Cataloging Norms Interest Group

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ALCTS CaMMS Cataloging Norms Interest Group seeks speakers to present at ALA Annual in Las Vegas on Saturday, June 28th, 2014 at 10:30-11:30.

 

Cataloging Norms Interest Group offers a forum for the exploration, communication, and exchange of ideas and best practices on the dynamics of cataloging/metadata norms and workflows in the hybrid environment.

 

Presentation topics should be of current interest to catalogers, cataloging managers and administrators, and be approximately 15-20 minutes in length. Additional time will be allowed for questions and discussion. Topic possibilities include:      

         

•         Evolution, definition, and functions of the catalog and cataloging norms

•         Emerging concepts and implementations of "next generation catalogs"

•         Cataloging and metadata in hybrid and digital libraries

•         Changes in catalogers' workflows

•         Quality control and benchmarking

•         How end users' expectations and behaviors affect cataloging norms

•         Metadata records and elements in different contexts

•         Impact of web norms on cataloging norms

•         Cataloging education/continuing education

•         Cataloging department collaboration with other library units

•         RDA: integration of records, training

 

Please email proposal abstracts to co-chairs by Friday, May 9, 2014. If you have questions, please contact us. We look forward to hearing from you!

 

Cataloging Norms Co-Chairs,

 

Janet Ahrberg

Associate Professor/Catalog Librarian

Oklahoma State University

janet.ahrberg@okstate.edu

 

Emily Flynn

Metadata & eResources Librarian

OhioLINK

emilyflynn@me.com

Professing Feminism:Teaching Through the Digital Divide

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Call for Submissions
Deadline: Dec. 15, 2014
Page limit 15-25 pages
Format: Email articles in MLA style. Double spaced.MSWord attachments only.
 
Contact:professingfeminism@hotmail.com
 
Professing Feminism, inspired by our own online teaching experiences in for-profit and not-for-profit higher education, will be a path-breaking anthology exploring feminist pedagogy and feminist content in online courses. Have you had experience teaching feminism online? How can your shared experience help facilitate the inclusionof feminist pedagogy and feminist content in the growth of online teaching thatis rapidly mushrooming?
 
We are open to essays that both critique and positively evaluate the potential for professing feminism in online work, in a variety of contexts. Submissions can cover any aspect of the experience of feminism, feminist pedagogy, online teaching and online learning.
 
We are especially interested in articles that address the following topics:
 
Enacting a feministpedagogy in online courses
 
Feminism and for-profit schools
 
Teaching other people's feminism (teaching from prewritten courses in for-profit or not-for-profit online programs).
 
Providing feminist context in classes that include women's literature, but provide no feminist context to the works.
 
Men and feminism in online classes.
 
Encouraging feminism in composition classes (or any classes where feminist content is rarely found or emphasized).
 
Academic hierarchy and feminism in online schools.
 
Feminist collaboration:issues of isolation, networking and publishing as an online adjunct
 
Addressing the stigma of teaching online and the divide between online and on ground schools and instructors.
 
Addressing the negative perceptions of online teaching.
 
The role of feminism in the new model of online teaching and for-profit schools
 
Feminism's role withinthe job preparation emphasis in online schools
 
About the Editors:
 
Melissa Rigney has over 10 years online teaching and course development experience in both for-profit and not-for-profit higher education. In addition to a PhD in English from the University of Nebraska. She also has an M.S in Educational Technology from Texas A&M.
 
Batya Weinbaum holds a doctorate in English from University of Massachusetts at Amherst. She has been teaching feminism online since 2007, and has been editing the journal Femspec since1997. Her scholarship, including writings on feminist pedagogy, has appeared in numerous venues, including Transformations, a journal of inclusive teaching practices. She has published three scholarly books, including a book with University of Texas Press, and has been included in numerous scholarly anthologies.

CALL FOR CHAPTER PROPOSALS

Proposal Submission Deadline: May 30, 2014

 

A book edited by

Emy Decker (AUC-Robert W. Woodruff Library)

Jennifer Townes (AUC-Robert W. Woodruff Library)

 

To be published by IGI Global: http://bit.ly/1fOOCfT

 

For release in Advances in Library and Information Science Book series

ISSN: 2326-4136

 

The Advances in Library and Information Science Book Series aims to expand the body of library science literature by covering a wide range of topics affecting the profession and field at large. The series also seeks to provide readers with an essential resource for uncovering the latest research in library and information science management, development, and technologies

 

Introduction

Library and archives disaster planning and contingency management go by many names: emergency planning, risk assessment, business continuity, etc. Awareness has increased over the past fifteen years, and now disaster planning is an ever-growing presence in modern consciousness. Any type of contingency planning for libraries is important because we are building more and more evidence that preparedness is possible, even if prevention is not. In general, anything involving extensive damage to the collections falls into the "disaster" category. However, it is important to draw a distinction between small-scale disasters, such as a burst pipe, and large-scale disasters, such as a category 5 hurricane. A naturally occurring disaster is an act of nature (tornadoes, hurricanes, earthquakes), as opposed to an anthropogenic disaster, which is caused or produced by humans (war, censorship, arson). The myriad ways in which we define disaster indicate our inability to predict them, and therefore we will never be able to prevent them. What we can do is prepare the one variable we do have control over: ourselves. By exploring disasters of different scale and devastation, we can begin to develop more complete and efficient disaster plans for our cultural institutions.

The literature about disaster planning has not given close examination to the different types of disasters to befall libraries, thus this book is based on emerging research and events exemplified by case studies. Contributions to this edited volume will explore libraries impacted by disasters of different scales, ranging from small to catastrophic and disasters of different types, from naturally occurring to anthropogenic.

 

Objective of the Book

This compendium of emerging research about disaster mitigation and contingency planning will better inform disaster planning at the design level. Additionally, this book will serve as a resource for those who have already experienced disaster and the ideas put forth will potentially spur positive change in organizational culture. This book will investigate the impact of large and small scale disasters -- both anthropogenic and natural in origin -- on libraries. Readers will learn from the experiences of others, expand their definition of disaster, and create or redesign their own disaster plans.

 

Target Audience

Our publication will benefit librarians, library staff, archivists, curators, students, local/state/national disaster preparedness professionals, private collectors, and corporations which store/archive collections.

 

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

Contributors are welcome to submit chapters on the following topics relating to library disaster management and contingency planning:

 

·         Disaster management and contingency planning in libraries

·         Changes to disaster planning and recovery post-2000

·         Library safety measures

·         Changes to library materials conservation and restoration post-2000

·         Emerging disaster management theory

·         Emerging contingency planning theory

·         Lessons learned from small scale disasters (broken pipes, fires, vandalism, storms, etc.)

·         Lessons learned from large scale disasters (September 11th, Hurricanes Katrina and Sandy, the Indonesian tsunami, Typhoon Haiyan, the Haitian earthquake, etc.)

·         Social implications of disaster preparedness and management

·         Public, academic, and private libraries and archives experiences with disaster of any scale

·         Naturally occurring disasters

·         Anthropogenic disasters

·         Challenges/crises not commonly included in disaster plans

·         Financial disaster planning (recession, staff cuts, effect on digital projects, etc.)

·         Electronic backup failure (loss of backup servers, born-digital data, electrical surges, etc.)

 

Submission Procedure

Researchers and practitioners are invited to submit on or before May 30, 2014, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Proposals should be submitted through the link at the bottom of this page. Authors of accepted proposals will be notified by July 30, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by September 30, 2014. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Proposals should be submitted through the link at the bottom of this page.

 

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 www.igi-global.com. This book is anticipated to be released in 2015.

 

Important Dates

May 30, 2014:                                    Proposal Submission Deadline

July 30, 2014:                                     Notification of Acceptance

September 30, 2014:                    Full Chapter Submission

November 30, 2014:                     Review Results Returned

February 15, 2015:                          Final Chapter Submission

 

Inquiries can be forwarded to

Emy Decker and Jennifer Townes

Atlanta University Center - Robert W. Woodruff Library

111 James P. Brawley Drive SW, Atlanta, GA 30314

Tel.: (404) 978-2087, (404) 978-2053

E-mail: edecker@auctr.edu, jtownes@auctr.edu

 

Propose a chapter here

May 16-18, 2014
Konya /TURKEY
http://www.icemst.com

 

We would like to invite you to the International Conference on Education in Mathematics, Science and Technology which will take place on May 16 - 18, 2014, at Necmettin Erbakan University in Konya, Turkey. The conference will be organized in partnership with the International Journal of Education in Mathematics, Science, and Technology (IJEMST).

The aim of the conference is to bring together scholars, students, and administrators from different countries, and to discuss theoretical and practical issues in the fields of information and communication technologies in education, science education and mathematics education.

Your prospective, valuable contributions on this field will be evaluated by the Scientific Committee and the ones approved to be presented will also be published in the Proceedings.

We will be pleased to generate an atmosphere where you can share your expertise, experience, and resources with your colleagues.

 

 

DEADLINES

Submission Of Abstracts

April 25, 2014

Notification Of The Results

April 30, 2014

Fulltext Submission

April 30, 2014

Conference Fee Payment

April 30, 2014

 

 

Western Balkan Information Literacy Conference

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JUNE 11th-14th 2014  Juni na Uni 2014. - Hotel "Opal" Bihać, Bosnia & Herzegovina, Conference website: http://conference.bibliotekabihac.com/

 

Call for Papers

Theme: Embracing relentless change: Information literacy and lifelong learning in a digital age:

For all who are engaged in learning in this information rich society the challenge to achieve information literacy is vital in capitalising on the diverse and often overwhelming range of information choices with which we are continually faced. This is confounded further by the rise of digital and social media tools which doubtless have brought with them some stunning innovations and some colossal challenges. Information Literacy can help us discover, critically evaluate and generate new information to cradle these new diverse digital media

forms which are as inspiring and transformational as they are formidable and at times impenetrable. Information literacy and lifelong learning are vital for active participation of individuals everywhere in social, cultural and political contexts- in the Western Balkans, in Europe and indeed worldwide. They enable us to learn how to learn. They are crucial in helping us realise educational and professional goals and aspirations. Harnessed together Information literacy and lifelong learning help us successfully survive and compete in the 21st century- in

this digital age, a time of relentless change.

 

Main Themes and Topics: Western Balkan Information Literacy Conference.

A. Information literacy in the modern world

· information literacies (media literacy, digital literacy, visual literacy, financial literacy, health

literacy, cyber wellness)

· Information Literacy and academic libraries

· Information literacy and adult education

· Information literacy and blended learning

· Information literacy and distance learning

· Information literacy and public libraries

· Information literacy and the knowledge economy

· Information Literacy in the modern world (e.g. web 2.0 ; web 3.0 ; mobile technologies ;

YouTube, trends, emerging technologies and innovation; growth of digital resources;

gaming and application software (apps); digital reference tools; tiered reference services).

· The future of information literacy

· Workplace information literacy

 

B. Librarians as support to the lifelong learning process

· Digital empowerment and reference work

· Information Literacy across the disciplines

· Information literacy and digital preservation

· Information Literacy and online learning (e.g. self-paced IL modules)

· Information Literacy and Virtual Learning Environments

· Innovative IL approaches

· Instructional design and performance for information literacy (e.g. teaching practice,

session design, lesson plans, self-paced student modules)

· Integrating information literacy into the curriculum

· Putting information literacy theory into practice

· Supporting users need through library 2.0 and beyond

· Student engagement with Information Literacy

 

C. Media and information literacy - theoretical approaches (standards, assessment,

collaboration, etc.)

· Information literacy and Artificial intelligence

· Information Literacy and information behaviour

· Information literacy and reference services: cyber reference services, virtual reference

services, mobile reference services, expert crowd sourcing, global reference volunteers

· Information literacy cultural and contextual approaches

· Information literacy evaluation and assessment

· Information literacy in different cultures and countries

· Information literacy project management

· Information literacy theory (models, standards, indicators, Moscow Declaration etc.)

· Measuring in information literacy instruction assessment

 

D. New aspects of education/strategic planning, policy, and advocacy for information literacy

in a digital age

· Branding, promotion and marketing for information literacy

· Cross -sectorial; and interdisciplinary collaboration and partnerships for information literacy

· Information literacy policies and development

· Leadership and Governance for information literacy

· Strategic planning for IL

· Strategies in e-learning to promote self-directed and sustainable learning in the area of

information literacy skills.

 

Paper submission:

Submissions in any of the following forms are accepted:

· Full paper to be published in conference proceedings

· Presentation

· Roundtable discussion

· Poster session

· Train-the-trainers workshop

· PechaKucha

 

Papers submission dateline: Friday 16 May 2014

Important Dates

Paper submission deadline May 16, 2014

Notification of acceptance May 31, 2014

Dissemination of final programme June 03, 2014

Deadline for authors to submit slides June 05, 2014

 

For further information: please see the Western Balkan Information Literacy Conference website for additional details at: http://conference.bibliotekabihac.com/

 

Please note: all expenses, including registration for the conference, travel, accommodation etc., are the responsibility of the authors/presenters. No financial support can be provided by the Conference Committee, but a special invitation can be issued to authors.

 

Location: IU South Bend in South Bend, Indiana

Date: Friday, August 1, 2014

Call for Proposals

 

The 3rd Annual Indiana University Libraries Information Literacy Colloquium seeks engaging, innovative, and energizing proposals related to the conference theme:  Metaliteracy: Seeking Connections and Challenging Traditions.  

We seek thought-provoking proposals that examine metaliteracy, which is emerging as a relevant and interesting paradigm that is reshaping the way we think of information literacy and library instruction. As defined by Mackey and Jacobson (2011), "Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online" (p. 62). Moreover, the current ongoing revision of the ACRL standards includes metaliteracy as an "important anchoring element" in the new Framework for Information Literacy for Higher Education. 

 

This year's Colloquium invites you to investigate the implications metaliteracy has for library instruction theory and practice. Questions to consider include, but are not limited to: What do instruction librarians need to know about metaliteracy? What does metaliteracy look like, and what does it entail? How does it influence what we do in the library instruction classroom? How does this shape our learning outcomes and pedagogy? How do we assess metaliteracy? Clearly, metaliteracy is a stimulating and exciting concept that has much to offer library instruction and we hope that the Colloquium will contribute significant advances to the current conversations on this topic.

 

Proposal guidelines:

Proposals for 45-minute presentations or 45-minute roundtable discussions should be no more than 250 words in length and should contain at least two learning outcomes.  Proposals should be submitted via the online conference proposal form:  http://ius.az1.qualtrics.com/SE/?SID=SV_3meTvGpIhLHxiIZ

  

All proposals should clearly relate to the conference theme and offer innovative and interesting insights that will enhance the learning of the Colloquium community.

 

Proposal deadline: 

May 16, 2014. Proposal notifications will occur by May 30, 2014.

 

Colloquium website:
http://iusb.libguides.com/IULILC2014

 

 

 

Transition: High School to College

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Save the Date / Call for Proposals
1st Annual LILi (Lifelong Information Literacy) Conference (FREE!)

"Transition: High School to College"
Main Speaker:
Dr. Lesley Farmer

California State University, Long Beach
Librarianship Program &
Department Chair of Advanced Studies in Education & Counseling

Monday, 4 Aug 2014
10 am - 3 pm
JSerra Catholic High School
 26351 Junipero Serra Rd.
San Juan Capistrano, CA 92675

NOTES:
Cost: FREE! & Free parking
Refreshments & registration, 9:30-10 am
($5 refreshments donation requested at JSerra)
Pay for your own lunch at JSerra, 12-1 (about $6)

Call for proposals now through Monday, MAY 1st
http://goo.gl/jbPxyN

Notification of acceptance by May 23d

High school and college teacher-librarians face increasing challenges in preparing high school students for college success. The dire need for librarians in California K-12 schools makes these challenges all the more difficult. College and university librarians also face increasing challenges in helping new students adjust and learn how to learn for scholarly research needs and lifelong learning. What are the obstacles and opportunities you face in working with teachers and higher education faculty and others in the crucial transition to college timeframe? What has worked for you and your colleagues in helping high school students, teachers/faculty, and new college students with this kind of transition? How have you reached out to those in other types of institutions and organizations to help each other with these efforts? Sharing your innovations, your experimental attempts, your successes, and even your failures can help you and your colleagues move forward toward successful models for this effort.

Dr. Lesley Farmer, CSULB Librarianship Program & Department Chair of Advanced Studies in Education & Counseling, will be the main speaker at this first annual LILi conference, which highlights a crucial area for cooperation and collaboration among different types of libraries for a common goal: supportive, sequential information literacy instruction for all levels and in all types of libraries: https://sites.google.com/site/lifelonginformationliteracy/ Dr. Farmer will address the Common Core Standards, the California State Standards, and the role of information literacy instruction in the transition from high school to college.

The LILi (Lifelong Information Literacy) group invites you to submit proposals related to information literacy instruction (ILI) for 30-minute panel sessions, 10-minute lightning talks, and poster sessions, as well as an afternoon open mike period for 2-3-minute updates and transitioning tips. Proposals will be blind-reviewed, so please do not include identifying information in the text of your abstract. Topic ideas include, but are not limited to:
* ILI and Common Core Standards and/or California State Standards
* Effective uses of new technology to support IL pedagogy
* Innovative uses of technology to support IL pedagogy
* New, innovative IL pedagogical approaches
* Engaging active learning exercises for ILI
* ILI assessment and rubrics that work, e.g., "exit tickets"
* Outreach for transitions from high school to college
* Outreach/linkages among different types of libraries in support of transitions to college
* Makerspaces with ILI elements
* Working with teachers/faculty
* Working with other institutional stakeholders
Library school/iSchool students are also encouraged to submit poster session proposals. A table will be available for instructional and promotional handouts.

Questions?
Elisa Slater Acosta (Loyola Marymount University)
Elisa.SlaterAcosta@lmu.edu

LIS Perspectives on Privacy and Information Management

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The Canadian Journal of Information and Library Science (CJILS) invites manuscripts to be considered for the special issue on "LIS Perspectives on Privacy and Information Management" to be published March 2015. Information professionals have the difficult task of managing information and supporting others to do the same in an increasingly complex environment where issues of information protection, control, and ownership are of paramount importance. These issues present challenges to the practice of information professionals: for example, how can libraries adequately protect the privacy of patron information? They also invite a discussion of the role of information professionals in public education and literacy: should information professionals be responsible for public education on issues such as privacy, intellectual property, and copyright? This special issue focuses on the role of information professionals with respect to these aspects of information management. We are seeking submissions that address these issues, examining questions including (but not limited to):

1)  Among information professionals, what is the state of knowledge regarding information protection, control and ownership? What do information professionals know and need to know about issues such as privacy and information management? What training do we offer, and what should we offer, to information professionals with respect to these issues?

2)  How are information professionals responding to the policy issues that arise with respect to privacy and information management? How are these issues affecting service delivery? What policies are being developed, and what are the challenges to effective policy responses?

3)  What is the role of information professionals in helping people to become more literate and able to respond to privacy and information management challenges? What programs are being developed? Are interventions effective?

Extended deadline for submission: September 30, 2014

Authors are invited to visit the journal's website for presentation guidelines and send their submissions in electronic format - an e-mail attachment in Word is preferred - to one of the following addresses:

jburkell@uwo.ca Jacquelyn Burkell

afortie@uwo.ca Alexandre Fortier

 

                                   

Appel à articles - NUMÉRO SPÉCIAL 2015

Perspectives des sciences de l'information et de la bibliothéconomie sur la gestion de l'information et les questions liées à la vie privée

La Revue canadienne des sciences de l'information et de bibliothéconomie (RCSIB) invite les chercheurs à soumettre des manuscrits en vue du numéro spécial consacré aux « Perspectives des sciences de l'information sur la vie privée et de la gestion de l'information », à paraître en mars 2015. Les professionnels de l'information ont la tâche ardue de gérer de l'information et d'aider le public à faire de même dans un environnement de plus en plus complexe où les questions de protection, de contrôle et de propriété de l'information sont d'une importance primordiale. Les défis que présentent ces questions sont multiples. Comment les bibliothèques, par exemple, peuvent-elles protéger adéquatement la confidentialité des renseignements personnels de leur clientèle ? Les professionnels de l'information devraient-ils être responsables de l'éducation du public concernant les questions de vie privée et la gestion de l'information ? Ce numéro spécial porte sur le rôle des professionnels de l'information à l'égard de ces aspects de la gestion de l'information et se concentre sur les questions suivantes (sans toutefois s'y limiter) :

1)   Quel est l'état des connaissances des professionnels de l'information en matière de protection, de contrôle et de propriété de l'information ? Que savent les professionnels de l'information et qu'ont-ils besoin de savoir ? Quelles sont les formations que nous offrons et celles que nous devrions leur offrir concernant ces questions ?

2)   Comment les professionnels de l'information réagissent-ils aux problèmes qu'occasionnent les politiques générales en matière de vie privée et de gestion de l'information ? Comment ces problèmes de politique générale affectent-ils la prestation des services ? Quelles politiques sont mises au point, et quels sont les défis à surmonter afin d'obtenir des réactions efficaces aux problèmes ?

3)   Quel est le rôle joué par les professionnels de l'information quand ils aident leur clientèle à devenir plus compétente et capable de répondre aux défis de la gestion et de la confidentialité des informations ? Quels sont les programmes en cours d'élaboration ?

Échéance pour soumettre une proposition repoussée au : 30 septembre 2014

Les auteurs sont invités à consulter le site web de la revue afin de prendre connaissance du protocole de rédaction. Les propositions doivent être envoyées par voie électronique (idéalement un fichier Word en pièce jointe à un courriel) à l'une ou l'autre des adresses suivantes :

jburkell@uwo.ca Jacquelyn Burkell

afortie@uwo.ca Alexandre Fortier

 

 

 

ACRL Preconferences @ 2015 ALA Annual Conference

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Call for Proposals

 

Share your knowledge with a national audience.  ACRL invites proposal submissions for half-day or full-day preconferences to be offered prior to the 2015 ALA Annual Conference in San Francisco.  Preconferences should allow participants to develop skills related to a specific topic and should focus on interactive learning using a variety of presentation styles.  Programs that offer practical tips and cutting-edge techniques are especially encouraged.

 

Submissions will be accepted through Wednesday, April 30, 2014.  Check out the call for proposals online for complete details.  Direct questions to Margot Conahan at mconahan@ala.org or call (312) 280-2522.

 

Margot Conahan

Manager, Professional Development

Association of College and Research Libraries
a division of the American Library Association

50 E. Huron St., Chicago, IL 60611

312-280-2522; fax: 312-280-2520

mconahan@ala.org

www.acrl.org

http://software.ucv.ro/~epopescu/spel2014

In conjunction with ICWL 2014
13th International Conference on Web-based Learning

13-16 August 2014
Tallinn, Estonia

==================================================================


MOTIVATION
===========

The workshop follows the previous SPeL 2008, SPeL 2009, SPeL 2010, SPeL
2011, DULP & SPeL 2012 and SPeL 2013 workshops, held in conjunction with the
SAINT 2008 conference, WI/IAT 2009 conference, DEXA 2010 conference, ICWL
2011 conference, ICALT 2012 conference and ICSTCC 2013 conference
respectively. The general topic of the workshop is the social and personal
computing for web-supported learning communities.

Web-based learning is moving from centralized, institution-based systems to
a decentralized and informal creation and sharing of knowledge. Social
software (e.g., blogs, wikis, social bookmarking systems, media sharing
services) is increasingly being used for e-learning purposes, helping to
create novel learning experiences and knowledge. In the world of pervasive
Internet, learners are also evolving: the so-called "digital natives" want
to be in constant communication with their peers, they expect an
individualized instruction and a personalized learning environment, which
automatically adapt to their individual needs. The challenge in this context
is to provide intelligent and adaptive support for collaborative learning,
taking into consideration the individual differences between learners.

This workshop deals with current research on collaboration and
personalization issues in Web-supported learning communities, leading
towards the creation of a truly social and adaptive learning environment.
Its aim is to provide a forum for discussing new trends and initiatives in
this area, including research about the planning, development, application,
and evaluation of intelligent e-learning systems, where people can learn
together in a personalized way through social interaction with other
learners.


TOPICS OF INTEREST
==================

The workshop welcomes submissions covering aspects of collaboration, social
interactions, adaptivity and personalization in technology enhanced
learning, particularly related to issues about:

    * Social learning environments
    * Theory and modeling of social computing in education
    * Web 2.0 tools for collaborative learning
    * Personal learning environments
    * Lifelong learning networks
    * Virtual spaces for learning communities
    * Social networks analysis and mining
    * Computer-supported collaborative learning
    * Personalized and adaptive learning
    * Adaptation methods and techniques for groups of learners
    * Intelligent learner and group modeling
    * Collaborative filtering and recommendations for learners
    * Game-based social learning
    * Personalized mobile learning applications
    * Cloud-based social learning
    * Intelligent agent technology for social learning
    * Metadata, folksonomies and tagging
    * Semantic web and ontologies for personalized learning
   * Cognitive, motivational and affective aspects for personalization
    * Practice and experience sharing


PAPER SUBMISSION AND PUBLICATION
==================================

The workshop papers should be formatted according to the Springer LNCS
Authors Guidelines
(http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0) and they
should not exceed 10 pages.

Papers should be submitted in PDF format, through the Easychair system:
https://www.easychair.org/conferences/?conf=spel2014.

All accepted workshop papers will be published as a post-proceedings volume
in Springer Lecture Notes in Computer Science (LNCS) (pending).


IMPORTANT DATES
===============

Abstract submission: April 28, 2014
Full paper submission: May 5, 2014
Acceptance notification: June 1, 2014
Registration and camera-ready papers: June 17, 2014
Conference dates: August 13-16, 2014


WORKSHOP CHAIRS
================

Elvira Popescu - University of Craiova, Romania
Sabine Graf - Athabasca University, Canada


Please refer to the workshop website
(http://software.ucv.ro/~epopescu/spel2014) for more information and contact
us at: popescu_elvira@software.ucv.ro or sabineg@athabascau.ca for any
inquiry.


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