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Series: Information Management Public Lectures

The Information Management Public Lectures give attention to exciting advances in research and professional practice. The topics are diverse reflecting the importance and global extent of Information Management in today’s society. The lectures are free of charge and open to all, unless otherwise stated.

  • Lectures are arranged in reverse chronological order. 
  •  Indicates lecture recordings. Live streaming is not currently available.

2017-2018 Lectures

Right to Know: Balancing Access & Privacy (Symposium)

One-Day Symposium: Right to Know: Balancing Access and Privacy

Thursday, September 28th, 2017
University Hall, Macdonald Science Building
6300 Coburg Road, Halifax, Nova Scotia

Registration opens at 8:30 a.m. (A.S.T.)
Sessions begin at 9:00 a.m. (A.S.T.) and last all day

View draft agenda here - PDF (subject to change).

R.S.V.P. no later than Monday, September 25th, 2017: bac.contactevenements-eventscontact.lac@canada.ca by providing your name and the name of your organization.

Please join us for a day of stimulating discussion and presentations in celebration of International Right to Know Week. This event is open to the public and is co-hosted by Dalhousie University Libraries and the School of Information Management; and, Library and Archives Canada.

This day will feature a Keynote Address from Catherine Tully, Information and Privacy Commissioner for Nova Scotia, and a panel discussion on Managing Privacy in the 21st Century. It will showcase student research from the Dalhousie School of Information Management, as well as presentations on digital forensics and data management.

The event is free. Space is limited. Please RSVP in advance to confirm your attendance. Please note there will be no web broadcasting of this event.

Presentations will be in English only and questions in either language will be facilitated. PowerPoints will be made available in English and French.

The Future of Open Access to Research and Scholarship: Lessons from the Medieval to the Early Modern Era (John Willinsky)

Co-sponsored by Dalhousie Libraries, the School of Information Management and the Faculty of Arts & Social Sciences. Part of International Open Access Week.

Dr. John Willinsky
Stanford University

Lecture Details
Monday, October 23rd, 2017
4:00pm
Great Hall, University Club,
6259 Alumni Crescent (just off South Street)
*embedded in the class INFO 6840: Content Management Systems

Abstract: This talk will set the current state of open access in scholarly publishing within a larger history of access to learning that reaches back to the medieval period in the West. It will consider the role of the intellectual properties of learning played in the rise of both the university and modern copyright law. This history suggests a number of principles that might be kept in mind when considering today's various initiatives for pursuing universal open access to research and scholarship, now that such access is being increasingly accepted as the longterm goal for scholarly publishing.  

Biography: John Willinsky holds a PhD from Dalhousie University and is Khosla Family Professor of Education at Stanford University, as well as Professor (Part-Time) of Publishing Studies at Simon Fraser University. He directs the Public Knowledge Project, which develops open source scholarly publishing software and his forthcoming book is entitled The Intellectual Properties of Learning: A Prehistory from Saint Jerome to John Locke (University of Chicago Press).

Group Management and Affective Dialogue in Collaborative Work (Nadia Conroy)

A public lecture by a candidate for the position of Lecturer, Assistant Professor or Associate Professor in the School of Information Management.

Speaker: Nadia Conroy

Lecture Details
Thursday, November 23rd, 2017
10:45-11:45am
Room 3089, Kenneth C. Rowe Management Building, 6100 University Ave

Abstract: Research and design of information systems in LIS has endeavoured to investigate human group tasks and the role of creativity. The current study builds on the premise behind Computer Supported Collaborative Work (CSCW), which is a design field aimed to facilitate group work through the application of computer technologies, driven by ever-changing contextual and environmental constraints. Using field observation, and a systematic quantification of the content of group conversation, the study formulates a description of the creative work of musicians, and the use of group management and affective dialogue during collaboration, with the goal of informing design. Results of the quantitative findings are presented with implications for future research.

Demographic Transparency to Combat Data Analytics Discriminatory Recommendations (Sepideh Ebrahimi)

A public lecture by a candidate for the position of Lecturer, Assistant Professor or Associate Professor in the School of Information Management.

Speaker: Sepideh Ebrahimi

Lecture Details
Friday, November 24th, 2017
10:45-11:45am
Room 3089, Kenneth C. Rowe Management Building, 6100 University Ave

Abstract: Data Analytics (DA) has been blamed for contributing to discriminatory managerial decisions in organizations. To date, most studies have focused on the technical antecedents of such discriminations. As a result, little is known about how to ameliorate the problem by focusing on the human aspects of decision making when using DA in organizational settings. This study represents an effort to address this gap. Drawing on the cognitive elaboration model of ethical decision-making, construal level theory, and the literature on moral intensity, this study investigates how the availability and the design of demographic transparency (a form of decisional guidance) can lower DA users’ likelihood of agreement with discriminatory recommendations of DA tools. In addition, this study examines the role of user’s mindfulness and organizational ethical culture on this process. This paper outlines the experimental methodology employed to empirically validate the proposed model and hypotheses and delineates contributions to theory and practice.