormous. It runs from the Nordic countries to South Africa, and from Portugal to Turkey, and it contains institutions with very different histories, funding environments, languages of instruction and relationships to their national systems. A long-established European school with a century of library science behind it and a young African school building an information programme from the ground up are both iSchools, and both belong here, but their needs on any given Tuesday are not the same. Holding that range together without flattening it is the interesting part of the job. My strongest impression since taking on the role at the start of 2026 is how much appetite there is for connection, and how little of it is currently structured. Colleagues are remarkably generous with their time; what they lack is a low-cost, reliable way of finding each other. Most of what constrains us is logistical rather than intellectual - time zones, travel funding, visas. So my priorities are deliberately practical. Make membership tangibly useful for smaller and newer schools rather than only for those already well connected. Build doctoral and early-career links, because those outlast anyone’s term of office. And ensure that the Africa–Europe relationship runs in both directions, rather than being framed, as it too often is, as one region assisting another. What benefits do you see in belonging to the global iSchools Organization? How has it impacted you personally? Practically, it gives you a peer group you would otherwise have to invent. When you are redesigning a curriculum, making an internal case for a new programme, or trying to judge honestly whether your doctoral provision is any good, it is enormously valuable to compare notes with schools facing the same question inside a completely different national system. The iConference is the other obvious benefit; I have reviewed for it for years and chaired the posters track in 2025, and it is still where I meet the people I later end up collaborating and writing with. Personally, the effect has been more specific than that. I changed discipline in mid-career, after many years in the natural sciences. In many academic communities that is quietly treated as a liability, something to be explained away. The iSchools community treats interdisciplinarity as the normal condition rather than a suspicious one; nobody has ever asked me to justify why a former marine geologist is studying carers’ information needs. That gave me permission to bring my whole background with me instead of hiding half of it, and I do not think I would have built the research programme I have without it. If you could give just one advice to future information scientists, what would it be? Go and meet the people your data is about! It is very easy in our field to become an expert in the record and never once encounter the person the record describes. I have never learned anything important about carers’ information needs from a dataset that I had not first learned, in a cruder and far more useful form, by sitting in a room with carers in Malawi or in South Yorkshire. Ask early who is missing from your sample and why, and be wary of any finding you would be embarrassed to explain to the people it is about. And if I am allowed a second piece of advice: do not assume your background is a detour. Mine looked like one for the best part of a decade. It turned out to be the most useful thing I brought with me. Thank you very much, Laura! Featured Members is an 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.

University of Michigan Application Deadline: Sep 20, 2026 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) (http://presidentspostdoc.umich.edu/index.php). 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. Candidates will be evaluated on fit with current needs and strengths of the institution and future funding possibilities. UMSI is particularly interested in candidates whose work focuses on aspects of privacy and technology, with a particular interest in how privacy intersects with AI. We define privacy broadly, and welcome applications from researchers approaching privacy through technical, policy, design, ethical, and/or social lenses. UMSI views these postdoctoral fellowships as providing an exceptional opportunity to recruit new faculty to the University and we expect PPFP positions to lead to a tenure-track faculty appointment. Candidates are required to name a UMSI faculty mentor in their application. We highly encourage candidates to reach out and confirm potential faculty mentors at UMSI in advance of submitting their applications. A description of the requirements and expectations for mentors can be found on the UM PPFP website. Minimum Qualifications: Ph.D. in any information-related field and demonstrated record of research excellence. A strong interest in teaching at the undergraduate and/or graduate levels. A strong commitment to contribute to an interdisciplinary research culture. How to Apply: Applicants must submit TWO separate applications: UMSI application through Interfolio must be submitted no later than 11:59 PM EDT, September 20, 2026 U-M President’s Postdoctoral Fellowship Program (PPFP) application (http://presidentspostdoc.umich.edu/ppfp-application.php) no later than 11:59 PM EST, November 1, 2026 Please direct inquiries about this position to SISearchSupport@umich.edu

Logo of Western University Application Deadline: September 7, 2026 Western University invites applications, nominations, and expressions of interest for the position of Dean, Faculty of Information and Media Studies with the appointment to be effective summer 2027. This is an exciting opportunity to advance current and future initiatives. The Dean is the chief academic officer of the Faculty and a member of the University’s senior leadership team. Reporting to the Provost & Vice-President (Academic), the Dean is accountable for the Faculty’s strategic vision, for ensuring the academic quality and integrity of its programs and operations, for championing fundraising efforts and outreach, and for enhancing the Faculty’s research profile. The ideal candidate will be a scholar with international impact, ideally appointable to the rank of Professor. They will have significant proven administrative experience earned in a complex environment as demonstrated through the development of collaborative internal and external relationships, experience with, or an interest in, fundraising, applied experience and deep theoretical knowledge in their field, as well as sound fiscal management abilities.

The iSchools Doctoral Dissertation Award is a prestigious annual competition introduced in 2013 that recognizes outstanding work in the information field. Nominations are solicited from all members of the iSchools organization and judged by a committee drawn from leading international iSchools. The iSchools Organization is proud to announce the winner of the 2026 Doctoral Dissertation Award: Dr. Tyler Youngman (Syracuse University, USA) nominated by Prof. Beth Patin for the Dissertation "The Monumental Challenges of Pastmaking" won the Award in this year's very close competition. The 2026 iSchools Doctoral Dissertation Runner up is Dr. Meredith Dedema (Indiana University Bloomington, USA) nominated by Prof. Howard Rosenbaum for the Dissertation "Artificial Intelligence for Civic Engagement: A Social Informatics Study of AI-driven Public Consultation Platforms in U.S. Local Governments". Congratulations! Dr. Tyler Youngman The winner - Dr. Tyler Youngman Dr. Tyler Youngman is an assistant professor in library science at East Carolina University. Their agenda examines how bibliographical artifacts and preservation infrastructures mediate performances of pastmaking. Dr. Youngman’s scholarship on epistemicide, epistemic injustice, and cultural heritage informatics has appeared in Journal of Documentation, Knowledge Organization, Journal of Digital Social Research, and Journal of Information Ethics. Their international recognitions include best paper awards from the Association for Library and Information Science Education (2022, 2023, 2024), Association for Information Science and Technology (2023), and International Journal of Information, Diversity, and Inclusion (2023). Dr. Meredith Dedema The Runner up - Dr. Meredith Dedema Dr. Meredith Dedema is currently a Postdoctoral Researcher at the Department of Information Management, Peking University, China. Dr. Dedema received her Ph.D. in Information Science at Indiana University Bloomington, advised by Dr. Howard Rosenbaum. Her research focuses on social informatics, algorithmic management, human-AI collaboration, digital government, and AI governance. She has published in leading information science venues, including JASIST, New Media & Society, and the CHI conference. Her scholarly contributions have been recognized through multiple awards, including the ASIS&T SIG-Social Informatics Best Paper Award, Emerging Social Informatics Scholar Award, ASIS&T SIG-AI Best Presentation Award, and the Luddy Outstanding Service Award from Indiana University Bloomington. Out of 35 nominations from iSchools around the globe, Tyler Youngman was evaluated as the best in a very tight competition. The winner of the 2026 Doctoral Dissertation Award will receive a cash prize of 2,500 USD, the Runner up receives a cash prize of 1,000 USD. The iSchools Organization would also like to honorably mention the following 3 additional finalists, all evaluated as excellent works: Aimee Fletcher (University of Glasgow) Dissertation Title: "Neurodivergence in Museums: Making the Cultural Heritage Sector Accessible Using Participatory Practices" Bri Watson (The University of British Columbia) Dissertation Title: "Expanding the Margins in the History of Sexuality & Galleries, Libraries, Archives, Museums & Special Collections (GLAMS)" Pelle Tracey (University of Michigan) Dissertation Title: "The Atomization of Vulnerability: An Ethnographic Investigation of Quantification and Automation in Philadelphia’s Homeless Services Coordinated Entry System" The iSchools Organization would like to thank the Doctoral Dissertation Award Reviewing Committee Members Eytan Adar (University of Michigan), Lu An (Wuhan University), Nazanin Andalibi (University of Michigan), Rajasekar Arcot (The University of California at Chapel Hill), Rhiannon Bettiva (Simmons University), Tobias Blanke (University of Amsterdam), Hanna Carlsson (Linnaeus University), Hsia-Ching Chang (University of North Texas), Chaomei Chen (Drexel University), Jiangping Chen (University of Illinois Urbana-Champaign), Kaitlin Costello (Rutgers), Anind Dey (University of Washington), Ina Fourie (University of Pretoria), Kasey Garrison (Charles Sturt University), Dion Goh Hoe Lian (Nanyang Technological University), Colin Gray (Indiana University Bloomington), Fredrik Hanell (Linnaeus University), Noriko Hara (Indiana University Bloomington), Jingrui He (University of Illinois Urbana-Champaign), James Howison (The University of Texas at Austin), Lisa Hussey (Simmons University), Emi Ishita (Kyushu University), Robert Jäschke (Humboldt-Universität zu Berlin), Tingting Jiang (Wuhan University), Michelle Kazmer (Florida State University), Masanori Koizumi (University of Tsukuba), Maja Krtalić (Victoria University Wellington), Håkon Larsen (Oslo Metropolitan University), Reeva Lederman (The University of Melbourne), Louise Limberg (University of Borås), Keith Marzullo (University of Massachusetts Amherst), Miriam Matteson (Kent State University), Shawne Miksa (University of North Texas), Staša Milojevic (Indiana University Bloomington), Atsuyuki Morishima (University of Tsukuba), Melissa Ocepek (University of Illinois Urbana-Champaign), Gillian Oliver (Monash University), Devendra Potnis (University of Tennessee Knoxville), Colin Rhinesmith (University of Illinois Urbana-Champaign), Fernanda Ribeiro (University of Porto), Ian Ruthven (University of Strathclyde), Ellie Sayyad Abdi (Curtin University), Laura Sbaffi (University of Sheffield), Sara Schwebel (University of Illinois Urbana-Champaign), Teresa Silveira (University of Porto), Beth St. Jean (University of Maryland), Rebecca Stallworth (Simmons University), Brenton Stewart (University of Arizona), Nicholas Weber (University of Washington), Kelvin White (University of Oklahoma) and Pengyi Zhang (Peking University) for their outstanding work for the committee. The Doctoral Dissertation Award is given annually. More information about current and past Award winners can be found on the iSchools Doctoral Dissertation Award website.

University of Wisconsin-Madison Application Deadline: 11:59 pm on August 7, 2026 The Information School at University of Wisconsin-Madison is seeking an Associate Director to work closely with the Director and Department Administrator. This is an exceptional opportunity for a motivated and accomplished administrator to contribute to the success of one of the nation's leading Information Schools. The successful candidate will bring outstanding collaborative, management, communication, and supervisory skills, along with the ability to navigate a complex and dynamic academic environment. This individual will play a vital role in supporting the department's strategic priorities while fostering a culture of service, professionalism, collaboration, and continuous improvement. Key Job Responsibilities: Serves as the principal liaison between the program, University leadership, and outside entities Evaluates operations and outcomes to ensure alignment with organizational goals Formulates program strategies and goals, directs long-term planning, develops policies and procedures, and establishes and maintains new and emerging program materials Collaborates with faculty members to develop student academic programs and agendas, directs implementation, and creates curricular structure including operational and logistical arrangements Manages student academic program(s) Exercises supervisory authority, including hiring, transferring, suspending, promoting, managing conduct and performance, discharging, assigning, rewarding, disciplining, and/or approving hours worked of at least 2.0 full-time equivalent (FTE) employees Develops the unit budget and approves unit expenditures May provide guidance to faculty regarding funding, staffing, and space implications Required Qualifications: A minimum of 4 years of experience in organizational administration (some examples include: budgeting, curriculum development, course scheduling, management, strategic planning, project planning, and evaluation. These examples are not all-inclusive) Demonstrated ability to communicate effectively Demonstrated supervisory experience

On July 1, 2026, the University of North Carolina at Chapel Hill launched the new School of Data and Information Sciences (SDIS), bringing together the School of Information and Library Science (est. 1931) and the School of Data Science and Society (est. 2022). SDIS brings together longstanding excellence in information and library science with leadership in data science, including computational and statistical methods, and societal applications. Home to a top-ranked library and information science program, SDIS is recognized for strong teaching, research and service and is the host to the Carolina Health Informatics Program (CHIP) and the Center for Information, Technology and Public Life (CITAP). The School teaches and trains undergraduate and graduate students in data science, health informatics, information science and library science, as well as offers certificates for adult learners. SDIS conducts research and scholarship across the data and information life cycle, with an emphasis on human-centric, ethical and applied approaches. Committed to data, information and AI literacy for all Tar Heels, SDIS faculty are tackling our communities’ most pressing needs and our world’s most intractable challenges.

University of Oklahoma Application Deadline: Position will remain open until filled. The School of Library and Information Studies (SLIS) at the University of Oklahoma (OU) invites applications for one full-time, Renewable Term Lecturer positions (9-month academic year contract with 3 months summer required) to teach in the Bachelor of Science in Information Science and Technology program. This faculty position will begin in August 2026 (fall semester). This position is located in Norman, Oklahoma and faculty members will be expected to move to the area (this is not a remote position). The Bachelor of Science in Information Science and Technology is delivered in an online and asynchronous format. The standard distribution of effort for RT positions is 80% teaching and 20% service with a 4:4 (9-mo.) or 4:4:2 (12-mo.) teaching load, or equivalency. This position is currently 80% teaching with a load of 8 classes per year, typically on a 3 fall, 3 spring, and 2 summer schedule. The remaining 20% is service within the department and university. Successful candidates will have a specialization in Information Technology and the ability to teach two or more of the following specializations: Data analytics (introductory and advanced levels) Website design and development Information visualization Database design and implementation User-centered design and evaluation Machine learning and natural language processing Applied Artificial intelligence models, evaluation, and applications Cybersecurity Cloud computing Trust and security Faculty responsibilities include: Instruction at the undergraduate and graduate levels Course development Mentoring undergraduate and graduate students Supervising student independent courses and projects Contributing to systematic planning and development within SLIS, including attending faculty meetings SLIS committee membership, other SLIS service assignments Minimum Qualifications: Earned Ph.D. with a focus on information science, data science, or related discipline. Demonstrated online teaching experience

The iSchools Organization is pleased to welcome Shi Tang as a new staff member. Shi Tang started her position as Community Manager on 1 July 2026. She will be stepping in for Ulrike Liebner during her one year sabbatical starting on 1 August 2026. Shi Tang holds a Bachelor’s degree in Business Administration Management and a Master’s degree in International Financial Analysis, and has also worked extensively with non-profit organizations in the past. She will be responsible for engaging iSchools members, community communication, and facilitating collaboration across the global iSchools network. She will also coordinate iSchools events and support the team with the organization of the upcoming iConference. She speaks English, Chinese and German.

The iSchools organization maintains a research fund to benefit its members. This funding opportunity supports groundbreaking, innovative research by early-career faculty and PhD students exploring the evolving intersection of information science and emerging research methodologies in a rapidly changing digital landscape. We seek proposals with the potential for significant impact and meaningful contributions to these fields. The submission deadline is 31 July 2026. Applicants should be affiliated with a member iSchool and be either PhD students or early career researchers (within eight years of completing their dissertation). Projects involving international collaboration will be given preference. The topic for 2026 is: "Information Literacies, Authenticity and Use" . As a general rule, funding will not exceed one year. Depending on the nature of the project, the amount of funding per application may vary, up to a maximum of $4,500 USD.

Digital Equity Ecosystems: How Community Coalitions Reduce Inequality and Strengthen Democracy presented by Colin Rhinesmith The Book Digital Equity Ecosystems introduces readers to the groundswell of community coalitions that work to alleviate technological inequity and social injustice. Through a comprehensive review of theories and concepts across the fields of information, communication, technology, and public health studies, Colin Rhinesmith reveals how the digital equity ecosystems framework is essential for addressing urgent digital inequalities. Investigating five original case studies of digital equity ecosystems across the United States, Rhinesmith shows how community coalitions serve as vital infrastructure to tackle digital inequality and strengthen democracy. By focusing on these ecosystems as sites for community engagement, civic participation, and social justice organizing, this book helps us make sense of the current moment, arguing that it is crucial to bridge both the digital divide and other social divides more broadly at a time when democracies are in decline worldwide. The Author Colin Rhinesmith (he/they) is an associate professor and director of the Digital Equity Action Research (DEAR) Lab in the School of Information Sciences at the University of Illinois Urbana-Champaign. Rhinesmith is a faculty affiliate with the Social & Behavioral Sciences Institute at Illinois, a research fellow with the Quello Center at Michigan State University, and an editor-in-chief of The Journal of Community Informatics. While not thinking about big ideas for his next book, you can find him snuggling his three cats, two dogs, three bearded dragons, and one turtle. What makes this book special? Information sciences scholars have used the term “ecosystem” in previous studies referring to sociotechnical analyses of information technology use in community and organizational settings. At the same time, scholars in our field have been critical about using ecological metaphors without attending to the real impacts of technology on our natural world. My book seeks to address this critique directly by describing how digital equity coalitions in regions across the U.S. address digital inequality and social injustice while protecting the environment through technology refurbishing. The book also explains how digital equity ecosystems can raise awareness about social and technological inequality while providing solutions rooted in unique cultural contexts. In other words, this book is unique in that it’s the first in-depth investigation of the role of community coalitions in advancing digital equity. The purpose is to offer a community-level framework for the study of digital inequality, as well as a practical description of how people and organizations can work together to address the root causes of the digital divide, while strengthening democracy at the community-level. Why should people read this book? This book is for anyone interested in understanding how to tackle digital inequality while protecting the environment and strengthening local democracy in the process. People organizing in response to data centers should also find this book of particular interest, as “Digital Equity Ecosystems” ultimately offers communities with a roadmap to study, understand, and take greater control of the role of technology in their lives. What will people learn from this book? By reading this book, people will gain a deeper understanding of the ongoing problem of digital inequality, the relationship between technology and social injustice, and the impact of technology on our natural world. I hope that readers will also develop a greater awareness not only of these issues, but the practical steps to address these issues working together with others in their communities. iSchools Book Talk is a new iSchools feature series spotlighting books that members of iSchools would recommend to the iSchools community. These books can be presented either by the authors themselves or by any other iSchools member. Please contact admin@ischools-inc.org in case you would like to feature a book as well.

iConference 2027 will be the 22nd annual conference of the international iSchools organization. The virtual academic program will take place 22 - 25 March 2027 and the on-site academic program in Wellington, New Zealand will take place 05 - 09 April 2027. The 2027 iConference theme will be "He rā ki tua - Look positively toward the future.” and the co-hosts of the conference will be Victoria University of Wellington and Monash University. All information scholars, researchers, and practitioners are encouraged to submit their research and participate in the conference. An iSchools affiliation is not required. Call for Papers The 2027 iConference invites scholars, practitioners, creators, and community voices to contribute to critical conversations around the following topics: Archives and Information Sustainability AI and Machine Learning Behavioral Research Bibliometrics & Metadata Community Informatics Cultural Heritage, Archives & Museum Digital Humanities Digital Information Economy Disinformation & Misinformation Health Informatics Human-AI Collaboration Information & Digital Literacies Information Governance & Ethics Information Management for Climate Action Information Retrieval Information Science & Data Science Information Science Education Intellectual Property ​Libraries & Users Knowledge Management Open Access & Open Science Scholarly Communication Social Media & Digital Networks Submit your papers, posters and panel, workshop, and colloquia proposals, to contribute to this vital conversation. We welcome work addressing broader issues relating to information, technology, and people. Together, let us shape the discourse around a positive future where technology and information serve the goals of collective flourishing, justice, and an inclusive, digitally educated society. New Track iConference 2027 features a new submission track: The Indigenous Research track brings together scholarship and practice focused on Indigenous knowledge systems, data sovereignty, and information governance. It foregrounds Indigenous perspectives in rethinking archives, libraries, and digital environments, and encourages critical engagement with colonial legacies in information systems. Contributions that advance Indigenous self-determination and community-led approaches are particularly welcomed. Submission Deadlines 15 September 2026 for Full Research Paper Short Research Paper Posters (written Proposal) 20 October 2026 for Workshops & Panels Doctoral Colloquium Early Career Colloquium Indigenous Research Papers Chinese Research Paper Registration Opens: Mid November 2026 We encourage information scholars, researchers, and practitioners from all parts of the world to submit their research via the secure Conftool submission portal. All accepted papers and posters will be presented virtually. Accepted authors can request additionally a presentation slot in Wellington, New Zealand. Please note that at least one author per paper needs to register in the Early Bird Registration phase of the iConference. Detailed information can be found on the iConference 2027 website and in the Call for Papers (PDF).