Issue: 39 (December 2017)
Focus on: Ethics in the use and communication of information in professional, academic and research environments.
Coordinators: Concepción Rodríguez-Parada: crodriguezp@ub.edu and Rubén Comas-Forgas: rubencomas@uib.es
Deadline for submissions: June 2017
 
The ethical, legal and socially significant use of information is one of the main pillars supporting the concepts of Information Literacy and Information Skills. An informationally literate person or organization has the ability to access, use, manage and communicate information, in any field and circumstance, while observing and practising the values of honesty and social responsibility. However, in spite of this, there are many signs (and, often, evidence) that show that these principles are frequently flouted. Some well-known cases are the following: deceptions, such as in the case of ENRON (not at all rare in the business and financial world), in which the company's accounting was deliberately manipulated and altered; premeditated tampering and falsification of military reports to "justify" military action, for instance, by the British and United States governments prior to the 2003 Iraq War, with the consequent loss of human lives; academic plagiarism in doctoral dissertations, with the former German minister Karl-Theodor zu Guttenberg being one example of this; andthe fraud committed by the South Korean scientist Hwang Woo-suk, who announced in 2005 that he had obtained stem cells from human embryos cloned from several patients when in actual fact he had faked the results of his experiments.
 
The BID's special issue 39 is intended for papers that address ethics in the use and communication of information in professional, academic and research environments from any field of knowledge and from any theoretical and research approach. Some of the areas and issues to be considered are:
 
a) Ethical, truthful and legal use of information in professional spheres: what knowledge and what skills are needed to become an informationally literate professional? Which professionals display better ethical skills in the use, management and transmission of information in the work environment? And what are their main features? What consequences arise from unethical use of information in the professional sphere? How do the codes of ethics address this issue? Professional ethics with respect to the use of information: examples, obstacles, potentialities and future prospects.

b) Academic integrity and use of information in teaching-learning processes: how is responsible, honest use of information to be fostered in the performance of assignments and academic activities by students? Academic plagiarism and other fraudulent practices: situation, causes, consequences and strategies for avoiding them; plagiarism detection systems and software: types, functionality and future prospects; students' and teachers' information skills.
 
c) Ethics in research and scientific communication: review and control processes, and editorial policies for preventing inappropriate use of information in scientific publications; honesty in scientific communication; consequences of dishonesty and fraud in scientific production and communication; ethics committees as guarantors of scientific good practices; is the pressure to publish scientific results ("publish or perish") a factor that has increased dishonest practices among researchers? Consequences of dishonest practices in the production and communication of scientific information; open-access science and big data and ethics in the use of information: dangers, controversies, potentialities, control measures, etc.
 
d) Ethics in information units and services: is the confidentiality of users' data guaranteed? Where should the line be drawn as regards exemption from this confidentiality? Finding the balance between users' interests and intellectual property rights; precipitated or sensationalist dissemination of information without sufficient scientific support; the neutrality of professionals; ethics and the law, etc.
 
e) General aspects: social and cultural factors and aspects related with the ethical use of information; the media and the communication and treatment of information; use of information in communication processes related with social media and ICTs in general.

Issue 38 (June 2017)
Focus on: Physical space 
Coordinators: Jordi Permanyer and Ignasi Bonet
Deadline for submissions: 31/10/2016
Author’s guidelines: http://bid.ub.edu/en/authors-guidelines


Now well into the twenty-first century, we find that the technological paradigm has shifted resulting in profound social and cultural changes. This shift has brought a multitude of changes, from the way we work, how we communicate, our leisure habits and learning processes right through to our interpersonal relationships, to name but a very few.

 
Documentation centres have moved from analogue physical media to virtual documents, and the need for physical space to house these collections has given way to the need for connectivity to access them digitally.
 
We may well ask whether it makes sense to dedicate space to libraries, designed under the paradigm of the post-industrial society of the twentieth century. It would seem to be necessary to rethink and to transform the spaces dedicated to libraries but, in the face of these profound changes, the question arises of what form this evolution should take in order to meet the new demands.
 
The goal of this paper is to explore possible avenues, and to indicate potential approaches to transformation. To stimulate the debate, and contributions to it, we propose the following avenues of exploration:
 
1. The library as a third place. For years, many studies and analyses have defined the public library as a third place: a place for meeting and socializing, both individually and collectively. It remains, therefore, an essential element for strengthening civil society, democracy and social commitment, in addition to contributing to the generation of a sense of place, giving meaning and character to the urban space where it is located. The new paradigm of the global network society would seem to reinforce this need.
 
2. User-oriented spaces in the library. The aim of the library continues to be that of a promoter of information, education and cultural activity, but the contextual changes suggest a reformulating of the services provided, which in many cases is already being done, based on the demands and interests of users. It needs to be seen to what extent this user-centred reformulation will entail a renewal of the conception of the use of spaces within the library. There are some recent developments which suggest possible avenues of success: recreational spaces, spaces for children, space for group work, silent rooms, etc.
 
3. Spaces for learning. The transformation of the paradigm of education and professional training (there is a need today to prepare for future demands, which are absolutely unknown and in a process of constant change) requires a rethinking of the areas dedicated to training and learning as stimulators of collaborative, interactive work, which is focused on creative and dialectical processes that use information, but in which the collection is not the key element. The future evolution of university learning and research resource centres (CRAI) could be crucial in this respect.
 
4. The library as a content generator and a creative space. New social practices and the cooperative generation of content (collective writing, wikimarathons, blogger and YouTuber get-togethers, etc.) require spaces that allow for conversation as a central activity, without interfering with other activities, and with some privacy (formal work rooms, auditoriums, informal work zones, etc.).
 
5. The increase in the internal diversity of library spaces. The increase in the provision of services entails greater complexity and diversity in the design of interior spaces. For example, the need for conversational processes (presentations, inaugurations, working groups, literature circles, etc.) should be catered for alongside the traditional silent reading rooms. Silence (concentration and individual production) needs to be made compatible with dialogue (information sharing and collective production).
 
6. Physical space and virtual space as complementary elements. The user perceives the library and interacts with it largely through the virtual interface (Web, social media, apps, etc.), in addition to the traditional perception of the physical library building. These two planes of perception and interaction need to be consistent and to complement each other. Moreover, much of the content is audiovisual. The integration of digital technology devices into the physical space of the library and their evolution (PCs, information screens, laptops, tablets, etc.) is a new challenge in the interior design of library spaces. The physical visibility of digital collections (intangible) is also a challenge.
 
7. The library space as a facilitator of citizen participation. The library is a public facility par excellence and as such it should be put at the service of the public at a time when, in the context of globalization, the demand has appeared for individual and collective empowerment: public participation in decision making on issues that affect the common good can be channelled through services (information, debates, exhibitions, etc.) and spaces (auditorium, exhibition hall, lobby, etc.) offered by the library. The very design process of the library itself and its spaces could be open to public participation. There are successful examples in this respect.
 
8. The requirement for spatial flexibility. Services can be offered based on new demands that are detected, but it is impossible to design spaces that will respond to long-term needs and to future technologies, which are, in principle, both unknown and uncertain. Given this fact, the design of spaces with maximum flexibility appears to be a strategy that can offer some guarantee of long-term success.
 
9. New spaces for new formats. The role of cultural revitalization entails the hosting of events in multiple formats (lectures, exhibitions, concerts, receptions, etc.), which requires the design of new areas that until recently were unheard of in libraries (auditorium, exhibition hall, a stage in the lobby, bar, etc.), turning them into major urban cultural amenities.
 

Issue 37 (December 2016)
Focus on: Social/cooperative writing 
Coordinators: Daniel Cassany: daniel.cassany@upf.edu and Marià Marín: mmarintorne@gmail.com
Deadline for submissions: 30/06/2016
Author’s guidelines: http://bid.ub.edu/en/authors-guidelines
 


The rise of the use of the internet in all spheres of life has led to the emergence of new forms of cooperative reading and writing. We are now accustomed to reading Wikipedia entries and helping to correct the errors; asking or answering a question about language use on WordReference; sharing reviews of restaurants or hotels on TripAdvisor; accepting or rejecting comments made by readers of our latest blog post; using Google Drive to amend the research project we are carrying out with colleagues from different countries; searching a company’s online database, or playing alongside others in a war video game, among other things. These social reading and writing practices are gradually spreading to the point where, today, many “digital residents” host their texts in the cloud, begin their daily work reviewing the updates that have been made during the night or over the weekend and spend much of their time interacting online with collaborators (co-authors, reviewers, technicians, etc.) spread across the globe using countless screens, interfaces and programs. Before the advent of the internet, production of written works was also cooperative (with co-authors, editors, proofreaders, typesetters, designers, booksellers, etc.), but with fewer resources and possibilities.

In this special issue BiD is to explore some of the most important aspects of this social practice of cooperatively reading and writing on the internet. The aspects to be covered include:

1. Organization of online cooperation. Exploring how digital communities develop and structure themselves to cooperatively develop complex reading and writing tasks (multilingual, multimodal, specialist, etc.). We are interested in self-managed (fanfic, scanlation, bloggers, gamers, etc.) and official communities (institutional websites, corporate databases, etc.). How do people find each other on the internet? How do they distribute their roles? How do they collaborate and help each other? What problems arise? Etc. How do they manage to achieve significant milestones that an individual would find hard to achieve on their own.

2. Negotiation between co-authors, disciplines and cultures. How do interdisciplinary communities (including artists and scientists, scientists from different disciplines, etc.) from different places (Spanish speakers worldwide, and co-authors and audiences with varying levels of knowledge) interact on the internet and reach agreements to develop a unique product that they all feel represents them. Digital collapse and how to handle it.

3. Basic forms of web-based content production (prosumers): creation, aggregation and curation. Exploring the behaviour of internet users in these tasks in different environments (formal and informal, public and private, work and leisure, etc.).

4. Ethics. Rules and regulations linked to cooperating online, including the various forms of copyright, the concept of authorship, citation, copying and pasting, remix or plagiarism and its handling in different settings (education, arts, leisure, personal).

5. Different digital genres. Synchronous (chat and video games) and asynchronous (email, blog, wiki, web, etc.) forms of collaborative online writing.

6. Collective writing in different contexts: education (collaborative online teaching and learning), research (groups in different physical locations), art (cooperative digital literature), trade, etc. The similarities and differences between cooperative activity in various fields such as information and communication or creativity (art and science), and the generation of new forms of management, distribution, reception and creativity.

7. The transformations caused by online cooperation in the uses, habits, practices and texts of the community. How do language, norms, roles, identities, attitudes and values change due to cooperative experiences? How do the tasks of the different agents involved in the production of written texts (authors, proof-readers, graphic designers, editors, booksellers, librarians, readers, etc.) change?

Issue 36 (June 2016)
Focus on: “Innovation in products and information services”
Coordinator: Julio Alonso Arévalo
Deadline for submissions: 31/10/2015
Author’s guidelines: http://bid.ub.edu/en/authors-guidelines

Technological advances are not a neutral element in the context of information. The introduction of new digital products serves as a catalyst and driving force of new services, which are based on innovative concepts such as open, remix and social aspects that somehow affect the ways in which content is accessed, owned and managed, and received by end users. Therefore, we should analyse these issues in order to make a diagnosis of the current situation and to verify the changes in our professional practices. This mutation of the concept of information represents a fundamental change in the nature of what we do and how we do it. From this point of view, information services have evolved from places to get some information in a passive way to places of a deliberately proactive nature, able to involve and engage the community. When we talk about innovation, it is especially important to detect what might be called a “best practice”, so that in the near future these innovations become common practice, able to be applied and adapted to any level of information.

This is a particularly sensitive context in terms of creativity and innovation, with the very specific objective of responding positively to the needs, demands and expectations of citizens today, immersed in a world where information and knowledge are basic needs that may serve as the best alternatives to better compete in the digital age. It seems inevitable that all information services must reinvent themselves from a new set of parameters inherent to the digital world in which users are increasingly involved, forming new ways of accessing information, new products and new services, in line with a creative and innovative society.

Thus, in the present monograph on innovation in products and information services, we offer a range of topics, such as:
- Changes in innovative concepts and information services
- Trends in the various areas related to information
- Evaluation of best practices; evidence-based practices
- Influence of changes in access, management and training - Transfer and adaptation of innovative practices  

Issue 35 (December 2015)
Focus on: Education and Research
Coordinator: Ernest Abadal
Deadline for submissions: June 30
Authors guidelines: http://bid.ub.edu/en/authors-guidelines


Challenges for Library and Information Science (LIS) education and research
 
The Escola Superior de Bibliotecàries (School of Librarians) was created in 1915 to train the staff of the public libraries that were to open in Catalonia from 1918 onwards. Initially, training focused on library organization and printed books as the standard document type.
 
In 1931, Charles C. Williamson published “The place of research in library service” in the first issue of Library Quarterly – one of the first papers on research in our discipline. It described the characteristics of research in Library and Information Science (LIS) and tried to explain why there was so little research at the time.
 
Great progress has been made since then, both in education and research. The time that has passed offers us the chance to take stock on the current challenges for LIS education and research. Indeed, this is the goal of the proposed special issue of the BiD journal, and of the Third International Seminar on LIS Education and Research (http://bd.ub.edu/liser) organized to mark the centenary of the Escola Superior de Bibliotecàries.
 
In broad terms, some of the issues to be looked at in terms of education are:
- What are the current problems and what changes need to be made to courses to meet current needs?
- What kind of new teaching methods need to be introduced?
- Which bachelor’s and master’s degree courses should be offered?
- What skills do LIS professionals need?
- How can the courses be made more attractive to high-school graduates?
- How will MOOCs affect the university courses offered?
 
And in terms of research:
- What are the current issues and methods in LIS?
- Which disciplines are collaborated with most?
- What impact does research have in the profession?
- What kind of transfer takes place and in which sectors?

 

Issue 34 (June 2015)
Focus on: data
Coordinator: Julià Minguillón
Deadline for reception of originals: 30 November 2014
Authors guidelines: http://bid.ub.edu/en/authors-guidelines

“Data is the new oil,” said Clive Humby, a mathematician who helped with the Tesco customer loyalty card system. “Data is the new soil,” corrected David McCandless, journalist, designer and expert in data visualization. You cannot talk about the Information and Knowledge Society without mentioning the raw material: data. It has been said that someone living in the middle ages could not fill a newspaper with all the events that happened during their lifetime; whereas now we are surrounded by data. Indeed, we ourselves are an important source of data, feeding all sorts of administrative and corporate processes. Thanks to the rise of the web 2.0 and social networks and the widespread use of mobile devices we can track the daily activities of people, sensors, services or processes on a minute scale. The current technological capacity to store and retrieve these huge amounts of data is virtually infinite, but the same cannot be said for our capacity to process and analyse them or extract knowledge.


This issue of BiD includes a series of rigorous studies of each of the stages of the data lifecycle, from the capture and preprocessing to the description, publication and preservation, and finally the analysis and visualization from the dual perspective of Open Data and Big Data.

BiD has opened a call for original papers in the following areas:

  • Aspects related to the management and preservation of massive datasets (Data Curation)
  • Open data portals and repositories
  • Technological challenges for managing massive datasets
  • Transparency and open government: data as a driver for better democracy
  • Sharing scientific data: finding new synergies and reducing scientific misconduct
  • Ethical and legal aspects related to the use of open data
  • Data journalism: fact-based story-telling
  • Industry experience in the use of scenarios based on open data: education, e-commerce, health, etc.
  • Citizen initiatives as drivers of change in society based on the use of open data
  • From infographics to interactive visualizations: data as search interface
  • Basic skills for data scientists, the profile of future 21st-century citizens?
Issue 33 (Decembre 2014)
Focus on: audiovisual content
Coordinator: Javier Guallar
Deadline for reception of originals: 31 May 2014
Authors guidelines: http://bid.ub.edu/en/authors-guidelines
 
In the current information and communication scenario, audiovisual content has achieved prominence. Audiovisual creations, productions and information in different contexts --TV, movies, Internet ...- represent a prolific field of interest today, both from professional and academic viewpoints. This planned issue of the journal BiD aims to present a vision --based on rigorous studies-- concerning the audiovisual sector and related questions such as the use, management, creation, preservation and dissemination of audiovisual content.

BiD is making an appeal for original works that address, among other topics, the following:

- Theoretical analysis of the characteristics of audiovisual information.
- Methods and processes of management, use or dissemination of audiovisual content.
- Professional experience with the use, management and dissemination of audiovisual content.
- Audiovisual material from television broadcasting.
- Audiovisual material from cinema.
- Audiovisual material available on the internet.
- Sound and graphic documentation.
- Digitization of audiovisual archives.
- Preservation of audiovisual content.
- Economic analysis of the audiovisual industry.
- Training for audiovisual professionals.

Those interested in contributing articles should follow the instructions for authors (http://bid.ub.edu/en/authors-guidelines) and send the proposed texts by 31 May 2014.
 
Issue 32 (June 2014)
Focus on: the profession and training
Coordinators: Virginia Ortiz-Repiso and Ana Reyes
Deadline for reception of originals: 15 January 2014
Authors guidelines: http://bid.ub.edu/en/authors-guidelines


The UOC Information and Communication Sciences Department has been co-editor of the BiD: textos universitaris de biblioteconomia i documentació (http://bid.ub.edu/en) journal since last June. The journal was first published 15 years ago by the former College of Librarians, what is now the Faculty of Library and Information Sciences, at the University of Barcelona.

We would like to take advantage of this call for papers to let you know about the upcoming issue 32 and encourage you to send in your proposals.

Issue 32 of BiD (June 2014) will focus on the profession and training, in their widest senses. The guest editors for this issue will be doctors Virginia Ortiz-Repiso and Ana Reyes, both members of faculty in the Library and Documentation Sciences Department of Carlos III University, Madrid.

The profession is undergoing constant change due, fundamentally, to the evolution of technologies that bring with them new tasks and new services. Analysis, assessment and re-assessment of the training received by information specialists is nothing new; indeed, it is vital that it be carried out periodically to detect weaknesses and opportunities. This monographic issue will look to analyse the current situation and the future prospects for the profession.

BiD has opened a call for original works for this issue in the following areas, among others:
- University training of professionals for different types of libraries.
- New professional profiles: why and for whom.
- Adapting the course offering to the requirements of professional profiles.
- Who are the employers at a time of crisis?
- Lack of awareness of Information and Documentation Sciences degree courses: reasons and solutions.
- Interdisciplinary nature of Library and Documentation Sciences curriculums: bachelor’s and master’s degrees.
- Master’s degree student profiles: better, worse or just different.
- Analysis of course offerings: bachelor’s and master’s degrees and specialization courses.
- Visibility and social standing of courses and the profession.
- Competencies, professional development and the job market.
- Researcher training: master’s and doctoral degrees.
- The demand for the profession at a time of crisis.
- Uncertified professionals working in all or almost all sectors of information and communication.

Those interested in writing for the journal should follow the guidelines for authors (http://bid.ub.edu/en/authors-guidelines) and send in their proposed texts by 15 January 2014.