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Paper Session 16: Epistemology and Pedagogy [SDGs 4, 12, 16]
4:00pm - 5:30pm
Session Chair: John Budd, University of Missouri, United States of America
4:00pm - 4:15pm ID: 180 / PS-16: 1 Long Papers Topics: Library and Information Science Keywords: identity, LIS education, information science
Information Science Identity: Students’ Perspective
Yuanye Ma, Cami Goray
University of North Carolina at Chapel Hill, USA
We present a qualitative study that maps Library and Information Science (LIS) students’ understanding of their information science identity. The mapping is achieved through exploring multiple aspects of this identity, including students’ conceptualization of the field and related disciplines, their evaluation of coursework, and their future career expectations. Twelve semi-structured interviews were conducted with undergraduate and graduate LIS students in the spring of 2020. Five themes were identified through the coding process, which include: how students conceptualized the field in general, the people focus in information science, students’ explicit expression of difficulty in describing the field, coursework representative of information science, and how students relate information science studies to their intended career path. Leveraging the students’ perspective to frame this identity question is valuable, because it offers an opportunity to understand the Library and Information Science identity in its formative stages.
4:15pm - 4:30pm ID: 312 / PS-16: 2 Long Papers Topics: Library and Information Science Keywords: epistemicide, epistemic injustice, epistemic justice, social justice, epistemology
Toward Epistemic Justice: An approach for conceptualizing epistemicide in the information professions
The goal of this exploratory paper is to begin to explicate the concept of epistemicide and articulate its function within the information field. We define epistemicide as the killing, silencing, annihilation, or devaluing of a knowledge system. It is not that we are unaware of the injustices happening within our field, but rather, that we are not in discussion across sub-fields considering the idea that the collective injustices exist and are problematic on individual and systemic levels. We believe epistemicide happens when several epistemic injustices, such as hermeneutical or testimonial injustices, occur collectively reflecting a structured and systemic oppression of particular ways of knowing. We present epistemicide and epistemic injustice as a concept for understanding and addressing ways knowledge systems are silenced, devalued, or annihilated within Library and Information Science (LIS).
4:30pm - 4:40pm ID: 136 / PS-16: 3 Short Papers Topics: Social Media and Social Computing Keywords: Information Behavior, social media, information theory
A Review of Truth-Default Theory: Implications for Information Behavior Research
Determining truth and accuracy of information is a key challenge in today’s fast-paced, global information economy dominated by social media. The field of Information Science (IS), while publishing extensively on information seeking and use, has not done sufficient research into how individuals detect falsehood or deception in information they encounter. This paper describes Levine’s Truth-Default Theory (TDT), based on his work in the field of social psychology, and links information behavior (IB) research to three vital aspects of the theory. Furthermore, this work demonstrates how TDT can be merged with T.D. Wilson’s General Theory of Information Behavior, applying decades of research on deception detection to foundational IB theory. Implications of marrying these two ideas are discussed as well as suggestions for future research.
4:40pm - 4:50pm ID: 171 / PS-16: 4 Short Papers Topics: Library and Information Science Keywords: Data-Focused Curriculum, iSchool Education, Library and Information Science Education, Data Science Education
Identifying Data-Focused Curriculum in Worldwide iSchools: Preliminary Data Acquisition for Asia-Pacific and European Members
Wei Jeng1, Fu-Hsuan Tsai1, Jian-Sin Lee2
1National Taiwan University, Taiwan; 2University of Washington, USA
This paper reports the data cleansing and labeling procedures for identifying 215 data-focused courses from 1627 courses offered in 22 iSchool members as of 2019. This preliminary data acquisition is to serve as a starting point for further conducting regular, greater-scaled data acquisition in data-focused curriculum across all the iSchools in the near future. The challenges we encountered preliminary data collection include course catalog unavailability, disambiguation, and lack of data for investigating the evolution of courses.
Next steps of this study are to expand our data collection to all the iSchool members and create an interactive data dashboard with periodically automatic data acquisition over time. We anticipate such public datasets and interactive visualizations are beneficial for iSchool educators and researchers who are interested in the development of data-focused curricula, as well as potential students.