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iSchools honors extraordinatry and outstanding work from our community at the annual iConference. Back to iConference Awards The iConference Awards recognize the most exceptional research papers and posters presented at the iConference each year. They are judged by the respective track chairs. Navigation Best Full Paper Best Short Paper Best Poster Best Chinese Paper Best Full Research Paper Award Winner and Finalists Click on the arrows to see all finalists in order of IDs. (157) Voices from the River: Exploring Digitally Inclusive Tools with Marginalised Fishing Communities in Bangladesh. Md Khalid Hossain, Gillian Christina Oliver, Misita Anwar, Tanjila Kanij, and Manika Saha Monash University/ Swinburne University of Technology, Australia Introduction. This study investigates how small-scale fishing communities in Bangladesh, often excluded from digital initiatives, articulate their priorities for inclusive tools. Using digital inclusion and intersectionality frameworks, it examines how gender, age, and livelihood contexts shape digital aspirations. Method. Sixteen participatory ideation workshops were conducted in two districts with 128 participants stratified by age and gender (elderly men, elderly women, young men, young women). Sessions involved community mapping, problem identification, persona-building, and co-design of digital futures. Data were transcribed, translated, and thematically analysed, guided by Jia et al.’s five-dimensional digital inclusion model. Analysis. Thematic coding and intersectional comparison revealed both shared priorities and subgroup-specific visions. Findings were aligned with digital inclusion and participatory design literature to identify theoretical and practical implications. Results. Across all groups, participants emphasised accessible tools for livelihoods, regulation, and service access. Gendered differences emerged, with men prioritising occupational and market-based tools, and women focusing on caregiving, health, and small-scale entrepreneurship. Generational divides also shaped digital imaginaries, with older participants seeking stability and safety, while youth highlighted skills, autonomy, and transformation. Conclusion. Digital inclusion is a situated, intersectional process requiring participatory, context-sensitive approaches. The study underscores the need to recognise intra-community diversity when designing equitable digital futures. Best Full Research Paper Award Winner and Finalists Click on the arrows to see all finalists in order of IDs. (157) Voices from the River: Exploring Digitally Inclusive Tools with Marginalised Fishing Communities in Bangladesh. Md Khalid Hossain, Gillian Christina Oliver, Misita Anwar, Tanjila Kanij, and Manika Saha Monash University/ Swinburne University of Technology, Australia Introduction. This study investigates how small-scale fishing communities in Bangladesh, often excluded from digital initiatives, articulate their priorities for inclusive tools. Using digital inclusion and intersectionality frameworks, it examines how gender, age, and livelihood contexts shape digital aspirations. Method. Sixteen participatory ideation workshops were conducted in two districts with 128 participants stratified by age and gender (elderly men, elderly women, young men, young women). Sessions involved community mapping, problem identification, persona-building, and co-design of digital futures. Data were transcribed, translated, and thematically analysed, guided by Jia et al.’s five-dimensional digital inclusion model. Analysis. Thematic coding and intersectional comparison revealed both shared priorities and subgroup-specific visions. Findings were aligned with digital inclusion and participatory design literature to identify theoretical and practical implications. Results. Across all groups, participants emphasised accessible tools for livelihoods, regulation, and service access. Gendered differences emerged, with men prioritising occupational and market-based tools, and women focusing on caregiving, health, and small-scale entrepreneurship. Generational divides also shaped digital imaginaries, with older participants seeking stability and safety, while youth highlighted skills, autonomy, and transformation. Conclusion. Digital inclusion is a situated, intersectional process requiring participatory, context-sensitive approaches. The study underscores the need to recognise intra-community diversity when designing equitable digital futures. Award for Best Short Research Paper Winner and Finalists Click on the arrows to see all finalists in order of IDs. (118) Engineering Oral Stories: A Conceptual Model of Traditions as Water Andrew Wiebe University of Toronto, Canada Introduction. Oral narratives often change form and ownership as they transition from speech to text, yet cataloguing practices rarely capture this fluidity. This study examines how description can mirror the layered nature of stories, rather than freezing them at the moment of initial recording. Method. A comparative case design is used. First, recensions of the Táin Bó Cúailnge are examined through de Laet and Mol’s (2000) “fluid‑technology” lens to model how narrative parts are exchanged like pump components. Second, Mapping Assiniboia Residential School Survivor Stories: Did You See Us? is presented to demonstrate an Indigenous perspective in contemporary North America. Analysis. The analysis of these two case studies is a literary review that provides a theoretical framing of scholarly responses to FRBR, addressing and situating how different oral traditions align in a central ambiguity. Results . In both cases, a recurring chain appeared: community blueprint, local knowledge carriers, and distribution principles.  Conventional catalogues only document the carrier, leaving the blueprint and flow unseen. A three-tier FRBR-Lite model captures all layers without the data overhead that hinders full FRBR adoption. Conclusions. Treating description as hydraulic stewardship—tracking blueprint, pump, and flow—aligns metadata with long-standing narrative fluidity and honours Indigenous sovereignty by incorporating community protocols at the carrier level. Award for Best Poster Winner and Finalists Click on the arrows to see all finalists in order of IDs. (197) Preserving the Legacy of a Space Training Facility through Digital Storytelling Junshan Liu, Danielle Willkens, Jeff Kim, Scott Kramer Auburn University / Georgia Institute of Technology, United States of America Introduction. The Neutral Buoyancy Simulator (NBS) at NASA’s Marshall Space Flight Center, Huntsville, Alabama, built in 1968, was a landmark facility for astronaut training during the Apollo, Skylab, and Shuttle programs. Demolished in 2025, the NBS is an exceptional case of endangered space heritage. This project explores how digital documentation and exhibition planning can preserve and interpret such sites at the intersection of technological innovation, Cold War history, and community memory. Method. The project plans to integrate archival research, oral histories, and advanced digital documentation (e.g., LiDAR, photogrammetry, and 360° photography). By early 2026, the project team has completed field documentation of the NBS. These datasets provide a foundation for planning an interpretive exhibition that integrates archival materials and oral histories into both a physical on-site exhibition at the U.S. Space & Rocket Center and a globally accessible digital platform. Analysis. At this planning stage, analysis focuses on developing interpretive themes, including space heritage, technological training, community identity, and preservation of at-risk sites, and testing strategies for combining digital assets with archival and narrative sources. Results. Preliminary outcomes include a comprehensive digital record of the NBS and prototype concepts for interactive exhibition design. Presenting these results at iConference provides an opportunity to receive feedback from colleagues in information science, digital heritage, and cultural informatics, which will help refine the project’s next stages. Conclusions. This poster introduces the project in its early stage, highlighting the urgency of preserving vanished space heritage and demonstrating workflows that can be adapted for other industrial or engineering heritage sites at risk or inaccessible to the public. By using iConference as a venue for dialogue, the project aims to strengthen its interpretive strategies through peer engagement. Award for Best Chinese Research Paper Winner and Finalists Click on the arrows to see all finalists in order of IDs. (125) 中国图书馆学话语体系的百年建构及其时代路径 (The Centennial Construction and Era Path of China’s Library Science Discourse System) Qinggong Shi, Wei Feng, Ximing Xiao Wuhan University, China / Nanyang Technological University, Singapore 中国特色图书馆学学科体系、学术体系、话语体系构建是中国特色哲学社会科学体系建设的重要任务之一。中国特色图书馆学话语创新经历了民国时期、新中国成立后的前30年和改革开放至今三个时期,不同历史时期的话语创新都取得了一定的成果。目前，中国特色图书馆学话语体系构建仍然面临着严峻的内部和外部挑战。理论性话语、制度性话语、价值性话语和实践性话语是中国特色图书馆学话语体系的主要内容构成。中国特色图书馆学话语体系构建的目标是，在表达内容上凸显“中国特色”，在表达形式上形成“中国风格”，在表达效果上彰显“中国气派”，在表达视野上体现“天下情怀”。中国式现代化背景下，构建中国特色图书馆学话语体系，要不断强化中国特色图书馆学话语体系的理论基础，创新中国特色图书馆学话语体系的表达形式，建全中国特色图书馆学话语体系的传播格局，提升中国特色图书馆学话语体系的实践效能，夯实中国特色图书馆学话语体系的外部保障。图1。参考文献45。 The construction of the discipline system, academic system, and discourse system of library science with Chinese characteristics is a crucial task in building a philosophical and social science framework unique to China. The innovation of this discourse has evolved through three distinct periods: the Republican era, the first thirty years following the establishment of the People's Republic of China, and the ongoing reform and opening-up period. Each historical phase has yielded significant achievements in discourse innovation. Currently, the construction of the discourse system of library science with Chinese characteristics faces serious internal and external challenges. The primary components of this discourse system include theoretical discourse, institutional discourse, value-based discourse, and practical discourse. The objective is to emphasize "Chinese characteristics" in content, establish a "Chinese style" in form, showcase "Chinese grandeur" in impact, and reflect a "global perspective" in outlook. In the context of Chinese modernization, it is essential to continuously strengthen the theoretical foundation of this discourse system, innovate its forms of expression, enhance its communication framework, improve its practical effectiveness, and solidify its external support. 1 fig. 45 refs. Important Links Conference Home Submission Tracks Past Proceedings SCOOCS Submission System Travel Information & Hotels Letters of Invitation

The iConference program is available. Back to iConference Program Navigation Virtual Program On-Site Program Virtual Academic Program Access Conference Platform (TBA) Download Searchable PDF Version 9 März 2026 Please note: Clicking on a the colored session stripe will direct you to SCOOCS (virtual conference platform) website. Full access will be available in March once your account is activated. On-Site Program in Edinburgh, United Kingdom Print On-site Program Important Links Conference Home Submission Tracks Past Proceedings SCOOCS Submission System Travel Information & Hotels Letters of Invitation

The iSchools Inc. represents an international organisation of over 130 universities. A common interest in all aspects of research and teaching about information unites them. The scope is deliberately broad and methodologically agnostic, with a strong reliance on the social and behavioural sciences, as well as computing, artificial intelligence, and linguistics. The Future of Information The iSchools represent an international organisation of around 130 universities. A common interest in all aspects of research and teaching about information unites them. The scope is deliberately broad and methodologically agnostic, with a strong reliance on the social and behavioural sciences, as well as computing, and linguistics. iSchools topics include artificial intelligence, data science, human-computer interaction, information organisation and access, bibliometrics, and information integrity. Information scientists share a common perspective on the importance of how intelligent creatures and machines understand the universe. Learn More News & Updates Assistant Professor (Tenure-track) in Digital Humanities Jobs Assistant/Associate Professor of Instruction or Practice Jobs Faculty Position Opening: Graduate Institute of Library, Information and Archival Studies, NCCU Jobs 1 2 3 4 5 iConference The iConference series is presented by the iSchools, a worldwide association of Information Schools dedicated to advancing the information field, and preparing students to meet the information challenges of the 21st Century. Affiliation with the iSchools is not required—all information scholars, researchers and practitioners are welcome at the iConference. Become a Member iSchools Regions The iSchools Organization is a global consortium, with over 130 schools distributed on every inhabitable continent. iSchool leadership from each region meets regularly to discuss challenges and opportunities globally as well as topics common to their area. Regional approaches to education, research and other matters are described in the regional subpages. Read More By the Numbers 1988 Since 136 iSchools Worldwide 20 iConferences 24 Grants funded 10 Global Communities iSchools Communities The iSchools Organization maintains community groups chaired by our members. These groups frequently organize meetings, events, and get-togethers. Everybody is welcome to join the community groups of their interests. Doctoral Students Read More iSchools Research Grants The iSchools organization maintains a research fund for the benefit of its members. Members of the iSchools may apply for these funds. The grant application submission date is July of each year. Read More Any Questions? Contact Us First Name Last Name Email Write a message Submit Thanks for submitting!

iConference 2026 Workshop overview Back to iConference iConference 2026 Workshops All iConference 2026 workshops will take place onsite in Edinburgh, UK. Workshop participation is open to all onsite registrants without extra cost or registration. Please find below an overview of all 28 workshops and hover over to find more information and download extra material if available. Workshop #628 (Re)Enlightening Language and Culture in Information Institutions Frye, Julie Marie 1; Barker, Maria 2 Rooted in the Enlightenment traditions of inquiry and civic progress, this workshop examines how everyday linguistic practices communicate (or contradict) information organization values. Facilitators present case study findings from a contemporary civic space shaped by both Enlightenment ideals and their historical exclusions: a bilingual (Spanish-English) U.S.-Mexico border library. Facilitators guide participants through structured analysis of the tensions between stated institutional values and linguistic realities. Participants apply thinking routines and participate in collaborative exercises to analyze linguistic contradictions in their organizations, reflect on ways to be (more) linguistically responsive, and foster transparent, authentic information cultures. To sustain momentum beyond the workshop, participants can join a network dedicated to advancing research on transparency, authenticity, and access. This network continues Enlightenment-inspired pursuits of collective inquiry, civic engagement, and inclusive information practices. Pre-work Invitation: Participants compile institutional materials (e.g., mission statements, website/marketing materials; course materials) for analysis during breakout sessions. 1: Appalachian State University, United States of America; 2: Sam Houston State University, United States of America Sunday, 29/Mar/2026 1:00pm - 2:30pm Room 1/119 (Re)Enlightening Language and Culture in Information Institutions Workshop #691 Translating Disaster Research to Action: Empowering Information Educators with Evidence and Strategies for Community Resiliency Mardis, Marcia 1; Tu-Keefner, Feili 2; Lyons, Denise 3; Hobbs, April 4; Gomez, Denise 1; Jones, Faye 1 Libraries are increasingly called upon to serve as community touch points during disasters. Yet, their staff and their educational experiences lack formal training in crisis leadership, disaster preparedness, and trauma-informed service. This interactive panel convenes LIS researchers, educators, and practitioners to translate disaster research into actionable strategies for the information professions. Drawing on federally funded projects and national consultations, the session will engage participants with evidence-based recommendations for professional learning, innovative curriculum integration, and a dynamic natural crisis leadership research agenda. Participants will experience scenario exercises, collaborative agenda-setting, and frank discussions to identify gaps, share best practices, and co-create priorities for disaster-ready information organizations. Attendees will leave with practical resources, implementation ideas, and opportunities to contribute to a national movement for resilient libraries, accessible in a new digital Community Resiliency Toolkit to support ongoing professional learning. 1: Florida State University, United States of America; 2: University of South Carolina, United States of America; 3: State Library of Kentucky, United States of America; 4: NNLM Region 2, United States of America Sunday, 29/Mar/2026 3:00pm - 4:30pm Room 1/119 Translating Disaster Research to Action: Empowering Information Educators with Evidence and Strategies for Community Resiliency Workshop #802 From Language Proficiency to Learning Gains: promoting effective knowledge sharing among international audiences Charles, David; Carvalho do Amaral, Janaynne This workshop draws on experiences planning and delivering professional development workshops for international scholars. Using concrete examples from practice, the workshop examines recurring design and delivery tensions and explores how facilitators adapted workshop structure, engagement strategies, and reflective activities in response to language proficiency. In this workshop, participants will a) gain awareness about the challenges in knowledge sharing, b) design and delivery strategies for varying levels of English proficiency, c) design and delivery strategies for disciplinary and professionally diverse audiences. University of Illinois at Urbana-Champaign, United States of America Monday, 30/Mar/2026 8:30am - 10:00am Room 2/05 From Language Proficiency to Learning Gains: promoting effective knowledge sharing among international audiences Workshop #785 Fostering a Future-Ready Information Workforce: Understanding the Field’s Needs and Challenges Across Three Empirical Studies Bergstrom, Tracy; Carroll, Ellen; McBride, Mark; Ruediger, Dylan Recent surveys and project work at Ithaka S+R have examined how researchers, library professionals, and other academic leaders are adapting to a rapidly changing information ecosystem shaped by the rise of artificial intelligence, advances in digital technology, and emerging best practices for inclusive, accessible, and ethical information stewardship. This work provides valuable insights for iSchools on the evolving competencies and professional capacities needed within the information workforce. Accordingly, this panel will present findings from three 2025 Ithaka S+R studies that highlight how information users and stewards are navigating technological, social, and institutional change. Panelists will discuss the implications of these findings for iSchool curricula, professional development, and the preparation of future leaders across the information and education sectors. Ithaka S+R, United States of America Monday, 30/Mar/2026 1:00pm - 2:30pm Room 2/05 Fostering a Future-Ready Information Workforce: Understanding the Field’s Needs and Challenges Across Three Empirical Studies Workshop #755 Envisioning Critical Climate Literacy Martell, Allan 1; Hossain, Khalid 2; Anwar, Misita 3; Markazi, Daniela 4; Nathan, Lisa 5 Climate-related information shapes the ways people understand, care for, and act around the topic of climate change. The ability to find, evaluate, use, and communicate information related to climate change is correlated with communities’ strategies to cope and adapt. Research has shown that anthropogenic climate change has historic roots in social, economic, and technological logics associated with modernity. These logics are embedded in the ways people use and process climate-related information to mitigate the impacts of extreme weather events and cope in case of disasters. The stakes of this area of research are fostering more critically informed and resilient communities and promoting climate justice. This interactive panel seeks to generate dialogue where panelists and the audience explore together how the evolving landscape of information policies, technologies, and infrastructures shapes the information worlds of climate change, and discuss ways to intervene in this space, such as strategies to resist and mitigate the harmful effects of misinformation and disinformation. 1: Indiana University Bloomington, United States of America; 2: Monash University, Australia; 3: Swinburne University of Technology, Australia; 4: University of Illinois Urbana-Champaign; 5: University of British Columbia Monday, 30/Mar/2026 1:00pm - 2:30pm Room 1/07 Envisioning Critical Climate Literacy Workshop #805 Reimagining hopeful futures: Embracing lessons and opportunities from Equity, Inclusion, and Belonging Archer, Devon 1; Booth, Kayla 2; Chancellor, Renate 3; Parvin, Nassim 4; Weatherspoon, Hakim 5 This panel critically examines the historical roots and essential roles of equity, inclusion, and belonging (EIB) initiatives in shaping research, teaching, administration, and industry, particularly in light of recent scrutiny and systematic dismantling. Drawing from a range of interdisciplinary perspectives—including information science, organizational studies, social science, and humanities—the session explores the broad consequences of eroding EIB commitments for knowledge production, educational outcomes, labor practices, professional advancement, and community well-being. Panelists will discuss what is at stake when these initiatives are mischaracterized and rolled back, as well as analyze the subsequent epistemic and communal losses and reconfigurations. The session also highlights opportunities in the present moment, featuring innovative programs and initiatives that build on the strengths of the past while inviting new collaborations and possibilities for the future. The session will culminate in a collective agenda in the form of a working paper centered on resilience, solidarity, and structural change. 1: The University of Michigan, United States of America; 2: The University of Texas at Austin, United States of America; 3: Syracuse University, United States of America; 4: University of Washington, United States of America; 5: Cornell University, United States of America Monday, 30/Mar/2026 3:00pm - 4:30pm Room 2/06 Reimagining hopeful futures: Embracing lessons and opportunities from Equity, Inclusion, and Belonging Workshop #663 Toward accessible information theories: Crowdsourcing plain language descriptions Hands, Africa 1; Švab, Katarina 2; Vanscoy, Amy 1; Merčun, Tanja 2 This intellectually engaging and creative workshop focuses on making information science theories more accessible for students and research participants. Come learn about our research project where we developed plain language descriptions of twelve classic information behaviour theories. We will discuss the challenges of making theory accessible to non-research audiences, and you will try your hand at creating plain language descriptions of theories through a crowdsourcing exercise with fellow workshop attendees. If you want to geek out about theory, have fun with other conference attendees, and come away with some useful ideas for your research and teaching, this workshop is for you! 1: University at Buffalo, United States of America; 2: University of Ljubljana Tuesday 31/Mar/2026 8:30am - 10:00am Room 2/06 Toward accessible information theories: Crowdsourcing plain language descriptions Workshop #114 Practical and Philosophical Approaches to Information Evaluation in an Age of Post-Truth and AI Saunders, Laura 1; Budd, John 2; Gorichanaz, Timothy 3 The panel will explore several approaches for teaching evaluation of information, including: how intellectual humility could position learners to consider different perspectives and update their opinions and beliefs; how “truth claims” can be verified from the standpoint of the objectivity of truth and of intellectual integrity; the evolving nature of facts; and an overview of existing research on the effectiveness of two approaches to evaluating fact-based information: lateral reading and probabilistic judgments, and how these approaches could inform library instruction and the preparation of librarians who will provide such instruction. An open discussion will follow. 1: Simmons University, United States of America; 2: University of Missouri, USA; 3: Drexel University, USA Tuesday 31/Mar/2026 1:00pm - 2:30pm Room2/06 Practical and Philosophical Approaches to Information Evaluation in an Age of Post-Truth and AI Workshop #767 Documents in the Age of AI: What does the concept of documents offer in an LLM-saturated world? Østerlund, Carsten 1; Donner, Sascha 2; Shankar, Kalpana 3; Erickson, Ingrid 1; Kausch, John 4 From cave paintings to papyrus to data bases, documents have long materialized meaning and coordinated collective life. Today, generative AI floods us with text and reframes the “document” from fixed artifact to co-produced process. This shift strains norms of citation, provenance, accountability, and testimonial trust, while demanding new practices: disclosure of AI involvement, richer process metadata, and reproducibility protocols for stochastic outputs. It also reshapes how we write, search and read, raising risks of bias, discrimination, and hallucination. This panel brings together scholars of documentation, qualitative and quantitative scholars, and practitioners to ask: What does the concept of the document still buy us in an LLM-saturated world? Should assessment move from static artifacts and data to process-oriented evaluations of human–AI meaning-making? How do new forms of documents carry institutional structures and reveal organizational work? Bridging LIS, CSCW, and data-intensive research, we map emerging development, methods and governance for accountable, sustainable documentation in the age of AI. 1: Syracuse University, United States of America; 2: Humboldt-Universität zu Berlin, Germany; 3: University College Dublin, Ireland; 4: Western University of Ontario, Canada Tuesday 31/Mar/2026 3:00pm - 4:30pm Room 2/06 Documents in the Age of AI: What does the concept of documents offer in an LLM-saturated world? Workshop #788 Overcoming Obstacles: Gamification Strategies for Information Literacy Instruction Whitney, Rachel 1; Andresen, Christine 1; Lookingbill, Valerie 2; Walden, Rachel 3; With instant access to unlimited information at our fingertips, facts are often obscured by misinformation, making it challenging to find evidence-based answers. Library and information science faculty play a crucial role in teaching students how to find and use credible sources, a lifelong literacy skill of increasing importance in the age of artificial intelligence. One strategy used to engage students is game-based learning, which intersects game elements within the education environment to increase satisfaction and improve learning outcomes. Game-based learning activities often incorporate complex digital tools, but technology is not required to create a successful gamified learning experience. Freely available activities requiring little or no technology can still positively impact learning outcomes and facilitate critical thinking. Without guidance on steps for practical implementation, faculty may struggle through the trial-and-error process of creating engaging instruction experiences. This session aims to remove barriers and support faculty developing and implementing game-based learning activities. 1: Medical University of South Carolina, United States of America; 2: University of South Carolina, United States of America; 3: Vanderbilt University, United States of America Wednesday, 1/Apr/2026 8:30am - 10:00am Room 2/06 Overcoming Obstacles: Gamification Strategies for Information Literacy Instruction Workshop #782 Digital Preservation: A Critical Vocabulary Frank, Rebecca D. 1; Acker, Amelia 2; Bettivia, Rhiannon 3; Cushing, Amber 4; Johnston, Jesse 1; Kriesberg, Adam 3; Polasek, Katherine 1; Shankar, Kalpana 4 This panel brings together contributors to the forthcoming MIT Press volume "Digital Preservation: A Critical Vocabulary" to explore how fundamental preservation concepts carry different meanings across disciplines. Terms like "authenticity," "record," and "risk" mean different things to scholars and practitioners in archival science, computer science, engineering, and management, for example. Through examining these varied interpretations, panelists will identify and discuss assumptions embedded in digital preservation standards and discourse that affect what gets preserved, how preservation work is conducted, and who will have access to digital information in the future. A preprint of the edited volume can be found here: https://digital-preservation-a-critical-vocabulary.pubpub.org/dash/overview 1: University of Michigan, United States of America; 2: Rutgers University, United States of America; 3: Simmons University, United States of America; 4: University College Dublin, Ireland Wednesday, 1/Apr/2026 1:00pm - 2:30pm Room 2/05 Digital Preservation: A Critical Vocabulary Workshop #708 North–South Dialogues for an Equitable and Sustainable Information Future Yan, Pu 1; Zhang, Jiuzhen 1; Mahony, Simon 2; Tiedau, Ulrich 2; Vlachidis, Andreas 2; Zhou, Wenjie 3; Wang, Ning 4; Mo, Ming 5 This panel examines how the information ecologies between the Global North and South shape the pursuit of an equitable and sustainable information future. Drawing on three research frontiers—climate communication, information poverty, and AI ethics—the panel highlights comparative and reflexive perspectives on knowledge flows, data asymmetries, and epistemic justice. Through case studies spanning China, India, the UK, and Switzerland, participants will explore how algorithmic systems, digital infrastructures, and policy regimes mediate access to information and participation in global knowledge production. By fostering North–South dialogues among scholars, practitioners, and policymakers, this panel seeks to inspire new frameworks and collaborations for building inclusive information societies in the age of AI. 1: Peking University, People's Republic of China; 2: University College London, UK; 3: Renmin University, People's Republic of China; 4: University of Zurich, Switzerland; 5: University of Oxford, UK Wednesday, 1/Apr/2026 3:00pm - 4:30pm Room 2/06 North–South Dialogues for an Equitable and Sustainable Information Future Workshop #626 Cooperation & Collaboration: How Can Early-Career Researchers Carry Out International Studies? Wang, Di 1; Anwar, Misita 2; Seadle, Michael 3; Oliver, Gillian 4; Chowdhury, Gobinda 5; Truong, Vi 6; Xiao, Peng 7; Ito, Hiroyoshi 8 In today’s globalized academic landscape, international collaboration is essential for advancing knowledge, innovation, and inclusiveness. Organized by the Asia-Pacific iSchools Next Generation Committee, this panel will explore strategies and mechanisms that empower early-career researchers (ECRs) to engage in meaningful international studies. Senior scholars with leadership experience in international research organizations will share strategic insights, while ECRs with hands-on collaboration experience will provide practical guidance. Interactive activities, including open discussions, breakout discussions, and scenario-based polls, will encourage audience participation. The panel aims to identify effective practices, address barriers, and propose actionable recommendations for supporting ECRs’ international engagement. Aligned with the iConference 2026 theme “Information Literacies, Authenticity and Use: The Move Towards a Digitally Enlightened Society”, this panel highlights how global collaboration enhances digital literacy, intercultural competence, and authentic knowledge exchange within the iSchools community. 1: Renmin University of China, China, People's Republic of; 2: Swinburne University of Technology, Australia; 3: Humboldt-Universität zu Berli, Germany; 4: Monash University, Australia; 5: University of Strathclyde, UK; 6: University of Melbourne, Australia; 7: Sun Yat-Sen University, China; 8: University of Tsukuba, Japan Wednesday, 1/Apr/2026 Part I: 3:00pm - 4:30pm; Part II 5:00pm - 6:00pm Room 2/10 Cooperation & Collaboration: How Can Early-Career Researchers Carry Out International Studies? Workshop #741 Beyond Detection: Teaching Authenticity in the Age of AI Makhafola, Lesego; Holmer, Marlene; VAN WYK, Brenda Generative AI has amplified access to writing, coding, analysis, and to academic misconduct. The panel will examine how information and digital literacies must evolve amid ubiquitous AI tools, with a special focus on academic integrity and ghostwriting in teaching, learning, and research. Bringing together scholars in information literacy, learning analytics, AI ethics, and writing support, the panel will: (1) map the current landscape of AI-assisted academic authorship; (2) interrogate the limits of detection and “AI-free” mandates; (3) present pragmatic literacy frameworks and assessment redesigns; and (4) debate institutional responses to ghostwriting, contract cheating, and assistive AI. A structured audience “mini-lab” will bring forth institutional policies, equity considerations, and disciplinary differences. Deliverables include an open toolkit (rubrics, syllabus language, and a policy decision matrix) and a community bibliography to sustain campus-wide dialogue beyond the event. University of Pretoria, South Africa Thursday, 2/Apr/2026 8:30pm - 10:00pm Room 1/07 Beyond Detection: Teaching Authenticity in the Age of AI Workshop #660 iSchool Community for Science of Science: Scholarly Communication, Communicating Science, and Public Participation in Science Hara, Noriko 1; Yu, Bei 2; Sbaffi, Laura 3; Pasquetto, Irelene 4; Zhang, Chenwei 5 Scholarly communication is a common research thread in the iSchool community. However, studies about communicating science outside of academic circles within “Science of Science” research is not as mainstream. Information about science is quickly becoming easier for the non-expert public to obtain, circulate, and co-produce. On one hand, prevalent online communication platforms, such as social media, offer resources for citizens seeking concise explanations of complex scientific issues. On the other hand, widespread misinformation online is a major issue for the non-expert public’s attempts to gain relevant scientific knowledge. These online platforms create both opportunities and challenges for scientists and the public when they interact with each other. The aim of this panel is not only to share novel research about the Science of Science conducted by iSchool faculty but also to provide an opportunity to discuss the creation of a new research community. 1: Indiana University Bloomington, United States of America; 2: Syracuse University, United States of America; 3: University of Sheffield, UK; 4: University of Maryland, United States of America; 5: University of Hong Kong Sunday, 29/Mar/2026 1:00pm - 2:30pm Room 1/116 iSchool Community for Science of Science: Scholarly Communication, Communicating Science, and Public Participation in Science Workshop #692 Community-Embedded Artificial Intelligence Literacies: Critical Frameworks of Research, Praxis, and Authentic Impact Mehra, Bharat 1; Tribelhorn, Sarah 2; Lu, Kun 1; Hofman, Darra 3; Ghosh, Souvick 3 This panel includes diverse voices that explore different models, frameworks, practices/praxis, research, and solutions to address current gaps around the “how-to’s” of tailoring community-embedded design, development, and use of relevant and meaningful artificial intelligence (AI) to local/regional needs and expectations. The select group of critical scholars in the panel raise legitimate concerns around the uncheck¬ed growth of AI without adequate assessment of its intertwining social, cultural, economic, and political ramifications in a neoliberal global networked information society. The goal is to initiate discussion around authentic community-embedded AI literacies to develop supporting digital, social, and human-centered infrastructures that are representative/integral to local/regional contexts and needs. This session provides an opportunity of pluralistic learning and engagement for the audience from panelists’ presentations and complementary small-group discussions. 1: University of Alabama, United States of America; 2: San Diego State University, United States of America; 3: San Jose State University, United States of America Sunday, 29/Mar/2026 3:00pm - 4:30pm Room 1/116 Community-Embedded Artificial Intelligence Literacies: Critical Frameworks of Research, Praxis, and Authentic Impact Workshop #596 AI, Cybersecurity, and Digital Literacy Through Cybersecurity Clinics Wagner, Paul; Honomichl, Robert; Xu, Shengjie; Hu, Xiao Cybersecurity clinics represent a transformative model for experiential learning and community engagement, enabling students to deliver cybersecurity and digital literacy support to nonprofits, small businesses, schools, and municipalities. This interactive workshop explores how clinics can advance three critical priorities for the iSchools community: Artificial Intelligence (AI), cybersecurity, and digital literacy. Participants will collaborate with peers to design strategies for integrating AI readiness, cybersecurity capacity-building, and equity-focused digital literacy into clinic models. The session will combine short framing presentations with group brainstorming, collaborative case study analysis, and the co-creation of a shared resource repository. By working together, participants will identify best practices, pedagogical frameworks, and research opportunities. The workshop will equip attendees with actionable strategies for launching or enhancing cybersecurity clinics in their institutions and communities, while contributing to a collective agenda for advancing digital resilience through iSchool-led innovation. University of Arizona, United States of America Monday, 30/Mar/2026 08:30am - 10:00pm Room 2/06 AI, Cybersecurity, and Digital Literacy Through Cybersecurity Clinics Workshop #169 Be It Resolved: Engaging with Theory in Information Science is Unnecessary Huvila, Isto 1; Julien, Heidi 2; Olsson, Michael 1; Ruthven, Ian 3 Theory use is associated with scholarly rigor but many of the significant outcomes of Information Science research have been non-theoretical. So does theory matter? In Information Science, theory use has been analyzed, promoted, and debated, making this aspect of the research enterprise an ongoing concern and focus of discussion. This panel will take the form of a debate, arguing for and against the necessity of engagement with theory in Information Science scholarship, providing the audience with an opportunity to consider the potential value of theory to inform development of research questions, methodological approaches, and interpretation of empirical data. The audience will hear from senior scholars in the field with strong interest in theory and will also be encouraged to join the debate and think about the ways in which their own scholarship has engaged theory or has the potential to do so. 1: Uppsala University, Sweden; 2: University at Buffalo, United States of America; 3: University of Strathclyde, Scotland Monday, 30/Mar/2026 1:00pm - 2:30pm Room 2/06 Be It Resolved: Engaging with Theory in Information Science is Unnecessary Workshop #637 Libraries Reimagined: Shaping an Enlightened, Inclusive, and Digital Society Du, Jia Tina 1; Chou, Charlene 2; Cox, Andrew 3; Hong, Lingzi 4 Libraries are not merely adapting to technological change; they stand at a pivotal crossroads where their foundational values of access, equity, and trust must be integrated with emerging digital capabilities. This panel recognises that today’s technological era represents a fundamental shift for information professionals, requiring more than a surface response to digital transformation. It explores the evolving role of libraries in an age defined by generative AI and rapid technological acceleration, asking how libraries can harness these tools to advance reason, education, and civic progress while promoting more inclusive and diverse ways of knowing. Through dialogue between scholars and practitioners, the panel will consider how libraries can become truly AI-ready, inclusive, and indispensable public institutions, ensuring that digital innovation and AI uphold authenticity, trust, and equity in building a more enlightened and inclusive society. 1: Charles Sturt University, Australia; 2: New York University; 3: University of Sheffield; 4: University of North Texas Monday, 30/Mar/2026 3:00pm - 4:30pm Room 2/05 Libraries Reimagined: Shaping an Enlightened, Inclusive, and Digital Society Workshop #823 Lifelong AI Literacies and the Ethics of Reskilling: Preparing Graduates for Evolving Futures in Workforce 5.0 Holmner, Marlene 1; Bothma, Theo 1; Rorissa, Abebe 2; Campbell-Meier, Jennifer 3 Artificial Intelligence (AI) is transforming work in profound ways, while demographic shifts signal that graduates today may navigate century-long careers as life expectancy rises well beyond 100 years (Stanford Center on Longevity, 2021; IHME, 2023). This convergence demands a rethinking of education in the era of Workforce 5.0, where human–AI collaboration must remain ethically grounded and human-centered. This panel, “Lifelong AI Literacies and the Ethics of Reskilling: Preparing Graduates for a 100-Year Career in Workforce 5.0”, explores how higher education can embed lifelong AI literacies that extend beyond technical skills to include ethical reasoning, socio-technical awareness, and critical data literacy. It considers the ethical dilemmas of continuous reskilling, the contrasting challenges and innovations across the Global North and South, and strategies for designing adaptive curricula to prepare graduates for multiple cycles of reinvention. By integrating diverse perspectives, the panel invites dialogue on ensuring human dignity, equity, and resilience in long working lives shaped by AI. 1: University of Pretoria, South Africa; 2: The University of Tennessee, Knoxville; 3: Victoria University of Wellington, New Zealand Tuesday 31/Mar/2026 8:30am - 10:00am Room 2/05 Lifelong AI Literacies and the Ethics of Reskilling: Preparing Graduates for Evolving Futures in Workforce 5.0 Workshop #726 Keepers of the stories: participatory engagement in library and information science Salzano, Rachel; Brazier, David; Wilson, Marianne; Feeney, Drew Participatory research has been applied to several domains across academia and the private and public sectors. Although sometimes overlooked due to its demanding nature, participative methodologies are particularly suited for work in galleries, libraries, archives, and museums (GLAM). The proposed workshop will introduce attendees to the principles of participatory research through the lens of storytelling. Group activities will encourage attendees to consider how they might enact participatory engagement in their current roles. Attendees will have the opportunity to both facilitate and act as a participant in the initial stages of a participatory project. This workshop will enable attendees to have a holistic view of participatory processes as well as ideas around how these would work and be impactful within their own contexts. Edinburgh Napier University, United Kingdom Tuesday 31/Mar/2026 Part I 1:00pm - 2:30pm; Part II 3:00pm - 4:30pm Room 2/05 Keepers of the stories: participatory engagement in library and information science Workshop #646 Equity and Access in Information Education: Building Global Pathways for Emerging and Diasporic Communities Abokor, Awo 1; Donaldson, Devan 2; Gant, Jon 3; Mostafa, Javed 1 Access to education in information science remains uneven globally, especially for students from emerging and developing countries and for diasporic communities facing migration and displacement. These populations often confront economic barriers, political exclusion, limited institutional resources, and curricula that do not reflect their cultural backgrounds. A primary area of focus for the panel-anchored interactive session is diversifying at the level of recruitment and developing strategies for attracting diverse students. This panel will bring together case studies such as HBCU-iSchool partnerships in the U.S., archival work preserving marginalized histories, and international open data initiatives bridging the Global North and South to explore how iSchools can incorporate social justice, overcome systematic inequalities, design equitable data infrastructures and culturally relevant curricula in information education. Some strategies for addressing diversification will include: • Building mentorship pipelines between undergraduate and graduate LIS programs (like i3–Spectrum pipeline concept). • Leveraging open educational resources and virtual mobility programs for global access. • Using data ethics and quality frameworks to empower underrepresented researchers. 1: Faculty of Information, UofT; 2: Indiana University, Bloomington; 3: North Caroline Centre University Tuesday 31/Mar/2026 1:00pm - 2:30pm Room 1/07 Equity and Access in Information Education: Building Global Pathways for Emerging and Diasporic Communities Workshop #761 Arts & Information Science: Projects and Provocations Daly, Diana 1; Kampen, Andrea 2; Wagner, Travis 3; Noone, Rebecca 4; Penrose, Rebecca 5; Salzano, Rachel 6; Jarrette, Kainan 1 This panel offers perspectives from researchers, artists, and professionals on working with the arts at iSchools and in Information Science (IS), including arts-based inquiry, research on arts events and artists, and using artistic methods for reporting results. Panelists have worked on numerous arts-related projects, including arts-based autoethnography, the use of obsolete formats to recontextualize media as an artistic practice, arts encounters in librarianship, analysis of arts events as archives, and interrogations of performance with and without AI assistance. Panelists will present overviews of their projects intertwined with the arts, and then offer “provocations” in the form of big questions about the arts in IS for fellow panelists and the audience. Concurrent with these activities, collaborative, sequential creation activities will circulate among audience members for lateral, hands-on engagement. Among the goals of this event is building community among information scientists and practitioners working with the arts. 1: University of Arizona; 2: Univeristy of British Columbia; 3: University of Illinois Urbana-Champaign; 4: University of Glasgow; 5: California State University; 6: Edinburgh Napier University Wednesday, 1/Apr/2026 8:30am - 10:00am Room 2/05 Arts & Information Science: Projects and Provocations Workshop #636 Recordkeeping for the People, by the People: What Would it Look Like? Oliver, Gillian 1; Reed, Barbara 2; Wendelken, Seren 1; Foscarini, Fiorella 4; Jeurgens, Charles 5; Haraldsdottir, Ragna 3; Dekker, Annet 5 Organisational functions and the imperative to create and maintain records that support accountability and evidentiality are at the forefront in the design of recordkeeping systems. The purpose of this workshop is to challenge that organization-centred approach and take a radically different perspective, exploring what person-centred recordkeeping would look like. In other words, what would organisational records and recordkeeping look like if the people who are the subjects of records, for instance adults or young people receiving government assistance, were prioritised in the design of recordkeeping systems? We will consider what records could be created and who would have decision-making powers about access, ownership and retention. 1: Monash University, Australia; 2: Independent; 3: University of Iceland; 4: University of Toronto; 5: University of Amsterdam Wednesday, 1/Apr/2026 8:30am - 10:00am Room 1/07 Recordkeeping for the People, by the People: What Would it Look Like? Workshop #784 Critical literacy and censorship: the power of reading Oltmann, Shannon 1; Knox, Emily 2; Kavanagh-Ryan, Kit 3; Cooke, Nicole 4 This panel will discuss the state of critical literacy across multiple nations, in light of the ongoing rise in book bans. We describe the background and context for book bans since 2020, using the U.S. and Australia as examples; we also introduce critical literacy and explain how it is diminished through book bans. Only with a wide range of perspectives available will critical literacy be a fruitful endeavor. Four panelists will present their diverse views, then engage in robust discussion with the audience based on several provocative questions we will pose. 1: Wayne State University, United States of America; 2: University of Illinois, United States of America; 3: Charles Sturt University, Australia; 4: University of South Carolina, United States of America Wednesday, 1/Apr/2026 3:00pm - 4:30pm Room 2/05 Critical literacy and censorship: the power of reading Workshop #737 Synergizing Minds and Machines: Human-AI Collaboration in Knowledge Work through an Information Science Lens Dedema, Meredith 1; Ma, Rongqian 1; Zhang, Pengyi 2; Jarrahi, Mohammad Hossein 3; Østerlund, Carsten 4; Rosenbaum, Howard 1 As artificial intelligence (AI) continues to play an increasingly pivotal role in shaping modern knowledge work, it becomes essential to explore how humans and AI systems can collaborate effectively to enhance decision-making, creativity, and productivity. From an information science (IS) perspective, this shift invites critical inquiry into the dynamics of human-AI collaboration in knowledge work, where the complementary strengths of human intuition, contextual expertise, and ethical judgment intersect with AI’s capacity to process vast datasets, identify patterns, and augment cognitive tasks. This panel seeks to unravel how such partnerships reshape knowledge workflows, asking: How do humans and AI co-construct and validate knowledge in collaborative settings? By examining socio-technical interactions through lenses such as human-AI symbiosis, collaborative sense-making, knowledge management, and co-intelligence, this panel aims to examine how AI tools are integrated into knowledge work environments, focusing on their ability to augment human expertise, manage vast amounts of data, and support complex problem-solving tasks, and uncover the challenges and ethical issues presented by human-AI partnerships, including accuracy, transparency, and trust. Ultimately, understanding human-AI collaboration through the lens of IS offers critical insights into advancing a framework where machines and minds not only coexist but also thrive as interdependent actors in the evolving landscape of knowledge work. 1: Indiana University Bloomington; 2: Peking University; 3: University of North Carolina at Chapel Hill; 4: Syracuse University Wednesday, 1/Apr/2026 3:00pm - 4:30pm Room 1/07 Synergizing Minds and Machines: Human-AI Collaboration in Knowledge Work through an Information Science Lens Workshop #828 Beyond Definitions: Exploring Literacy and Competency in Information Science Ryan, Frances; Brazier, David; Goddard, Callum This 90-minute workshop critically examines the conceptual and practical boundaries between “literacy” and “competency” within Information Science. Recognizing the variability of these constructs across research, education, and professional practice, the session offers a structured, interactive space for participants to explore their intersections and distinctions. The aim is to co-create strategies for more inclusive, authentic, and context-sensitive approaches, as well as identifying gaps in existing approaches and seeking a consensus on future directions and challenges we face. * This workshop is most suitable for those currently working or researching in the areas of literacy and competency. * Participants have the option of sharing their views on the topic. This can include case studies, examples or constructive position statements at the start of the workshop. If you wish to be considered for this, please send your proposal via this link: https://forms.cloud.microsoft/e/52U0HMP3L5 (Deadline: 28 February 2026) * Throughout the workshop, we will be working on creating conceptual mappings and fostering discussion surrounding these as well as identifying gaps and future directions for the field of literacy and competency. It is expected that participants will have a foundational understanding of the concepts ahead of the session. * The end goal is to create conceptual mappings, strategic frameworks, and a shared report to support ongoing collaboration and innovation in information literacy and competency development. We welcome ongoing conversations and networking around these issues after the conference. Edinburgh Napier University, United Kingdom Thursday, 2/Apr/2026 8:30am - 10:00am Room 2/05 Beyond Definitions: Exploring Literacy and Competency in Information Science Workshop #764 Illuminating the Future: Lessons Learned from Generative AI in Academia’s Drive Toward a Digitally Enlightened Society VAN WYK, Dr Brenda 1; Campbell-Meier, Jennifer 2; Du, Tina Jia 3; Holmner, Marlene 1; Penrose, Rebecca 4 This panel explores key lessons learnt on the use of generative artificial intelligence (GenAI) tools in academic, research and information literacy practices. The need for human oversight, ensuring analytical precision and rigour in academic research workflows and processes, has become increasingly vital. Navigating these intricacies of human-machine interactions must be supported by information literacy programmes via hands-on AI literacy training. GenAI holds great promise for personalised feedback, tailored learning practices and customised instructions but should not displace creativity, empathy and critical thinking. Trust, honesty and ethical conduct form the basis for academic integrity. This should be supported by clear, transparent AI policies and frameworks. Ultimately, robust infrastructures and equitable access to GenAI tools must be nurtured to collectively build inclusive AI knowledge societies, crossing divides and democratising opportunities. Harnessing these lessons learnt, this panel heeds the call of iConference2026 to develop inclusive, responsive and critical literacies for digitally enlightened societies. 1: University of Pretoria, South Africa; 2: Victoria University of Wellington, New Zealand; 3: Charles Strut University, Australia; 4: California State University, Bakersfield Thursday, 2/Apr/2026 10:30am - 12:00pm Room 1/07 Illuminating the Future: Lessons Learned from Generative AI in Academia’s Drive Toward a Digitally Enlightened Society Hotels

iSchool leadership from each region meets regularly to discuss challenges and opportunities common to their area. Regional approaches to education, research and other matters are described in the regional subpages. Regions iSchool leadership from each region meets regularly to discuss challenges and opportunities common to their area. Regional approaches to education, research and other matters are described in the regional subpages. Dr. Kinshuk North America Regional Chair University of North Texas USA Contact North American Region The North American Region include Canada and the United States, to which the iSchools Organization trace their roots. The region also spans countries in Central and South America. View European / African Region The European region includes countries inside and outside the EU, and also extends into the Middle East and Africa. View Laura Sbaffi Europe / Africa Regional Chair University of Sheffield United Kingdom Contact Lihong Zhou Asia Pacific Regional Chair Wuhan University China Contact Asia Pacific Region The Asia Pacific region is the most geographically broad of iSchools regions, spanning from China in the northern hemisphere to Australia in the southern hemisphere. View

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

The iConference is an annual gathering of a broad spectrum of scholars and researchers from around the world who share a common concern about critical information issues in contemporary society. It pushes the boundaries of information studies, explores core concepts and ideas, and creates new technological and conceptual configurations—all situated in interdisciplinary discourses. An openness to new ideas and research fields in information science is a primary characteristic of the event. Attendance has grown every year; participants appreciate the inspiring sense of community, high quality research presentations, and myriad opportunities for engagement. X Conferences 2005 - 2025 2025 Living in an AI-gorithmic world Virtual: Mar. 11 - 14, 2025 Onsite: Mar. 18 - 22, 2025 Indiana University, United States Read More 2022 Information for a Better World: Shaping the Global Future Feb. 28 - Mar. 4, 2022 University of Texas at Austin, University College Dublin, Kyushu University Read More 2019 Inform • Include • Inspire Mar. 31 - Apr. 3, 2019 The University of Maryland, College Park Read More 2016 Partnership with Society Mar. 20-23, 2016 Drexel University: College of Computing & Informatics Read More 2013 Scholarship In Action – Data • Innovation • Wisdom Feb. 12 - 15, 2013 University of North Texas, College of Information Read More 2010 '- Feb. 3 - 6, 2010 University of Illinois at Urbana-Champaign, Graduate School of Library and Information Science Read More 2006 Research Frontiers in Information Oct. 15 - 17, 2006 University of Michigan, School of Information Read More 2024 Wisdom, Well-being, Win-win Virtual: Mar. 15 - 18, 2024 Onsite: Apr. 22 - 26, 2024 Jilin University, China, and University of Tsukuba, Japan Read More 2021 Diversity • Divergence • Dialogue Mar. 17 - 31, 2021 Renmin University of China Read More 2018 Transforming Digital Worlds Mar. 25 - 28, 2018 The University of Sheffield, Northumbria University Read More 2015 Create • Collaborate • Celebrate Mar. 24-27, 2015 University of California, Irvine: The Donald Bren School of Information and Computer Sciences Read More 2012 Culture • Design • Society Feb. 7 - 10, 2012 University of Toronto, Faculty of Information Read More 2009 iSociety: Research, Education, Engagement Feb. 8 - 11, 2009 University of North Carolina at Chapel Hill Read More 2005 Bridging Disciplines to Confront Grand Challenges Sept. 28-30, 2005 Penn State University, University Park Campus Read More 2023 Normality | Virtuality | Inclusivity | Physicality Virtual: Mar. 13 - 17, 2023 Onsite: Mar. 27 - 29, 2023 Universitat Oberta de Catalunya, Monash University, and University of Illinois at Urbana-Champaign Read More 2020 Sustainable Digital Communities Mar. 23 - 26, 2020 University of Borås, Oslo Metropolitan University Read More 2017 Effect • Expand • Evolve: Global Collaboration across the Information Community Mar. 22 - 25, 2017 Wuhan University, Sungkyunkwan University Read More 2014 Breaking Down Walls – Culture • Context • Computing Mar. 4 - 7, 2014 Berlin School of Library and Information Science, Humboldt-Universität zu Berlin Read More 2011 Inspiration • Integrity • Intrepidity Feb. 8 - 11, 2011 University of Washington, Information School Read More 2008 iFutures: Systems, Selves, Society Feb. 28 – Mar. 1, 2008 University of California, Los Angeles, Graduate School of Education and Information Studies Read More

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The iSchools Doctoral Dissertation Award recognizes outstanding work in the information field. Nominations are solicited from all members of the iSchools organization and judged by a selection committee drawn from leading international schools. Back to Doctoral Dissertation Award Doctoral Dissertation Award Application Form Please fill out the following form by 30 April 2026 to nominate a candidate for the 2026 Doctoral Dissertation Award. The candidates should have successfully completed their Ph.D. according to the rules of their university between 01 October 2024 and 31 December 2025. The research can be on any topic in the information field, and use any methodology. Submissions must be made by the official doctoral advisor. Individuals cannot self-nominate. First Name Supervisor Last/Family Name Supervisor* E-Mail-Address Supervisor* Position (e.g. Prof.,...) University* Department* First Name Nominated Candidate Last /Family Name Nominated Candidate* Current E-Mail-Address Nominated Candidate* Date of the Dissertation Defense* Title of the Dissertation* Please name up to 5 keywords describing the Dissertation.* Please provide a short abstract of the Dissertation (200 words max.).* Please upload an anonymized dissertation summary in English. Up to 10 pages including tables & figures, preferably in 12 pt Arial font, with one-inch margins (excl. references). (PDF)* Upload Summary Please upload a recommendation letter of the supervisor. (PDF)* Upload Recommendation Letter Please upload the complete dissertation in its original language. (PDF)* Upload Complete Dissertation Any other information you would like to add... Submit Nomination Thank you for your interest in the Doctoral Dissertation Award. The submission deadline for the 2025 application period has already expired. For more information on the award in general please visit the Doctoral Dissertation Award website. Questions Feel free to contact us anytime if you have questions: admin@ischools-inc.org

The iSchools Doctoral Dissertation Award recognizes outstanding work in the information field. Nominations are solicited from all members of the iSchools organization and judged by a selection committee drawn from leading international schools. Back to Resources Doctoral Dissertation Award The iSchools Doctoral Dissertation Award recognizes outstanding work in the information field. Nominations are solicited from all members of the iSchools organization and judged by a selection committee drawn from leading international schools. The winner receives a prize of $2,500 USD , the runner up $1,000 USD . Navigation Eligibility Materials Timeline Please note: The iSchools Doctroal Dissertation Award process is under revision at the moment. The next submission cycle will start in spring 2026 for dissertations sucessfully defended between 1 October 2024 and 31 December 2025. Eligibility Each member iSchool can nominate applicants for the award. The applicants should have successfully completed their Ph.D. according to the rules of their university between 01 October 2024 and 31 December 2025. The research can be on any topic in the information field, and use any methodology. Submission Submissions must be made by the official doctoral advisor. Individuals cannot self-nominate. Review Process A Review Committee evaluates the Awards submissions. Judging criteria for the Award concentrate on research question, method and study design and are mainly based on the 10-page summary. Awards submissions go through a two-phase review procedure. In the first phase, which is anonymous, each dissertation summary is reviewed by two reviewers. The best five dissertations are then chosen for closer scrutiny and reviewing of a third reviewer. The dissertation with the best overall reviewing score receives the Doctoral Dissertation Award. Materials The following items should be submitted: Filled out Nomination Form PDF 1: An anonymized summary of the research in English, regardless of the language of the doctoral dissertation. Up to 10 pages including tables & figures, preferably in 12 pt Arial font, with one-inch margins (excl. references). References may be in any standard style format. PDF 2: Recommendation letter from the primary advisor/supervisor (first reader). PDF 3: The complete dissertation in PDF format should be submitted in its original language. An English translation might be requested, if necessary. Doctoral Dissertation Award Nomination Form Timeline Next Nomination Deadline: 30 April 2026 Decision notification date: July 2026 All deadlines are in GMT-11 23:59. Past Doctoral Dissertation Award winners 2025 2024 2023 2022 2021 2020 2019 2018 2017 2016 2015 2014 Dr. Nitin Kohli Winner University of California Berkeley, School of Information (USA) Leveraging Differential Privacy While Attending to Social and Political Commitments . Learn more Dr. Elisa Tattersall Wallin Runner up The Swedish School of Library and Information Science, University of Borås (Sweden) Sound Reading: Exploring and conceptualising audiobook practices among young adults Dr. Mayara Costa Figueiredo Winner University of California, Irvine, Donald Bren School of Information and Computer Sciences (USA) Data Work and Data Tracking Technologies in Fertility Care: A Holistic Approach Dr. Mateusz Dubiel Runner up University of Strathclyde, Computer and Information Sciences (UK) Exploring the Impact of Conversational Strategies on User Search Experience in Goal-Oriented Tasks in a Voice-Only Domain Dr. Priya Kumar Runner up University of Maryland, College of Information Studies (USA) From Oversharing to Sharenting: How Experts Govern Parents and Their Social Media Use Dr. Jessica Pater Winner Georgia Institute of Technology, School of Interactive Computing (USA) Digital Self-Harm: Implications of Eating Disordered Behaviors Online Dr. Souvick ‘Vic’ Ghosh Runner up Rutgers University, School of Communication and Information (USA) Exploring Intelligent Functionalities of Spoken Conversational Search Systems Dr. Sarah Joann Lubelski Winner University of Toronto Faculty of Information (Canada) A Gentlewoman’s Profession: The Emergence of Feminized Publishing at Richard Bentley and Son, 1858-1898 Dr. Brian Dobreski Runner up Syracuse University School of Information Studies (USA) Values in Knowledge Organization Standards: A Value Analysis of Resource Description and Access (RDA) Dr. Maia Jacobs Winner Georgia Institute of Technology, College of Computing (USA) Personalized Mobile Tools to Support the Cancer Trajectory Dr. Jennifer King Runner up University of California, Berkeley, School of Information (USA) Privacy, Disclosure, and Social Exchange Theory Learn more Dr. Galen Panger Winner University of California, Berkeley, School of Information (USA) “Emotion in Social Media" Learn more Dr. Paul H. Cleverley Runner up Robert Gordon University, Department of Information Management (USA) “Re-examining and re-conceptualising enterprise search and discovery capability: Towards a model for the factors and generative mechanisms for search task outcomes” Dr. Rachel Ivy Clarke Winner University of Washington Information School (USA) It’s Not -Rocket- Library Science: Design Epistemology and American Librarianship Dr. Jasy Liew Suet Yan Runner up Syracuse University School of Information Studies (USA) Fine-Grained Emotion Detection in Microblog Text Dr. Ashwin J. Mathew Winner University of California, Berkeley, School of Information (USA) Where in the World is the Internet? Locating Political Power in Internet Infrastructure Learn more Dr. Briony Birdi Runner up University of Sheffield, Information School (UK) We are here because you were there: an investigation of the reading of, and engagement with, minority ethnic fiction in UK public libraries. Dr. Xinru Page Winner University of California, Irvine, Donald Bren School of Information and Computer Sciences (USA) Factors that Influence Adoption and Use of Location-Sharing Social Media Archives Dr. Laura Sheble Runner up University of North Carolina at Chapel Hill, School of Information and Library Science (USA) Diffusion of Meta-Analysis, Systematic Review, and Related Research Synthesis Methods: Patterns, Contexts, and Impact Dr. Wuyang Chen Winner The University of Texas at Austin (USA) Demystifying Deep Network Architectures: from Theory to Applications Learn more Dr. Jinkyung Katie Park Runner up Rutgers University, School of Communication and Information (USA) Design Intervention to Reduce Online Incivility Dr. Jennifer Lynn Douglas Winner University of Toronto, Faculty of Information (Canada) Archiving Authors: Rethinking the Analysis and Representation of Personal Archives Dr. Parmit K. Chilana Runner up University of Washington, Information School (USA) Supporting Users After Software Deployment through Selection-Based Crowdsourced Contextual Help Dr. Yim Register Winner University of Washington (USA) The Future of AI Can Be Kind: Strategies for Embedded Ethics in AI Education Dr. Yuting Huang Winner Wuhan University (China) A Study on the Construction and Application of Digital Literacy Assessment Indicators for Rural Residents in China Learn more Questions Contact iSchools staff . Contact

The iSchools organization maintains a research fund for the benefit of its members. View more resources iSchools Research Grants The iSchools organization maintains a research fund for the benefit of its members. Members of the iSchools may apply for these funds per the guidelines below. The grant application submission deadline will be in July of each year. Each year has a different topic. The topic for 2025 will be: "Information Science, Education and Research: Evolving Paradigms and Future Directions ". This comprehensive funding opportunity has been carefully designed to support groundbreaking and innovative research projects of early career faculty and PhD students that investigate the complex and dynamic intersection of information science, evolving educational technologies, and emerging research methodologies within our rapidly changing digital landscape. We seek proposals that demonstrate potential for significant impact and meaningful contributions to these interconnected fields. Research Focus Areas: Digital Transformation in Education Information Science Innovation Research Methodologies Applicants should have an affiliation at a member iSchool and should be PhD students or early career researchers (up to 8 years after their dissertation). Applications of projects with (international) collaboration will be preferred. As a general rule, the maximum duration of the funding will be one year. The amount of funding per application may go up to $4,500 USD depending on the nature of the project. Home office costs are not generally approved. The iSchools organization awards up to $20,000 USD each year. Successful applicants additionally get one free registration for the virtual part of the iConference in the year after their fund ends. They have to present their projects (preliminary) results at this iConference. A presentation slot will be reserved for them. Application Guidelines Fill out the Grand Application Form. Applications must include a CV and a timeline for the project. Applications must include an Endorsement Letter by their iSchool. Download the Call Grant Application Form Selection Process Decisions about the grant are made by the iSchools Grant Committee that consists of faculty members of iSchools from all regions. Timeline Deadline Submission: 31 July 2025 Grant announcement: September 2025 Grant start (money transfer): 1 January 2026 Grant ends: 31 December 2026 Grant presentation at the virtual iConference 2027 All deadlines are in GMT-11 23:59. Questions Feel free to contact us anytime if you have questions: admin@ischools-inc.org Past iSchools Research Grant Winners 2025 2023/2024 October 2022 March 2022 October 2021 March 2021 November 2020 Gbenga Adetunla 4.500 USD Department of Computer and Information Science at the University of Strathclyde, UK Project: "Digital Skills Gap and Training Requirements of Women Professionals in University Libraries In Developing Countries: The Nigeria Focus." Yang Liu 5.000 USD School of Information Management, Wuhan University, China Project: "Research on mining hidden disease information in electronic medical records based on large language model" Garreth Tigwell 4.980 USD Rochester Institute of Technology, USA Project: "Tools to Improve Mobile App User Interface Design for People with Vision Impairments" Rachel Tunis 5.000 USD School of Information, University of Texas at Austin, USA Project: "Self-Tracking Tools in Invisible Chronic Illness Management: Leveraging Multi-Stakeholder Co-Design to Maximize Reflection & Sense-making" Henria Aton Project: "Tamil in the Archival Multiverse: Power, Memory, and Loss in Contemporary Sri Lankan Archives" University of Toronto, Canada Haley Bryant University of Toronto, Canada Project: "Digital Memory Work" Heather Moulaison Sandy, Brian Dobreski, and Karen Snow University of Missouri, the University of Tennessee, and Dominican University, USA Project: "LGBTQ+ Identity, Code-Switching, and User Studies of Information Retrieval Systems" Lihong Zhou Project 4.691 USD Wuhan University, China Sarah Appedu 4,500.00 USD Syracuse University (USA) Project: "Posthumanism and the Entanglements of Power in LIS Praxis" Yao Lyu 4,500.00 USD University of Michigan (USA) Project: "A Study of Blind Job Seekers’ Use of Algorithmic Platforms for Employment Improvement" Allan Martell 4,500.00 USD Indiana University Bloomington (USA) Project: "Remembering the Climate Crisis: Community Memory and Future Aspirations in Climate-Affected Urban Contexts" Di Wang & Misita Anwar 4,500.00 USD Renmin University of China (China) & Swinburne University of Technology (Australia) Project: "Deconstructing AI Literacy to Boost Library and Information Science Education Transformation: The Asia-Pacific iSchools Focus" Opeyemi Dele-Ajayi Project: "How can we support HEIs academics in Nigeria to be better positioned to adopt and integrate digital technologies for teaching and learning purposes?" Northumbria University, UK 5,000.00 USD Kushwanth Koya Sheffield Hallam University, UK 4,647.00 USD Project: "United Kingdom’s young informal carers’ information needs in the COVID-19 pandemic. " Quang Le Ngoc Khon Kaen University, Thailand 4,800.00 USD Project: "Knowledge sharing practices of non-profit organizations: A comparative study between Thailand and Vietnam" Hassan Asif Project: "‘Remixing the Sacred’: Digital Media Practices and Alternative Muslim Modernities in Pakistan" University of Toronto, Canada Nitin Verma The University of Texas at Austin, USA Project: "Studying the impact of deepfakes on trust in video" Naresh Kumar Agarwal Simmons University, USA Project: "Life journeys of information scientists from underrepresented regions and populations: A biographical research project" Liezl Ball University of Pretoria, South Africa Project: "Developing a curriculum framework for teaching ethics of Artificial Intelligence (AI) to Information Technology (IT) professionals" Jesselyn Dreeszen Bowman University of South Carolina, USA Project: "The Use of Queer Exchange in the Information Needs and Community Building of Rural Queer People in Massachusetts and Vermont" Katie Ellis Curtin University, Australia Project: "Teenage Dick Streaming Project" Dain Thomas University of Strathclyde, UK Project: "A codesign approach to aid older people and intermediaries with digital financial services" Norhayati Hussin Universiti Teknologi MARA, Malaysia Project: "Developing Monitoring Schedule Application For Fertilizing And Irrigation (Watering) Paddy Plantation"