The Audacious Vision of Information Schools
ISchools 的創新視野
Harry Bruce
Dean and Professor, The Information School ,
University of Washington , U.S
.A.
E-mail: harryb@uw.edu
Keywords (關鍵詞)
:
iSchools (資訊學校聯盟);
Li bra叩 and Information Science(圖書資訊學)
;
Information Education (資訊教育)<
Abstract>
In re臼ntyears the emergen臼 ofiSchools in
No巾 Ameri臼 and the spread of this
phenomenon to other pa巾。f the world has
attracted a great deal of attention. To be
numbered among the iSch∞Is has become an
aspirational goal for sch∞Is and ∞lieges
engaged in information education and research.
The definition of an iSch∞I has remained
abstract and general - relying upon an
overarching statement of intent - the study of interactions between information, technology
and people. Member iSchools have broad
curricu旬, diverse academic programs and
interdisciplinary research enterprises. This
paper explores what they have in common by
answering three questions: (1) What are
Information Schools? (2) What is Information?
and (3) How do researchers in the information field study information? The iSchools also share a vision of the future for information education
and research. The processfollow剖 byiCaucus
members for articulating this vision is described.
【摘要】
近年來. iSchools 聯盟在北美地區快速成 長,已經引起世界各地的注意。資訊科學領域 的教育與研究相關學院多以能夠成為 iSchools 成員為目標。 iSchools 的定義是抽象或概括 的,根據其意向聲明的框架. iSchools 所關切 的是對資訊、科技與人之間的互動。 iSchools 的成員提供多元的課程、多樣化的學術研究計 畫,和跨學科整合的研究範疇。本文藉由三個 問題探討 iSchools 的相似之處: (1)什麼是 Information Schools? (2) 什麼是資訊?(3)
在資訊領域中研究者如何研究資訊?iSchools 對於未來的資訊教育與研究追求著共同的願 景,本文中也將呈現iCaucus 成員對於該願景 的闡述以及追求願景的歷程。Introduction
In February 2011, The University of Washington
Information School will be hosting the 6'h annual
iConference. The first iConference was held in2005at
Pennsylvania State University. Subsequent
iConferences have been held at the University of
Michigan (2006); at the University of California, Los
Angeles (2008); at the University of North Carolina,
Chapel Hill (2009); and at the University ofIllinois at Urbana-Champaign (2010). Past iConferences have
had approximately 300 faculty, students, and
information professionals in attendance and have been successful in building a sense of community around
the information field, bringing together people who
might not otherwise engage with one another and
helping people share and exchange their views
associated with interdisciplinary research. The
iConference in Seattle is likely to be the largest
gathering of iSchooJ researchers ever. It has been
designed to attract scholars,teachers and professionals
from around the world. As we finalize the program for
this conference, I am drawn to reflect on how far the
iSchool movement has progressed since the first iConference held at Pennsylvania State University (PSU) in 2005.
Early in 2006, I was asked by the editor of the
ASIS&T Bulletin to prepare a short article reporting on the iConference at PSU. My co-authors were Debra
Richardson, Dean of the iSchool (the School of
Information and Computer Sciences) at the University
of California Irvine; and Mike Eisenberg, Dean
Emeritus and Professor at the University of
Washington Information School. We described the
puφose of this first gathering of iSchool faculty and students as an open discourse whereby all participants might engage in identifying the baseline attributes and
qualities that define their affiliati凹 的“information
schools." The focus was to be on essentials - on trying
to articulate the essence of an
“
information school"and the
“
information field."This goal was ambitious. For more than forty years,
the information field has attempted to articulate clear
statements of identi旬, core values, and distinctive
qualities. We have learned that such a discourse risks
the exclusion of voices, the alienation of important
partners,and the creation of barriers that can threaten
future collaboration. If our formula for identi削ng
what is essential to being an information school is too
narrow,we risk drawing artificial boundaries that may
have long-lasting impact. Alternatively, too broad a
definition runs the risk of becoming too abstract and
mostly meaningless,thus trivializing the Information
School movement (or iSchool movement). It is
important to strike the right balance; to address the most serious and important questions.
Not surprisingly, this first collective engagement
with the question of iSchool identity did not succeed in
forging clear, agreed-upon, and enduring statements
describing the value and pu叩ose of Information
Schools. In the years since, the iSchool movement
(later known as the iSchool Project and then the
iSchool Caucus) has made several attempts at strategic communications and marketing. Much of this effort has been channeled through the iSchools.org website and through the annual iConference. The clarity of messaging an iSchool value proposition has also become a factor of the success of individual iSchools. The 28 iSchools that are currently members of the
iSchool movement are top-ranked schools
internationally. They collectively and individually set an aspirational standard against which other schools offering information education and research might measure their performance. The work of member iSchools therefore provides an ambitious goal for
schools that seek an affiliation with this movement.
The work of communication is therefore paramount The iSchool Caucus (or iCaucus) has employed a half-time communications coordinator to assist with thiseffo前.
It is true to say that the iSchool movement over recent years has continued to gain momentum and to
add new members. The movement is now global,
including schools from thirteen of the United States as
well as Canada, China, Denmark, Germany, Great
Britain, Ireland and Singapore. Schools across the
world that focus upon information education and research are now seeking an affiliation with the iSchool movement as a statement about their own
identity and the quality and impact of their work. The Consortium of iSchools of the Asia Pacific (CiSAP) is an example. This effort to promote the establishment
of iSchools in the Asia-Paci日c Region and to foster
collaboration and exchange of new ideas is, in my
view, an indicator of the success of the iSchool
movement overall.
While the iSchool movement can certainly claim
success in terms of momentum, broader acceptance,
and deeper understanding among key constituencies
and stakeholders,a number of fundamental questions
remain. Perhaps the answers to these questions will
always be contested and controversial. Nonetheless,it
IS m my opInion Important to contmue our attempts to be clearer with our response to four questions that are
fundamental for Information Schools: (I) what are
Information Schools,(2) what is the information field,
(3) what is information,and (4) how does the field
study information? Let me begin with a brief
disclaimer. The answers presented briefly and
incompletely in this paper are my answers to these key
questions. They might be used to explain,somewhat,
my approach to building and leading the University of
Washington Information School. These views should
not be regarded as representative of the iCaucus; they
are presented here merely to provoke fu口her
discussion by symposium participants.
What are Information Schools?
Information Schools are intellectual communities made up of researchers and scholars from diverse
academic and practice-based contexts, who apply
different methods and theories to understand a wide
range of Information issues. iSchools are
interdisciplinary; including the fields of information
science,library science,computer science,engineering,
education,history,philosophy,sociology,management
and others. Broadly, iSchools focus on the
relationships among information, technology, and
people. They share an interest and commitment to
ensuring that people can find and effectively use the
information they need to complete tasks, make
decisions,and advance their personal and professional
goals. This is characterized by a commitment to learning and understanding the role that information plays in human activities. Information Schools believe that expertise in all forms of information is required for
advances in science,business,education,and culture.
This expertise must include understanding the uses and users of information as well as the various contexts in
which information is exchanged, including those
facilitated by technology. The iSchools do not regard themselves as the only home for this sort of research.
Rather,their aim is to create a welcoming venue for
embracing the opportunities and challenges of
interdisciplinary research in the information field
What is the Information Field?
The information field draws on an interdisciplinary
community of scholars, researcher宮, educators and
practitioners to study information, information
provision and information use. The goal of the field is to enhance the use of information by people in
individual,social and organizational contexts.
The primary object of study for the field is
information - but what is information? Attempts to answer this question have been debated so thoroughly in the literature that some critics have claimed that the field cannot define or even agree on a definition of its
primary concept. This is not the case. It is true that
there are a number of views on the definition of
information but this makes perfect sense. the concept
is complex; the more we pursue it through scholarship,
research and professional practice,the more thorough
and far-reaching our conceptual and operational
definitions are likely to become. The unraveling of the complexity ofthe concept through study by researchers in the information field does not mean that we cannot reach agreement on the way the term information is viewed by the field at any point in time or for a
particular context. The success of the Information
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systems science, artificial intelligence (Saracevic,
1992),Cybernetics,general systems theory (Rayward,
1996), language, ethnography, semiotics, (Buckland,
1999),statisti瓜,communications,law and government
(Hawkins, 200 I). Those who have reported the
composite of disciplines that contribute to the
information field claim that the field is proud of its
interdisciplina 討ty(Beghtol,1995; Saracevic,1992) and
that this interdisciplinary evolution is ongoing
(Saracevic,1999)
References
Beghtol, C. (1995). Within, among, between: Three
faces of interdisciplinarity. Canadian Journal of
Information andLibrary Science,20(2),30-41.
Borko, H. (1968). Information science: What is it?
American Documentation,19(1),3-5.
Buckland, M. (1999). The landscape of information
science: The American Society for Information
Science at 62.Journal of the American Society for
informationScien白,50(11),970-974.
Buckland,M. (1991). Information as thing. Journalof
the American Society ofInformation Science,42(5),
351-360.
Hawkins, D. (2001). Information science abstracts:
Tracking the literature of information science.
Journal of the American Society for information
Science,52(1),44-53.
Herner,S. (1984). Brief History of information science.
Journal of the American Society for Information
Science,35(3),157-163.
Rayward,W. B. (1996). The History and historiography
of information science: Some reflections.Information
Processingand Management,32(1),3-17.
Saracevic, T. (1992). Information science: Origin,
evolution and relations. In P. Vakkari & C. Blaise
(ed.),Conceptions oflibrary and information science:
Historical, empirical, and theoretical perspectives.
Taylor Graham: London.
Saracevic,T. (1999). Information science. Journal of
the American Societyfor information Science,50(12),
1051-1063.