4 PhD Positions at DIPF Germany

The German Institute for International Educational Research offers 4 PhD (full time, 3 years) positions in two funded research projects:

Digital Infrastructures for Education – 3 PhD positions (different focus)

The German Institute for International Educational Research offers 3 full-time PhD positions in a national funded research project to establish and support digital educational infrastructures. The project aims at building a uniform infrastructure for higher education to use, share and create open educational resources, based on a common metadata scheme and criteria for high-quality educational resources.

Candidates are highly involved and guide the outcomes of the funded project, as well get the chance to work with external partners. They should be motivated to work autonomously and in a larger team. Knowledge about open educational resources, open practice standards and experience in scientific publishing are desirable.

As well, candidates need to have German language skills to fulfill the project tasks. A concrete description of the diverse tasks and requirements for each position can be found in the single job announcements:


Evidence-based Approaches in Digital Education – 1 PhD position

The German Institute for International Educational Research offers 1 full-time PhD position in a national funded research project to investigate effects and chances of digital media in education. The focus lies on evidence-based approaches that consider contextual factors as well as learner-centered methodologies. Candidates are highly involved and guide the outcomes of the funded project, as well get the chance to work with external partners. They should be motivated to work autonomously and in a larger team. Knowledge about conducting high-quality literature reviews and professional information search systems are desirable.

  • IZB-2018-17 (German language skills to fulfill project tasks), for more information, do not hesitate to ask Marc Rittberger (Rittberger@dipf.de)

All DIPF positions: https://www.dipf.de/de/dipf-aktuell/stellenangebote/ausschreibungen

Call for Papers: Special Issue on Engaging with Open Science in Learning and Teaching

A special Issue of “Education for Information : https://www.iospress.nl/journal/education-for-information/

Technology has impacted almost all aspects of our lives today, and education is no exception. Technology enhanced learning and teaching (TELT) has changed the way universities, in general, and learning and teaching specifically, operate today. The increasing adoption of TELT coupled with emerging philosophies of openness have brought additional opportunities and challenges to learning and teaching around the world. Openness is an overarching concept or philosophy that is characterized by an emphasis on transparency and free, unrestricted access to knowledge and information, as well as collaborative or cooperative management and decision-making rather than a central authority (Peters, 2014).

This new philosophy has encouraged the development of an open culture that is reaching scales never imagined before. Today, many stakeholders in education, such as governments, researchers, educators and students, have engaged in developing open initiatives, including open policies, open content, open education, open source software and so forth. Educators and learners have access to a large volume of open resources. Researchers have also benefited from having access to large volumes of data available in open access repositories all over the world – data that was previously held by only a few, now can reach anyone interested in manipulating them and thus making new discoveries not only in science, medicine, but also in learning and teaching.

One important element of openness is open science, which is the movement to make scientific research, data and dissemination accessible to all levels of an inquiring society, amateur or professional. It encompasses practices such as publishing open research, campaigning for open access, encouraging scientists to practice open notebook science, and generally making it easier to publish and communicate scientific knowledge (Wikipedia, 2018). Although open science is frequently seen as related to research, its philosophical foundations and dilemmas are very similar to other aspects of openness closely associated to learning and teaching, such as open education (Schuwer, 2017). However, recent developments and studies have realised the potential of open science to enhance many aspects of learning and teaching (some examples are Open Data as OER, Study on Open Science, Open access scholarly publications as OER, Open science, open access and open educational resources: Challenges and opportunities, Data in Education, Open Data in Schools. Despite the examples above, the application of open science in learning and teaching is still very limited. In addition, most of the work conducted in open science is focused on data, infrastructure and publications rather than practices. This the main rational for this call for contributions to a Special Issue on Engaging with Open Science in Learning and Teaching.

In this Special Issue we call for contributions that explore and discuss the impact of open science on learning and teaching, including new pedagogical approaches, strategies and policies, capacity building, and what opportunities and challenges it brings for educators, students and learning institutions. We invite papers from the Information and Communication Disciplines (ICDs) and beyond, from diverse educational systems, including higher education, schools and technical vocational education and training (TVET). Submissions will be double-blind peer reviewed and can include literature discussion and analysis, conceptual and empirical papers, case studies, quantitative and qualitative research, related to the following topics.

Topics include, but are not restricted to:

  • Philosophical and theoretical approaches to openness and open science in teaching and learning
  • Students’ perspectives on and students’ roles in open science
  • Ethics and practicalities of open science in educational systems, including higher education, schools and TVET
  • Examples of implementation of open science in learning and teaching within ICD disciplines, and beyond.
  • The impact of openness and/or open science in curriculum design and development
  • Policies and the politics of open science in education
  • Open science and the scholarship of learning and teaching
  • Assessing learning supported by openness and open science
  • Perspectives and theories on student learning through open science
  • Capacity building for open science in education

The special issue will be free of charge. It is co-edited by Tamara Heck (Information Centre for Education, DIPF Frankfurt – German Institute for International Educational Research) and Carina Bossu (Tasmanian Institute of Learning and Teaching, University of Tasmania).

Questions, comments and inquiries can be directed to either heck@dipf.de  or carina.bossu@utas.edu.au

Style guidelines for Education for Information are available here:


Submissions are due Dec 15th 2018. They can be submitted via the journal’s submission system: https://mstracker.com/submit1_dev.php?jc2=efi&SubmitType=N. Please state in the cover letter that your submission is a contribution to the Special Issue on Engaging with Open Science in Learning and Teaching. Submissions will be double-blind peer-reviewed.


Founded in 1983, Education for information (EFI) is a quarterly refereed academic journal publishing research articles on issues related to the teaching and learning of information scientists and professionals for an information society. EFI welcomes a broad perspective on issues related to pedagogy and learning in the information and communication disciplines (ICD) such as Library and Information Science, Communication and Media studies, Journalism, Archival studies, Museum studies, Psychology, Cognitive science and Digital Humanities.

Twitter: https://twitter.com/EducationforIn1
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Call for Papers: 21st International Conference on Discovery Science (DS 2018)

21st International Conference on Discovery Science (DS 2018)

St. Raphael Resort, Limassol, Cyprus, 30-31 October, 2018


(*** In conjunction with ISMIS 2018 ***)


The 21st International Conference on Discovery Science (DS 2018) provides
an open forum for intensive discussions and exchange of new ideas among
researchers working in the area of Discovery Science.

The scope of the conference includes the development and analysis of
methods for discovering scientific knowledge, coming from machine
learning, data mining, intelligent data analysis, big data analysis as well as
their application in various scientific domains.

We welcome papers that focus on the analysis of different types of massive
and complex data, including structured, spatio-temporal and network data.
We particularly welcome papers addressing applications. Finally, we would
like to encourage contributions from the areas of computational
scientific discovery, mining scientific data, computational creativity and
discovery informatics.

DS 2018 will be co-located with ISMIS 2018, the 24th International
Symposium on Methodologies for Intelligent Systems. The two conferences
will be held in parallel, and will share their invited talks.


We invite submissions of research papers addressing all aspects of
discovery science. We particularly welcome contributions that discuss the
application of data analysis, data mining and other support techniques for
scientific discovery including, but not limited to, biomedical, astronomical
and other physics domains. Applications to massive, heterogeneous,
continuous or imprecise data sets are of particular interests. Possible topics
include, but are not limited to:

• Knowledge discovery, machine learning and statistical methods
• Ubiquitous knowledge discovery
• Data streams, evolving data and models
• Change detection and model maintenance
• Active knowledge discovery
• Learning from text and web mining
• Information extraction from scientific literature
• Knowledge discovery from heterogeneous, unstructured and
multimedia data
• Knowledge discovery in network and link data
• Knowledge discovery in social networks
• Data and knowledge visualization
• Spatial/temporal Data
• Mining graphs and structured data
• Planning to learn
• Knowledge transfer
• Computational creativity
• Human-machine interaction for knowledge discovery and management
• Biomedical knowledge discovery and analysis
• Machine learning for high-performance computing, grid and
cloud computing
• Applications of the above techniques to natural or social sciences


Papers may contain up to fifteen (15) pages and must be formatted
according to the layout supplied by Springer-Verlag for the Lecture Notes
in Computer Science series. Submitted papers may not have appeared in or
be under consideration for another workshop, conference or a journal,
nor may they be under review or submitted to another forum during the DS
2018 review process

Authors can submit their papers electronically via our submission page
through Easychair: https://easychair.org/conferences/?conf=ds20180 .


The DS 2018 proceedings will be published by Springer in LNAI
(Lecture Notes in Artificial Intelligence) and will be available at the

Authors of best papers will be invited to submit their extended versions to
the Machine Learning journal (https://link.springer.com/journal/10994)
published by Springer. Fast Track Processing will be used to have them
reviewed and published.


• Paper Submissions due: 28th June 2018
• Notification of Acceptance/Rejection: 18th July 2018
• Camera-Ready Versions of Accepted Papers: 28th July 2018
• Author Registration: 31st Juy 2018
• Early Non-Author Registration: 10th September 2018
• Late Non-Author Registration: after 10th September 2018


General Chair
• George Angelos Papadopoulos (University of Cyprus, Cyprus)

Program Committee Co-Chairs
• Larisa Soldatova, Goldsmiths, University of London, UK
• Joaquin Vanschoren, Eindhoven University of Technology, the Netherlands

Scholarship: European Summer School on Information Science 2018

The European Summer School on Information Science (ESSIS) is an intensive one week teaching event for BA students students other than information science who want to enrol in a MA program in information science. The lectures in core areas of information science will enable students to close their knowledge gaps and to prepare better for a relevant MA program. You will meet students and professors from other countries and other schools of information science. Enjoy networking and studying with many other students.

More information on the website.

LIS in Europe – ASIS&T Berlin Regional Meeting in October

The European Chapter is inviting you to its regional meeting on

Library and Information Science in Europe.

The ASIS&T sponsored event will be held at Humboldt University
Berlin, Germany, October 4th 2017. Please follow the links for the current programme and registration information.

ASIST Programme_Berlin Meeting (Pdf)

Online Programme and Registration

Berlin Regional Meeting

4th time ASIS&T Chapter of the Year!

The European Chapter is proud to be awarded ASIS&T Chapter of the Year 2017!

It is the 4th Chapter of the Year Award our chapter recieves.

Thanks to all the engaging and active members, to all communicators and collaborators for their great work!

Announcement from the ASIS&T Regional Chapter of the Year Award Jury:

We are pleased to announce that the 2017 Chapter of the Year Award goes to the European Chapter (EUChap)! ASIS&T Regional Chapters competed for this award under the criteria of Membership, Chapter Meetings, Projects and Services, Collaboration, Communication, Financial, Awards, and Administration. The European Chapter has done excellent work increasing their overall membership and extending membership to 6 new countries! By adding new Country Representatives and continued collaboration with the student chapter, they have experienced additional membership growth. They have created an impressive list of publications promoting their chapter.  The range of chapter activities demonstrates dedication to promoting the chapter and the ASIS&T organization as well as providing professional and collaborative opportunities for members.

The EUChap has 190 members including 30 student members, 4 institutional members, primarily academics and faculty. Since 2016, the EUChap gained 81 members. This chapter has performed valuable services in connecting its members to LIS jobs and resources. They have held 10 events over many countries as well as leading 6 projects collaborating with student groups as well as regional groups. This chapter has active means of communication including email, mailing lists, a wiki, and a social media presence, and also has a well-managed budget.

This Chapter is no stranger to awards, boasting 5 nominations and 4 awards including member of EUChap 2016 (Peter Ingwersen), Chapter of the Year for 2016 (European Chapter), chapter member of the year 2016 (Isabella Peters), and nomination for the Award Crestos 2017 (Agnes Mainka).

The European Chapter has the highest membership, has managed its budget efficiently and provides many opportunities for its members to engage with one another and hold many programs distributed over the European continent. Join us in congratulating the European Chapter for having a great year promoting ASIS&T and displaying excellence as the ASIS&T Regional Chapter of the Year.

On behalf of the 2017 ASIS&T Regional Chapter of the Year Award Jury:

Daniel Gelaw Alemneh (University of North Texas), Chapter Assembly Director  Kayla Siddell (Indiana State University), Deputy Chapter Assembly Director


Chapter welcomes new board members

The Europen Chapter is pleased to announce two new board members for the term 2017/2018:

  1. Chair-elect: Dirk Lewandowski, Hamburg University of Applied Sciences, Hamburg, Germany (https://www.haw-hamburg.de/index.php?id=29927)
  2. Secretary/ Treasurer: Anna Maria Tammaro, Department of Information Engineering, University of Parma, Fiesole, Italy

Thanks to the members that nominated and voted in this year’s board election and a great welcome to our two new board members!

Current board members of the EUChap.

ESC Newsletter Out

Dear folks,

the Euorpean Student Chapter has published its sumer newsletter.

Topics of the issue are:
• Presentation of the new ESC Board Members
• “I was at…“ – four students report on their conference attendance
• Do you know? (new topic)
• Lexicon (new topic)
• News
• Do not miss (conferences & webinars)
• Challenge
• Membership
Click here to open the pdf:


Fidelia Ibekwe-SanJuan to be Editor-in-Chief of Education for Information

EUChap Advisor Fidelia Ibekwe-SanJuan will be the new Editor-in-Chief of Education for Information.

Current Editor-in-Chief Prof. Jamshid Beheshti says “I am delighted that Fidelia Ibekwe-SanJuan has agreed to be the new Editor-in-Chief of our journal, taking over at the beginning of 2018. Until then she and I will work together on the journal”.

Fidelia Ibekwe-SanJuan is Full Professor at the School of Journalism & Communication of Aix-Marseille University and member of the IRSIC research team in France.

Diversity and Inclusion in ASIS&T: A Report and Recommendations from AM16 Luncheon Discussion

The recent ASIS&T Bulletin for June/July17 has been published and includes a report by the organizers of the first Diversity and Inclusion Luncheon at the 2016 ASIS&T Annual Meeting in Copenhagen.

The Diversity and Inclusion Luncheon was held at the 2016 ASIS&T Annual Meeting (AM) for the first time. The purpose of the luncheon was to celebrate diversity and inclusion and to generate ideas regarding how ASIS&T could continue to encourage diversity and support inclusion. The luncheon was designed and organized by Annual Meeting co-chairs, Diane Sonnenwald and Lauren Harrison. Eight colleagues, Judit Bar-Ilan, Harry Bruce, Toni Carbo, Lynn Silipigni Connaway, Ixchel Faniel, Sandra Hirsh, Fidelia Ibekwe-SanJuan and Adam Worrall, served as discussion leaders at the lunch tables.

You can read the full report on the ASIS&T website.