Preliminary Conference Agenda

Curriculum development and design is informed by the voice of the discipline as an institution, the voice of the world of work for whom we train, the voice of the students including their motivation, aspirations and prior knowledge, and the voice of the academic as a researcher and an educator. These voices are influenced by the past, present and possibilities of the potential future. Reflecting on the disruptions that knowledge managers experienced over the past few years resulted in analysing the knowledge management curriculum that needs to skill and capacitate graduates as knowledge managers in a progressively demanding future towards Society 5.0. The purpose of this panel is to stimulate discussion in terms of the curriculum needed to sufficiently prepare knowledge managers to meet the growing demands of Society 5.0 by acknowledging the lessons learned from our past in order to prepare our students for their future.

Capstone programs, whether they be in the form of final projects, research or thesis, offer culminating experiences for iSchool students to demonstrate their learning in a real-world project where the students attempt to tackle a significant information problem, address a social issue, or explore a market opportunity. The session intends to bring together the iSchools community with interest and experience in Capstone programs to discuss their potential, practices and opportunities for expanded students' experiential learning, faculty engagement and industry partnerships.

About 19.3 million people are newly diagnosed with cancer each year, but only a small percentage of all diagnoses refer to young adults (18 - 39 years). Therefore, they are often not focused on within the healthcare infrastructure, although they have age-specific information, care and service needs. This results in difficulties that will be examined in this article concerning the information journey of the target group. Based on fourteen semi-structured qualitative interviews, this article describes the use of information sources during the cancer patient journeys of young adults. Furthermore, it describes problems the target group experiences. The data indicate that young adults, regardless of whether they actively seek information or rarely seek information at all, often have to rely on serendipity to obtain helpful information. Furthermore, problems regarding the reliability of information sources have been identified and information relating to non-medical needs must be sought autonomously, which results in overload and uncertainty. For the circumvention of these difficulties, improvements are needed in the provision of information for young adults. The knowledge about validated information sources would support the information journeys during their cancer patient journeys.

This paper reports early results from an ongoing study exploring the personal information management of nonbinary people in Ireland. Cushing [1, 2] and other PIM scholars have found that personal information is maintained because it represents an individual’s identity to them-selves and others. In the context of inequality, Cushing and Kerrigan [3] found that PIM can be perceived as a burden. This study furthers our PIM-B work through exploring the lived experiences of nonbinary individuals that have to maintain personal information that does not represent their identity in order to engage in society. Nonbinary people often find themselves in the position of maintaining personal information that does not represent their gender identity as a result of the traditional binarised structure of society more broadly. How does the requirement to maintain this information that is not representative of gender diversity mediate PIM? Using reflexive thematic analysis, our early analysis of 3 interviews suggests that nonbinary people in Ireland perceive both the information use and the exertion of control over distribution of personal information as a burden. This finding can be used to refine the concept of a PIM-B, while also using PIM-B as an indicator of the inequalities gender minorities face.

Research shows that music helps people regulate and process emotions to positively impact their mental health, but there is limited research on how to build music systems or services to support this. We investigated how engagement with music can help the listener support their mental health through a case study of the BTS ARMY fandom. We conducted a survey with 1,190 BTS fans asking about the impact BTS’ music has on their mental health and wellbeing. Participants reported that certain songs are appropriate for specific types of mood regulations, attributed largely to lyrics. Reflection, connection, and comfort were the top three experiences listeners shared during and after listening to BTS’ music. External factors like knowledge about the context of a song’s creation or other fans’ reactions to a song also influenced people’s feelings toward the music. Our research suggests an expanded view of music’s impact on mental health beyond a single-modal experience to a dynamic, multi-factored experience that evolves over time within the interconnected ecosystem of the fandom. We present the Dynamic Music Engagement Model which represents the complex, multifaceted, context-dependent nature of how music influences people’s mental health, followed by design suggestions for music information systems and services.

In this workshop we propose to make an introduction to game-based learning, defining what it is, how board and card games can be used for learning, what basic strategies can be considered to design and develop board and card games and how they can be applied to the domain of Library and Information Science studies. To show the audience an example of one of these games, attendees will have the chance to test a prototype card game design to explain certain concepts on knowledge organization systems.

Data storytelling is an emerging area for information organizations that can powerfully build on the rich 130+ year history of storytelling in library and information science. Researchers engaging qualitative and communications theories are invited to learn about the process of building a functional data storytelling toolkit for libraries. The presentation portion will introduce the IMLS-funded Data Storytelling Toolkit for Librarians (DSTL). We will detail the concepts behind our work, including 1) theories of storytelling and data storytelling, 2) practices of qualitative research to identify key applications of data storytelling as advocacy or justification, 3) software tools to build plug-and-play data visualizations for typical data types, and 4) mixed qualitative methods to refine toolkit designs. Breakouts and discussions will explore future contexts for building data storytelling toolkits for information organizations.

Globally society strives to address cultural diversity and marginalisation. Vision and mission statements address access, equity, diversity and inclusion (AEDI). South Africa, e.g., hosts a diversity of indigenous cultures and through global migration (e.g., refugees), many other countries accommodates diverse cultures. Cultural knowledge, casted against marginalisation, including disability, is essential to fully address AEDI. Extended reality (XR), including augmented reality (AR) and virtual reality (VR) can address cultural understanding, inclusion, awareness and representation, e.g. letting people experience scenarios from the perspective of others (e.g., placed in the body of someone from a different gender, race or culture). Means are needed to promote awareness and deepen understanding. This panel will share experiences in teaching and using XR and work on cultural understanding, exclusion and marginalisation and how these can be aligned. Guiding questions will stimulate discussion of future collaboration and action.

Extracting information from academic PDF documents is crucial for numerous indexing, retrieval, and analysis use cases. Choosing the best tool to extract specific content elements is difficult because many, technically diverse tools are available, but recent performance benchmarks are rare. Moreover, such benchmarks typically cover only a few content elements like header metadata or bibliographic references and use smaller datasets from specific academic disciplines. We provide a large and diverse evaluation framework that supports more extraction tasks than most related datasets. Our framework builds upon DocBank, a multi-domain dataset of 1.5M annotated content elements extracted from 500K pages of research papers on arXiv. Using the new framework, we benchmark ten freely available tools in extracting document metadata, bibliographic references, tables, and other content elements from academic PDF documents. GROBID achieves the best metadata and reference extraction results, followed by CERMINE and Science Parse. For table extraction, Adobe Extract outperforms other tools, even though the performance is much lower than for other content elements. All tools struggle to extract lists, footers, and equations. We conclude that more research on improving and combining tools is necessary to achieve satisfactory extraction quality for most content elements. Evaluation datasets and frameworks like the one we present support this line of research. We make our data and code publicly available to contribute toward this goal.

Referencing scholarly documents as information sources on Wikipedia is important because they complement and improve the quality of Wikipedia content. However, little is known about them, such as how rapidly they are added and how fresh they are. To answer these questions, we conduct a time-series analysis of adding scholarly references to the English Wikipedia as of October 2021. Consequently, we detect no tendencies in Wikipedia articles created recently to refer to more fresh references because the time lag between publishing the scholarly articles and adding references of the corresponding paper to Wikipedia articles has remained generally constant over the years. In contrast, tendencies to decrease over time in the time lag between creating Wikipedia articles and adding the first scholarly references are observed. The percentage of cases where scholarly references were added simultaneously as Wikipedia articles are created is found to have increased over the years, particularly since 2007-2008. This trend can be seen as a response to the policy changes of the Wikipedia community at that time that was adopted by various editors, rather than depending on massive activities by a small number of editors.

Access to informational research resources is critical to successful scien-tific work across disciplines. This study leverages a previously conducted survey of corresponding authors of a sample astronomy journal articles to investigate the existence and nature of a global “scientific digital divide”. Variables from the survey are operationalized, including GDP of respond-ent, whether the paper was produced through international collaboration, whether the author collected original observational data, and whether the author located data through accessing the literature. For exploratory pur-poses, Pearson’s r and Spearman’s rank correlation coefficients were calcu-lated to test possible relationships between variables, and some prelimi-nary evidence is presented in support of a scientific digital divide in as-tronomy. International collaboration is more common for respondents in lower-GDP countries; collecting observational data is more common with international collaboration; paper citation is impacted for respondents who do not collaborate internationally; and respondents from lower GDP coun-tries do not discover data through the scholarly literature less frequently. The study concludes that collaborative networks may be key to mitigating information seeking challenges in astronomy. These dynamics should be investigated through further research.

This panel of iSchools educators will share their experiences and stimulate discussion with attendees on the successes and challenges in altering cohort curricular experiences, and reflect on the takeaways that allow all to strengthen our pedagogical approaches. The systematic inclusivity and other lessons learned in moving planned in-person cohort education to virtual settings at several iSchools will lead to new teaching and research considerations for an improved normalcy designed with inclusion in-mind as well as the best ways to parlay virtual and physical spaces as each have their own benefits and costs. Finally, breakout groups on any themes introduced or that may emerge will be conducted to allow for a more focused discussion on the use of virtual and physical spaces in teaching. An outcome of the panel will be a whitepaper on the various perspectives authored by all willing attendees.

n this workshop we invite participants to join in mapping the research space of the many ways that information plays a role in the production and consumption of food. These informational uses can be fragmented by disciplinary focus. Our aim is to show the advantages of the big picture approach to considering the use of information in the work of farming, food processing and distribution, food marketing, retailing, purchasing, cooking, eating in restaurants and at home, diet and personal health, tourism, cultural heritage, and many more food related contexts. As well as creating opportunities for interesting and productive multidisciplinary research collaborations, we also think that discussion of informated food can be pedagogically effective in conveying various abstractions of information science to wider audiences.

Addressing equity, diversity, inclusion, and equal information access (EDIA) are acknowledged priorities. Challenges with hearing impairment are researched at various stages of development and academic levels. The potential isolation of people with a hearing impairment from scholarly information sharing and discourse can be addressed from multiple perspectives (information ethics, information behaviour). Hearing impairment manifests on a spectrum from mild to profound. Although written publications are the dominant means of scholarly information sharing, the value of meeting participation and oral communication (e.g., conference presentations, YouTube videos) are acknowledged in addition to debates on the importance of in-presence versus virtual meetings. Assistive technologies (e.g., accessible telephones/videophones) and sign language offer solutions. The use of these in scholarly information sharing is not apparent. This panel will discuss how and with what consequences, people with hearing impairment are excluded from scholarly information sharing (excluding written communication) and how challenges can be addressed.

The Intergovernmental Panel on Climate Change (IPCC) is currently in its Sixth Assessment cycle to assess scientific, technical, and socio-economic information concerning climate change. The information provided by the IPCC assessment reports assists the Government, private sector, academia, civil society, and other stakeholders in taking climate action. Since the iSchools has been working on different aspects of information around the world, information related to climate action has emerged as a significant area of focus within iSchools universities. Consequently, an initiative to form a Climate Action Coalition within iSchools has been taken to promote climate action-related information research. Therefore, it is crucial to discuss the research agenda the coalition can pursue in the coming months. The proposed workshop at the iConference 2023 aims to discuss developing a research agenda for iSchools on information and climate action that the Climate Action Coalition could later champion.