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Everything you need to know about Death and Nightingales Entertainment. PewDiePie criticised for recommending an anti-Semitic channel Entertainment. The role of i-Schools will be illustrated by the diversity of the fields of studies they encompass, and by the new opportunities that have thus opened up. Upon introducing several projects that have innovated the Library and Information Studies curricula, the paper explains the role of the steering and coordinating i-Caucus committee, and the importance of the i-Conferences.

Furthermore, the paper presents an analysis of issues relevant to the interdisciplinary character and the identity of i-Schools.

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The study concludes with an overview of the research activities of i-Schools, and the prospects of this movement in the Czech Republic. Although it may seem that the movement concerns other, foreign countries rather than directly affecting the Czech Republic, it appears to be manifesting itself in research and the visions of the future of Information and Library Studies.

The movement impacts the profiling of academic programs whose graduates go on the job market. The graduates, in turn, influence the way in which the information environment evolves. This article examines the origins and evolution of the movement, seeking answers to the following questions: What is the i-School movement?

What is its structure and how does it work? What goals has the movement set for itself? Does the intellectual impact of the i-School movement affect research and education in the Czech Republic?

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This article presents the i-School movement and its goals to academics and other specialists working in the information field. New kinds of interaction and opportunities for growth in the field are highlighted in this study as areas of high interest as regards their integration into the Information and Librarianship degree programs in this country. Upon a short summary of the history of i-Schools, this article focuses on the conflict between the fields of information science and librarianship, which has ultimately generated a greater focus on the innovation of the schools of Information Studies and their curricula.

Having grown during the conflict into its present shape as an organization, the i-School movement is characterized here with regard to its basic supporting structure, a model of the disciplinary studies, and shifts in the educational focus. Chapters 4—6 give an account of the steering committee of i-Schools, including membership criteria, conferences related to the field, and the relevant social part that i-Schools play. The interdisciplinary character of i-Schools, their identity-forming activities concerning the information field, and their focus on applied research are the most characteristic features of i-Schools.

These are brought to focus toward the end of this article, in chapters 7, 8 and 9. My conclusion addresses the prospects of the movement in the Czech Republic. However, this form does not comply with the rules of the Czech language use. Other derived terms are used in a similar way e. The information field i-Field is experiencing rapid growth and radical changes, opening up new horizons in ways that many information professionals will find surprising. The evolution of information and communication technologies, and the changes concerning information management have prompted different pressures, while new interest groups are being formed, affecting the evolution of the information field.

The US and Canadian i-School movements are the fastest-growing ones, rapidly expanding to Europe and other continents. They import new focus to academic researchers, a whole new range of information jobs, and changes to the information degree programs. The i-Schools are also called Information Schools. The group was looking for ways to develop curricula for their study programs and to start collaboration among their schools. At the same time, they sought a way in which to promote and highlight the significance of Information Studies before their rectors.

Due to the collective engagement of scientists from different fields and practice-based professionals who were interested in information studies and the ways in which to make information management more effective, an intellectual community was formed. Gradually, the work of this group began to attract attention. By , the group grew by seven other schools.

However, the continuous expansion of its activities forced the group to establish a central steering body whose title would clearly convey the core message of the group. Upon the establishment of the i-Caucus, the movement has kept growing, expanding to other universities. Furthermore, the movement has succeeded in forging collaboration with the CRA Deans Computing Research Association Deans —a sister group of informatics specialists that has been joined by many other deans if the i-Schools.

Evolution of i-School Names Adapted from: The Information School Phenomenon. The following is a list of the reasons why the i-School community has been formed:. The i-School movement is driven by its vision of being a clear-cut identifier for employers who seek experts trained in the basic forms of information analysis, processing and management, able to interpret the results of their work in the broader context of societal development.

A successful accreditation process requires clearly defined core courses that offer future graduates basic knowledge and skills of the profession that will help them to specialize later on. Defining the curriculum becomes an increasingly important, recurring issue in the context of the fast and dynamic evolution of information science. Facing the complexities of different specializations and emphases of various perspectives, some professionals are beginning to talk about a crisis in the education of Information Studies experts.

In fact, this is a crisis of the identity of the field. The signs of the crisis are particularly visible in the penultimate stage of education in the field, where Library and Information Science LIS have begun to merge. In his study from , L. Grotzinger demonstrates that the integration of library and information science was not flawless. However, the integration helped avoid the danger of the dropping numbers of students who were more interested in schools offering computer and information science.

The integration also prompted adjustments of library studies curricula to the emerging information technologies, which used to be problematic in library studies tracks. While information science studies were often established separately from library studies, several meeting points were upheld in the form of course electives. Marko maintains that at the same time as the traditional curriculum fell apart because many schools of library studies had ceased to offer key core courses, a new, unified curriculum has failed to appear. Courses serving as the meeting points between the disciplines have not been established as core courses, and so the universities continue offering those as electives, which does not guarantee that their students will have acquired relevant basic knowledge upon their graduation.

Miksa analyzes the paradigms, curriculum interpretation, and the values embedded in a hidden curriculum, arguing that the ensuing differences mean that the core of information science I-World differs from the core of library science the so-called L-World. The future interdisciplinary collaboration ought to be forged between information science on the one hand, and cognitive psychology, computing science, communications, and cultural anthropology on the other.

The results of the yearly business meeting of ALISE represent a turning point in the disciplinary focus. Van House and S. Sutton examine the ecological perspectives of the field.

In the context of ecology, the authors define the field as a species that has to gain its right to survive, comparing it to the panda that is condemned to extinction because of its traditional, narrow focus on ecologically specific environment the so-called niche. A highly turbulent environment, with growing competition in the form of other fields that are interested in taking part at information management, necessitates a change in the survival strategy.

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In the midst of the expanding information market, where libraries form an insignificant part of the information industry and workforce, with dropping numbers of library jobs, and an increasing number of interdisciplinary issues, the field must be capable of dynamic adaptation. House and Sutton recommend that the field responds to the current situation by adaptive radiation—by spreading into new areas of specialization—via differentiating between students and programs. New areas of specialization may lead to divergence, which would mean a move away from traditional accreditation.

Furthermore, they recommend that the field is made into a hybrid by adopting the characteristics of other successful fields, and by increasing the size of those programs that support interdisciplinary activities and diversity growth. Gorman, on the other hand, have repeatedly rejected the idea of a crisis. The authors argue that information studies have pushed out library studies, redirecting research in the field; the focus on libraries has been replaced with focus on communication technologies.

Norris 14 reject the parasitical relationship between information studies and library studies. They argue that their examination of peer-reviewed articles and dissertations has clearly demonstrated that both the faculty and the doctoral candidates present research results from areas of library science. Dillon and Norris conclude by again rejecting the idea of crisis and by maintaining that the field is evolving and prospering.

They argue that the notion of crisis is generated by unawareness of new job opportunities, low self-esteem, and by insufficient focus on quality graduate program applicants low admission criteria , new faculty evidence of excellent scholarly publication history pursuant to bibliometrics , and courses courses that students from other disciplines find interesting. HRISM aimed to support innovation in education. Drexel University introduced a software engineering track specializing in information technologies; 17 the Illinois University developed a distance-learning program and revised its core curriculum; Florida State opened an information technologies and network management undergraduate program, 18 and a center for the analysis of applicability; in addition to library studies, the graduate program of Michigan University began to offer information systems management, man-computer interaction, records and archives management, and architecture of future systems.

Pettigrew, analyzed the educational trends of the field at nearly half the universities of North America USA and Canada. Six basic trends were identified: Due to these trends, new interdisciplinary research teams are being established. New Schools of Informatics with departments of Computer Science are being formed, as well as Library and Information Science Studies, and other departments that share their interest in applied information technologies.

As regards related disciplines, it is computer science, information technology and information systems that currently rank among the most influential in the field. The exponential increase of digital information is shocking news for many professionals. Because of the flood of digital information, one may say that our society has turned digital. Large amounts of information make information management ever more relevant; at the same time, the complexity of issues concerning digital society is becoming apparent.

Complex matters such as privacy, credibility, security, accessibility, information management and organized knowledge necessitate collaboration of specialists from multiple disciplines. As the meeting points of different disciplines, i-Schools forge a multi-disciplinary environment 25 where professionals from different fields may find their place within an intellectual community, and, together, thoroughly analyze issues relating to the phenomenon of information and to technologies that facilitate its effective processing and communication.

At first, common terms are used differently, and so the professionals are forced to find their common language of communication. In time, a common discourse is established across the disciplines, as is new academic culture. The faculty working in the diverse and highly dynamic environment cannot afford to stagnate and close themselves off within the confines of their discipline; to the contrary, they remain active students themselves.

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The i-Schools focus on current issues. However, history specialists have recently also been trying to take part, pointing out that the significance of historical perspective has been underrated although it helps us understand the current trends. For this reason, the Berlin i-Conference considered the proposal of an organization committee to examine the history of the information field — History Information Caucus.

The i-School domain is formed by the mutual interaction of people, information, and technology. The individual elements integrate diverse forms of information into a unified discipline; their interaction grants the field its dynamics, balance, and its characteristic interdisciplinary nature. Madsen criticizes the model as an insufficient framework for the purposes of the i-Field description. She argues that the given i-Model flattens the depth of the integration of the information sub-fields that are not necessarily interdisciplinary but interspersed in the continuum evolving from multidisciplinary to transdisciplinary fields.

This important distinction then delineates a clear and firm conceptual base of the i-Field. Understanding Information Related Fields: The richness of the interaction among the basic elements of the i-Field forges a great diversity of topics that are taken up by the i-Schools academics. The diversity and interdisciplinarity of the topics have also prompted a revival of the system theory. Digital abyss, globalization and information technologies of the developing countries in the context of social, political and ethical issues, digital services, credibility and trustworthiness of the online environment, increase of productivity, assessment of investment yields, leadership and support, technology in social-economic systems, information ecology, and many other issues have become the new research topics.

Human-computer interaction HCI is becoming one of the core i-School courses.

Being situated within the framework of the basic elements information—people—technology , the course has found its permanent place in i-Schools where it is likely that its educational and research potential will be cultivated. The principles are often brought up in individual courses that have become core courses in the i-Schools curricula. Due to the evolution of e-Science, other fields that address issues concerning cybernetic infrastructure are claiming their place in i-Schools. Archival studies that has been tackling issues concerning digital archives, for example, is also vying for its place in the information field.

Professional work with information at the forefront of science and technology advancement situates i-Schools into an economically strategic position, opening new markets to their graduates. I-PACE offers excitement from every angle thanks to its flowing waistline, dramatic bonnet scoop and signature rear haunches. I-PACE seamlessly integrates technology and abundant space. The interior design is clean and uncluttered, with tactile features and sweeping lines.

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