Social Informatics Education in I-Schools

Abstract

This essay focuses on the philosophical and conceptual underpinnings of a program of study in Social Informatics. We examine foundational concepts and analytical tools, ideas worked out by Rob Kling and others about the key components of an ICToriented education (even when the intent of their discussion was not pedagogical). Our intention is to assay Kling’s program of critical inquiry for a Social Informatics education that prepares information professionals to respond appropriately and ethically in their future careers. We do not to recommend the adoption of specific courses for a Social Informatics education. We had also planned to identify those components of a Social Informatics education that I-schools and library and information science schools have incorporated in their program offerings to determine how much progress has been made to adopt a critical perspective on the relationship between technology and people. However, this proved to be nearly impossible; we discuss our limited findings based on our initial exploration. Our concluding remarks address additions to the Kling perspective on a Social Informatics education that we would like to see and offer some thoughts on ways to support a Social Informatics education for information professionals.