Monthly Archives: July 2012

Organizational, Legal, and Technological Dimensions of Information System Administration

Call for Chapters

Organizational, Legal, and Technological Dimensions of Information System Administration

edited by
  * Prof. Dr. Irene Portela (Polytechnic Institute of Cávado and Ave, Portugal)
  * Prof. Dr. Fernando Almeida. (Polytechnic Institute of Gaya, Portugal) to be published by IGI-Global ============

Proposals Submission Deadline: August 30, 2012 Full Chapters Due: November 30, 2012


  * Introduction

    A large quantity of digital information is being created every moment by individual and corporate consumers of IT. This information is increasingly being recognized as a key economic resource and as one of the firm’s most important assets, just as much as capital infrastructure and people. Managing the digital information at the right time and place is essential for the survival of a company.

    However, the complexity of information management is huge, particularly in large organizations. The data explosion continues to drive the demand for increased storage capacity and a parallel need to secure that information. Companies are facing increased security threats from both within the organization and externally. A company’s data is one of its most valuable assets an organization needs to implement a thorough security plan, taking all aspects of securing the data into account. Currently, all organizations have a system administrator, which is part of the organization’s policy. The administrator’s role is mainly developed in the dark to avoid data leaks, safeguard the integrity of databases, etc.; but when there is a failure, a breach of competition rules, a violation of confidentiality, the responsibility relies in the administrator.

  * Objective of the Book

    The mission of the book is to discuss the main issues, challenges, opportunities and solutions related to the role and responsibility of the system’s administrator. Therefore, we intend to discuss the mission and challenges of a system’s administration in the 21st century, the importance of proper information security policy, the drivers and barriers to address a completely safe and reliable ICT system, and the organizational and legal implications of system administration. Furthermore, we expect to present some practical solutions that would make it possible to implement a reliable system administration policy.

  * Target Audience

    This book is expected to be a support to disciplines (post-graduate studies) of Management, Enterprise Information Systems, Information Systems Management and Management Information Systems in general. It intends, also, to serve as guidance for top managers and information technologies (IT) professionals (system developers and IT specialists).

  * Recommended topics include, but are not limited to, the following:

    Role and responsibilities of the system’s administrator
    Importance of a proper information security policy
    Drivers and barriers to address a completely safe and reliable ICT system
    Critical success factors for its adoption by SME
    Network security policies and best practices
    Threats and countermeasures for information system security
    Legal and regulatory frameworks
    Organizational and legal implications
    Compared studies of regulations
    Surveys and case studies

  * Submission Procedure

    Researchers and practitioners are invited to submit on or before August 30, 2012, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by October 15, 2012 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by November 30, 2012. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

  * Publisher

    This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2013.

  * Important Dates

    August 30, 2012: 1st Proposal Submission Deadline
    October 15, 2012: Notification of Acceptance
    November 30, 2012: Full Chapter Submission
    January 30, 2013: Review Results Returned
    March 30, 2013: Final Chapter Submission
    May 15, 2013: Final Deadline

  * Inquiries and submissions can be forwarded electronically (Word document):

    Prof. Dr. Fernando Almeida
    ISPGaya, School of Technology and Science
    Av. dos Descobrimentos, 333 • 4400-103 Santa Marinha – Vila Nova de Gaia
    Tel.: +351 223 745 730/1 • Fax: +351 220 134 479

Horizon 2020: “Smart Cities Learning”

Horizon 2020: “Smart Cities Learning”
Villard‐de‐Lans, Vercors, French Alps, January, 28February, 1 (2013)
(3 days)

located at
Alpine Rendez‐Vous 2013 (ARV 13)

organized by
Dept. of Education Science and Technology&    IaD School of Tor Vergata
University of Rome
PH Schwäbisch Gmünd University of Education.

Temporary workshop website:

 From the Far East, to the Americas and to Europe, cities, villages and their surroundings are evolving towards a new dimension in which the info infrastructure becomes an indispensable asset of our life, contributes to the development of info-ecosystems embracing ‘smart mobility and last-mile logistics’, ‘smart health’, ‘smart government’, ‘smart culture and tourism’, the sustainability of the natural resources and the green economy. Such integrated effort of info-urbanism is expected to produces social innovation and, inevitably, leads to wonder about what forms can take the smart education underlined by all pieces that compose the mosaic of the info-ecosystems.
The virtual infrastructure – web and mobile – will be integrated more closely with the physical landscape – internet of thing and sensible physical places – incorporating the latter into a complex ecosystem which will bring forward opportunities to learn from everyday life.
Technologies, increasingly embedded into the everyday spaces and artefacts, will make the places not only more sensitive but also responsive and, potentially, coevolutionary (TEP – Technology Enhanced
Places) will give rise to new landscapes in which one can experiment, seamless, the integration of physicality and virtuality.
The person, considered in all her/his complexity, will be placed at the center of educational contexts and scenarios increasingly ubiquitous, complex, organic.  Scenarios where the mediating role of technology will widen over the time to: foster relationships with the natural environments, filter content needed to support meaningful experiences at glocal level, disclose feedback necessary to learn how to manage “in action”, the complexity of static and dynamic, of learning contexts and processes.

Through which educational path will everyone, and especially youths, become “participatorly” aware citizens of the future “SimCities”?
How will we learn from the open books that are represented by cities of art, parks, agro-tech and industrial/productive districts ?
How will data flowing from sensorised areas and personal devices will be elaborated to support awareness and continuous learning?
How will our behaviour be influenced by knowledge of co-evolution mechanisms and limits of the ecosystems?
Will the educational infrastructure be smart enough to readjust, even “autopoietically”, to satisfy the needs that everyone could develop life long, in different contexts?
Would “smart cities learning” help to reinforce social inclusion and a common sense of belonging ?

September 10 , 2012   ->           Position paper (max 2 pages LNCS Springer
format) + motivation + CV  (->           all binded in one file)
September 30, 2012 ->           Notification of evaluation results
November 15, 2012 ->           Submission of preliminary full paper
December 15, 2012 ->           start of workshop preparatory activities in a
collaborative on-line environment
• January 28 – February 1, 2013 ->           3 days workshop at ARV 13
March 1, 2013 ->           Submission of final full paper for proceeding
publication (max 14 page LNCS Springer format)

Contributions from people having a ‘forward vision’ are solicited on the following ‘open’ list of topics:

• Technological Ecosystems supporting learning within and from the ‘smart cities’ (toward ‘web-mobile-internet of thing’ integrated
• Educational Ecosystems: from ”intelligence’ to long-life autopoietic
education (re-skill&           edupoiesis)
• Future ‘smart cities’ learning scenarios (contexts and methods for the citizens of the future) • Ecological monitoring and visualization of flows, behaviors, experience’s styles and  ‘smart cities’ learning (analytics and
• The impact of contextualization, glocalities, identities (cultural effect and inclusion)

Paper (max 14 pages) should be written accordingly to the LNCS Springer format

Workshop papers will be published in a special issue of the IxD&A Journal (ISSN 1826-9745)

Please submit your manuscript using the IxD&A submission System at:

Carlo Giovannella – Alke Martens –


Databib,, is a tool for helping people to identify and locate online repositories of research data. Over 200 data repositories have been cataloged in Databib, with more being added every week. Users and bibliographers create and curate records that describe data repositories that users can browse and search.

* What repositories are appropriate for a researcher to submit his or her data to?
* How do users find appropriate data repositories and discover datasets to meet their needs?
* How can librarians help patrons locate and integrate data into their research or learning?

Databib begins to address these needs for data users, data producers, publishers, librarians, funding agencies, and others engaged in data-driven research.

In addition to the website, Databib is made available using a variety of machine interfaces (RSS, RDF/XML, OpenSearch, RDFa/Linked Data) for easy integration with other tools and environments without restriction (CC0). Databib’s international advisory board represents global support for collaborating to develop such a global registry of research data repositories.

The development of Databib was initially supported by a Sparks! Innovation National Leadership Grant from the Institute of Museum and Library Services.


Nominations for an Editorial Board are being solicited to ensure the coverage and accuracy of Databib. Editors ideally will have expertise in a specific research domain or knowledge of research data repositories in a particular geographic region as well as experience with descriptive metadata. The primary role of an Editor is to review, edit, and approve submissions to Databib and contribute to the enhancement of the metadata and functionality of Databib for a voluntary, three-year term. The Editorial Board will meet (virtually) a minimum of twice a year and will correspond as needed by email.

Please send nominations or questions to, or visit for more information. Thank you.

TSQ: Transgender Studies Quarterly

TSQ: Transgender Studies Quarterly

Announcement of Publication and First Call for Submissions

Announcement of Publication

General Editors Paisley Currah and Susan Stryker are pleased to
announce that TSQ: Transgender Studies Quarterly will be published by
Duke University Press, currently planned for launch in the first
quarter of 2014. TSQ aims to be the journal of record for the
interdisciplinary field of transgender studies, and to promote the
widest possible range of perspectives on transgender phenomena broadly
defined. Every issue of TSQ will be a specially themed issue that also
contains regularly recurring features such as reviews, interviews, and
opinion pieces.

The first four themes have been selected to highlight the scope and
diversity of the field:

• TSQ 1:1 will be a collection of short essays on key concepts in
transgender studies, “Postposttransexual: Terms for a 21st Century
Transgender Studies.”

• TSQ 1:2, “Decolonizing the Transgender Imaginary,” will explore
cross-cultural analysis of sex/gender variation, and bring transgender
studies into critical engagement with ethnography and anthropology.

• TSQ 1:3, “Making Transgender Count,” co-edited with the Williams
Institute’s GENIUSS group (Gender Identity in U.S. Surveillance), will
tackle such issues as population studies, demography, epidemiology,
and quantitative methods.

• TSQ 1:4 “Trans Cultural Production,” will be devoted to the arts,
film, literature, and performance.

CFPs for TSQ 1:2-4 will be issued in the months ahead. Proposals for
issues starting with TSQ 2:1 (2015) are welcome at any time, and will
be reviewed on an on-going basis. Please send inquiries to

Call for Submissions for TSQ 1:1 (2014)

We invite submissions of short pieces (250-1500 words) for the
inaugural issue of TSQ: Transgender Studies Quarterly,
“Postposttransexual: Terms for a 21st Century Transgender Studies,” to
be published by Duke University Press and planned for launch in the
first quarter of 2014. Our intention is to showcase a wide range of
viewpoints on the present state of the field by bringing together
fresh thoughts and informed opinion about current concepts, key terms,
recurring themes, familiar problems, and hot topics in the field. Each
piece should have a title consisting of a single word or short phrase
describing its content; the volume will be organized alphabetically by
that title.

Articles may be written in the style of a mini-essay, as in Raymond
Williams’ classic Keywords; as a factual encyclopedia-style article
such as might be found on Wikipedia; as a capsule review of
transgender-related developments in a particular field (archeology,
musicology), geographical location (Iran, Taiwan), or a topic
(pornography, psychoanalysis). Creative interpretations of the
required form are also welcome. However, each article must address the
topic under discussion in relation to some aspect of transgender
studies or transgender phenomena.

Contributors are free to propose topics of their own, or to choose
from the following suggestions of key terms and concepts: ability,
abject, activism,

administration, aesthetics, agency, aging, affect, anarchy, animal,
anti-heteronormativity, architectonic, archive, asexual, assemblage,
authentic, becoming, bureaucracy, binary, biology, biopolitics,
biotechnology, bisexual, body, body part, border, built environment,
burlesque, capital, castration, children, choice, class, clinic,
colonization, color, commodity, commons, community, condition,
construction, cosmetic, cross-dressing, cut, dance, death drive,
decadence, decolonize, deconstruction, degenerate, desire,
deterritorialization, diagnosis, diaspora, difference, digital,
disability, discipline, discrimination, diversity, drugs, embodiment,
empire, employment, epistemology, erotic, error, essence, ethics,
ethnology, ethnic, ethology, etiology, eugenics, exception, exotic,
experiment, fake, fantasy, fashion, feeling, feminist, fetish, film,
forensics, freedom, fundamentalism, futurity, gay, gender,
gender-variant, genderqueer, genetic, genitals, gesture, global,
habit, haptic, hate crime, haunting, health, HIV/AIDS, homophobia,
homosexuality, hormones, hybrid, hygiene, ICD, identity, indigeneity,
information, incarceration, institutionalization, interdisciplinary,
intersex, jouissance, joy, justice, LGBT, labor, lack, language, law,
lesbian, liberation, man, Man, marriage, materiality, media, medicine,
memory, migration, misogyny, modernity, monster, morphogenesis,
movement, murder, mutilate, necropolitics, network, NGO, non-Western,
normal, object, objectification, occupy, ontology, open, organ,
origin, original, originary, paradigm, pathology, pedagogy,
performativity, performance, pharmaceutical, phenomena, phenomenon,
posthuman, policy, political economy, popular culture, population,
pornography, poverty, power, practice, premodern, progress, privilege,
prostitution, psychiatry, psychoanalysis, psychosis, public, queer,
race, racialization, reality, reform, religion, resistance, revolt,
revolution, representation, reproduction, reterritorialization,
rhizome, rights, riot, ritual, sacrality, science, science fiction,
segregation, sense, sensorium, separatism, sex, sexuality, smell,
somatechnics, sound, space, state, sterilization, subaltern, subject,
surgery, surveillance, swarm, taste, technique, temporality, terror,
third, toilet, touch, trafficking, trans-, transgender, translation,
transphobia, transnational, transspecies, transsexual, transversal,
transvestite, underground, victim, virtual, vitality, visuality,
violence, voice, WPATH, whiteness, will, woman, work, X,
xenotransplantation, youth, zoontology.

To be considered for publication, please submit a one-paragraph
proposal to, stating the term or concept you’d
like to write on, the estimated length of the article, a brief
indication of your approach or main idea, and a brief identification
of yourself and your qualifications for addressing the topic.

Inquiries are due by Tuesday September 4, 2012; submissions will be
due by December 3, 2012, and final revisions will be due by March 4,

Fast Forward >> The Future of Audio Visual Materials

Call for Proposals for Fast Forward >> The Future of Audio Visual Materials


Do you have film? Video Tapes? Cassettes?  Records?  Reel to reel  tape?  8-Tracks? 

How is your institution working with these collections?


Amigos announces a call for proposals for our latest online conference, Fast Forward >> The Future of Audio Visual Materials, which will take place online on Friday, September 7, 2012.


We are looking for speakers to talk about how they are working with their audio visual collections.  Possible topics could include:

         Access to Collections




         Working with vendors



         Best Practices

         *Lessons Learned

         *Restoration/Recovery of Data


If you can speak on one of the topics above or have another idea in mind, please submit your proposal here:  Proposals are due Friday, July 20, 2012.  Please share


If you have any questions, please contact Gina Minks at or 800-843-8482 ext. 2825.


Don’t worry if you have never presented online

– Amigos will give you the tools and support to succeed!

The Journal of Learning Spaces

 The Journal of Learning Spaces is now accepting submissions for Volume 2, issue 1. 


The Journal of Learning Spaces provides a scholarly, multidisciplinary forum for research articles, case studies, book reviews, and position pieces related to all aspects of learning space design, operation, pedagogy, and assessment.  Submissions should focus primarily on learning spaces and their impact on or relationship to teaching and learning.  Please visit our Focus and Scope page for more information.


All submissions are due on or before November 4, 2012.


All  submissions must be:

         Original, unpublished works not under consideration for publication elsewhere.

         Written in English.

         Formatted and referenced using the most current APA Style.

         Submitted as MS Word, RTF, or Acrobat PDF documents.

         Submitted through the Journal home page. To submit, you must first login or register as an Author with the Journal, then follow the link and steps to Start A New Submission.


Types of submissions sought:


Research manuscripts. Peer-reviewed.

4,000-7,000 words, including bibliography.

Research manuscripts present and describe original, primary research (broadly defined) on topics of current importance that may impact learning space research and practice in higher education. Manuscripts provide clear and complete methodology and include all necessary figures, tables, and illustrations. See additional formatting requirements below. Registered Journal of Learning Spaces readers are free to post comments and questions to these submissions. 


Case studies. Peer-reviewed.

3,000-5,000 words.

Case studies describe mature projects and programs that describe or demonstrate innovative, instructive learning space designs, programs, or practices in higher education. Case studies dealing with pedagogy, assessment, or unique partnerships and collaborations will receive greatest preference. Registered Journal of Learning Spaces readers are free to post comments and questions to these submissions.


Position pieces. Peer-reviewed.

2,000-4,000 words, including bibliography.

Position pieces are essays intended to inform readers of, or to stimulate discussion about, significant issues in current learning space research and practices in higher education. Position pieces may be primary or secondary research and will provide complete references. Registered Journal of Learning Spaces readers are free to post comments and questions to these submissions. 


Field Reports.

1,000-2,000 words.

Field Reports are thoughtful summaries of recent conferences, meetings, colloquium, etc. on topics relevant to learning space research and design. Submissions should present the ideas and insights generated during the event being reported, rather than simply detailing the topics covered. Field Reports should underscore the value or importance of the ideas being summarized to the readership. Registered Journal of Learning Spaces readers are free to post comments and questions to these submissions.


Book reviews.

300-500 words.

Book reviews provide concise summaries and evaluations of current (published within the last 12 months) books related to learning space research or practices in higher education. Book review authors select and procure books to review, based on their professional view of the book’s real or potential impact and relevance to current research and practice. Authors are encouraged to cite other notable books related to the one being reviewed. Registered Journal of Learning Spaces readers are free to post comments and questions to these submissions.


Learning Space Spotlight.

300-500 words.

Spotlight submissions highlight innovative learning spaces in higher education — formal or informal, physical or virtual. These brief profiles describe a space’s vision, key features, technologies, staffing, and innovative features or uses.  Photos, floor plans, and links to related media are highly encouraged. Registered Journal of Learning Spaces readers are free to post comments and questions to these submissions.


Perspectives on Teacher Leadership



Kappa Delta Pi’s Commission on Teacher Leadership has released the following Call for Chapter Proposals.

WORKING TITLE: Perspectives on Teacher Leadership

EDITOR: Dr. Nathan Bond Email:

PUBLISHER: Kappa Delta Pi Publications

SCOPE AND PURPOSE: By definition, teacher leaders are professionals who work as classroom teachers and want to remain in the classroom, possess specialized knowledge and skills, take the initiative, use their knowledge and skills to influence others, and focus ultimately on increasing student learning and building organizational capacity (Danielson 2006). Educational scholars and reformers believe that teacher leaders must play an active role in the efforts to increase student learning and improve schools. Teacher leaders are ideal contributors because they know their students, colleagues, and school context well. In addition, administrators acknowledge that they cannot single-handedly change schools; they need teacher leaders’ collective energy and efforts.

The purpose of this book is to examine teacher leadership from many perspectives in order to gain a comprehensive understanding of the ways that teacher leaders foster positive change in their schools.

Foundational readings might include:

 Barth, R.S. 2001. Teacher leader. Phi Delta Kappan 82(6): 443-49.

 Beachum, F., and A. M. Dentith. 2004. Teacher leaders creating cultures of school renewal and transformation. The Educational Forum 68(3): 276-86.

 Birky, V. D., M. Shelton, and S. Headley. 2006. An administrator’s challenge: Encouraging teachers to be leaders. NASSP Bulletin 90(2): 87-101.

 Bowman, R. F. 2004. Teachers as leaders. The Clearing House 77(5): 187-89.

 Danielson, C. 2006. Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD.

 Danielson, C. 2007. The many faces of leadership. Educational Leadership 65(1): 14-19.

 Du, F. 2007. A case study of teacher leaders as group leaders: Implications for research and teacher education. The Teacher Educator 42(3): 185-208.

 Katzenmeyer, M., and G. Moller. 2001. Awakening the sleeping giant: Helping teachers develop as leaders, 2nd ed. Thousand Oaks, CA: Corwin Press.

 Kelehear, Z., and G. Davison. 2005. Teacher teams step up to leadership. Journal of Staff Development 26(3): 54-59.

 Lambert, L. 2003. Leadership redefined: An evocative context for teacher leadership. School Leadership and Management 23(4): 421-30.  

 Lieberman, A., and L. D. Friedrich. 2010. How teachers become leaders: Learning from practice and research. New York: Teachers College Press.

 Middlebrooks, G. H. 2004. Professionalism and teacher leadership preparation. Teacher Education and Practice 17(4): 432-50.

 Muijs, D., and A. Harris. 2003. Teacher leadership–Improvement through empowerment? An overview of the literature. Educational Management and Administration 31(4): 437-48.

 Wasley, P. A. 1991. Teachers who lead: The rhetoric of reform and the realities of practice. New York: Teachers College Press.

 York-Barr, J., and K. Duke. 2004. What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research 74(3): 255-316.



1. Chapter Focus: Authors are asked to critically examine teacher leadership from one of the following perspectives:


 School context: teacher leadership in urban, suburban, or rural schools; in small or large schools; in high-performing or low-performing schools; in public, private, or charter schools


 Grade level: teacher leadership in elementary, middle, or high schools


 Subject area: teacher leadership in English language arts, mathematics, science, social studies, world languages, or enrichment subject areas


 Roles: teacher leadership as classroom teacher, instructional coach, department chair, committee member, mentor, principal or assistant principal, superintendent, project coordinator, member of a professional learning community, teacher researcher, or university professor/instructor


 Liaisons beyond the school: teacher leadership in parent-teacher organizations or professional organizations


 Stage of a career: teacher leadership as novice, apprentice, professional, expert, distinguished, or emeritus teacher


 Historically over time: teacher leadership in the past, present, or future


 International: teacher leadership in other countries


2. Chapter Organization: Each chapter should include at least two parts: (a) information describing the unique perspective of teacher leadership; and (b) the impact of teacher leaders on their students, schools, community, and/or profession. Authors should strive to answer the following essential questions in their chapters:

 In what context is the teacher leader serving?

 What conditions fostered the development of teacher leaders in this area?

 What are the teacher leader’s responsibilities?

 What positive and negative forces are acting on the teacher leader in this position?

 What theory and research supports teacher leadership in this area?

 In what ways are teacher leaders positively affecting students, schools, community, and/or profession?


There are no restrictions on the type of chapter you may submit. We envision a book that includes a variety of chapters including, but not limited to, descriptive case studies, theoretical frameworks, and a diverse range of research studies written by PK-12 teachers and administrators as well as university-based instructors and researchers.

3. Proposal Submission: Authors interested in contributing to this book should submit a 500-word proposal to the editor (contact information above). When developing the proposal, please follow The Chicago Manual of Style, 15th ed. and submit your work electronically in Microsoft Word. Format the proposal as one document that includes a cover page, the manuscript proposal, and a reference section.


On the cover page, provide your name, title, current position, institution, work mailing address, phone number, e-mail address, and a short (3-4 sentences) biographical statement. A list of the author’s key publications is helpful but not necessary.

In the proposal, include a proposed title and outline for the chapter. The organizational structure for the manuscript, including key headings/subheadings, should clearly delineate the content of the chapter. While completed submissions are not needed, it should be clear that the work is underway and near completion. Within the proposal, cite 5-10 key texts that support the work. In keeping with the blind review process, please ensure that the author’s name does not appear in this section. The text of the proposal should not exceed 500 words.

A reference section should include texts cited within the proposal as well as any other texts the author feels will play an important role in the construction of the chapter.

4. Proposal Review: The chapter proposals will undergo a double-blind, peer-review process, with the editor and a small committee from Kappa Delta Pi making the final decisions. Criteria for acceptance include adherence to the goals of the book, quality of scholarship, and quality of writing.


5. Final Manuscripts: All manuscripts, including text, figures/tables, references, etc., should be typed in 12-point Times New Roman font with 1-inch margins and should not exceed 20 double-spaced pages or 6,000 words. Submit final manuscripts electronically to the editor.


6. Timeline:

 October 1, 2012 Chapter proposals due

 December 1, 2012 Authors notified

 June 1, 2013 Final manuscripts due

 June 1, 2014 Book published


If you have any questions, please feel free to contact the editor:

Dr. Nathan Bond is Immediate Past-President of Kappa Delta Pi and Associate Professor of Curriculum and Instruction at Texas State University. He teaches graduate courses on teacher leadership and has authored several papers on teacher leadership in KDP journals.

Social Informatics: Past, present and future

The 8th Annual Social Informatics Research Symposium (ASIST SIG SI)


Wednesday, October 31, 2012, 8:30-12:45 PM (Baltimore)

The purpose of this ASIS&T post-conference research symposium is to disseminate and discuss current research and research in progress that investigate the social aspects of information and communication technologies (ICT) across all areas of ASIS&T. Building on the success of past years, the symposium includes members of many SIGs and defines “social” broadly to include critical and historical approaches as well as contemporary social analysis. It also defines “technology” broadly to include traditional technologies  (i.e., paper), state-of-the-art computer systems, and mobile and pervasive devices. Submissions may include empirical, critical and theoretical work, as well as richly described practice cases and demonstrations. 

This year’s conference theme is “Information, Interaction, Innovation: Celebrating the Past, Constructing the Present, and Creating the Future.” In keeping with this theme, the 8th Annual Social Informatics Research Symposium is soliciting work that focuses on the past, present and future contributions and challenges in social informatics – using the rear view mirror to navigate the present and guide us into the future. According to Horton, Davenport, and Wood-Harper (2005; 52) “the impetus for researchers to consider both social and technical aspects as mutually constitutive as a means of understanding technology introduction and use has a growing audience.” What can we learn from the history of social informatics? What are the forces currently shaping the field? In what theoretical and empirical directions is social informatics moving? 

We are particularly interested in work that assumes a critical stance towards the interplay between people’s uses of information and ICT in society and in the workplace. Critical analyses are useful because they “bring into question established social assumptions and values regarding information and … ICTs and established understandings of  ‘information,’ particularly as they play themselves out and are institutionalized in social and professional discourses and professional training.” (Day, 2007; 575). 

We encourage all scholars interested in social aspects of ICT (broadly defined) to share their research and research in progress by submitting an extended abstract of their work and attending the symposium. This year we will solicit papers, panels, and posters.

The schedule for the workshop will involve the presentations of papers and the best social informatics paper awards for 2011. This will be followed by a panel that will discuss the past, present, and future of social informatics. We expect an engaging discussion with lively interactions with the audience.



August 15, 2012: Submit a short paper (2000 words), a poster (500 words), or a panel (1000 words).

September 7, 2012: Author notifications (in time for conference early registration (NOTE: this timeline may be adjusted when the registration dates are announced)).




Members $95 – early registration ($110 after early registration ends)

Non-members $105 – early registration ($120 after early registration ends)


Organizers (to whom papers and posters should be sent and questions addressed):

Howard Rosenbaum, School of Library and Information Science -Indiana University (

Pnina Fichman, School of Library and Information Science -Indiana University (

The Journal of Social Media in Society

The Journal of Social Media in Society is now accepting submissions.

This blind peer-reviewed journal is accepting proposals for research articles and book reviews.

The deadline for submissions is July 31, 2012, and the first issue is expected to publish summer 2012.

The Journal of Social Media in Society (JSMS) is a blind peer-reviewed semi-annual journal devoted to scholarship and commentary on social media and its impact on society.

JSMS is an electronic journal published by the Texas Social Media Research Institute to advance the study of social media with current literature based on theory, research and practice from all methodological frameworks.

More information is available at  Please address correspondence to Dr. Sarah Maben at