Education for Information

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35; 4 issues
Last issue (34:1) online on 31 August 2018
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34:2 scheduled for November 2018
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Now freely available: our issue on Philosophy of Information (issue 33:1). Read it online here.

Call for Papers: a special issue on Innovative approaches in (L)IS education

Call for Papers: a special issue on Visual Learning

Call for Papers: a special issue on Engaging with Open Science in Learning and Teaching

Education for Information (EFI) welcomes a broad perspective on issues related to pedagogy and learning in the information and communication disciplines (ICD) such as Library and Information Science, Communication and Media studies, Journalism, Archival studies, Museum studies, Psychology, Cognitive science and Digital Humanities.

Founded in 1983, EFI is a quarterly refereed academic international journal publishing research articles on issues related to the teaching and learning of information scientists and professionals for an information society. EFI provides a link between scholarly research, teaching and professional practices in cognate information-communication disciplines. As a peer-reviewed journal with an international focus, EFI publishes full-length articles, comprehensive literature reviews, commentaries, funded innovative research protocols, short communications and book reviews. Its News section reports on significant activities and events in the international arena. Submissions embrace a diverse array of methodological approaches including qualitative, quantitative and mixed-methods on topics including but not limited to:

  • Policies and strategies for curriculum design and implementation in ICDs;
  • Philosophical and theoretical approaches to teaching and learning (flipped classroom, learning by problem solving, open access, open education, participatory models, etc.);
  • Teaching and learning modalities (aural, blended, face-to-face, online, spaced, textual, visual, etc.);
  • Economic, cultural, ethical, political and social issues related to learning and teaching
  • Uses of Information and Communication Technology (ICT) in ICD teaching and learning (Big Data, Digital Humanities, Internet of Things, MOOCs, SPOCs, wearable technology, etc.);
  • Impact of educational programs on the development of information and communication professionals;
  • Information and information practices as objects of teaching and learning in all academic disciplines and countries.

Fidelia Ibekwe-SanJuan
School of Journalism & Communication
Aix-Marseille University
21,  Virgile Marron street CS80071
13392 Marseille Cedex 05
Email: fidelia.ibekwe-sanjuan(at)

Former Editors
J. Behesti
D. Hartley
J.A. Large


Editorial Board
Ernest Abadal, Faculty of Library and Documentation, University of Barcelona, Spain

Isola Ajiferuke, Faculty of Information and Media Studies, University of Western Ontario, Canada

Tatjana Apara-Jelusic, Emerita, Dept. of Information Studies, University of Zadar, Croatia

Kathryn La Barre, The School of Information Sciences, University of Illinois, Champaign-Urbana, IL, USA

Jamshid Behesti, School of Information Studies, McGill University, Canada

Sylvie Davies, Dept. of Information Management and Librarianship , School of Creative and Cultural Business, Robert Gordon University, Aberdeen, United Kingdom

Jonathan Furner, Dept. of Information Studies, UCLA, USA

Anne J. Gilliland, Dept. of Information Studies, Archival Education and Research Initiative (AERI), University of California Los Angeles, USA

Koraljka Golub, Dept. of Library and Information Science, Linnaeus University Vaxjo, Sweden

Tim Gorichanaz, Dept. of Information Science, Drexel University, Philadelphia, USA

José Augusto Chaves Guimarães, Dept. of Information Science, State University of Sao Paulo, Brazil

Tamara Heck, Research Fellow, University of Southern Queensland, Australia

Isto Huvila, Department of ALM, Uppsala University, Finland

Kiersten Latham, School of Library and Information Science (LIS), Kent State University, USA

Dirk Lewandowski, Dept. of Information, Hamburg University of Applied Sciences, Germany

Louise Limberg, Emerita, Swedish School of Library & Information Sciences, University of Boras, Sweden

Daniel Martinez-Avila, Sao Paolo State University, Brazil

Virginia Ortiz-Repiso Jiménez, Dept. Of Library Science & Documentation, University Carlos III, Madrid, Spain

Carol Perryman, School of Library and Information Studies, Texas Women’s University, USA

Isabella Peters, Leibniz Information Centre for Economics, Germany

Vivien Petras, Berlin School of Library and Information Science, Humboldt University Berlin, Germany

Pierre Pluye, FRQS Senior Research Scholar, Department of Family Medicine, McGill University, Canada

Fernanda Ribeiro, Dept. of Communication and Information Sciences, University of Porto, Portugal

Nasser Saleh, Engineering & Science Library, Queens University, Canada

Will Senn, School of Library & Information Studies, Texas Woman's University, USA

Diane Sonnenwald, Emerita, School of Information and Library Studies, University College Dublin / Sweden

Renato Rocha de Souza, School of Applied Mathematics, Brazil

Miriam Sweeney, School of Library and Information Studies at the University of Alabama, USA

Julian Warner, Management School, Queen Mary University, Belfast, Ireland

Mei-Mei Wu, Dept. of Library & Information Studies, National Taiwan Normal University, Taiwan


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References must be listed alphabetically in APA style:

[1] Anderson, A. K. (2005). Affective influences on the attentional dynamics supporting awareness. Journal of Experimental Psychology: General, 154, 258-281. Anderson, A. K., Christoff, K., Panitz, D., De Rosa, E., & Gabrieli, J. D. E. (2003).

[2] Neural correlates of the automatic processing of threat facial signals. Journal of Neuroscience, 23, 5627-5633. Armony, J. L., & Dolan, R. J. (2002).

[3] Modulation of spatial attention by fear-conditioned stimuli: An event-related fMRI study.Neuropsychologia, 40, 817-826. Beck, A. T., Epstein, N., Brown, G., & Steer, R. A. (1988).

[4] An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56,893-897. Calvo, M. G., & Lang, P. J. (2004).

[5] Gaze patterns when looking at emotional pictures: Motivationally biased attention. Motivation and Emotion, 28, 221-243.

[6] Carretie, L., Hinojosa, J. A., Martin-Loeches, M., Mecado, F., & Tapia, M. (2004). Automatic attention to emotional stimuli: Neural correlates.Human Brain Mapping, 22, 290-299.


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