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2015 Narrative Report

School of Information Studies

University of Ottawa

INTRODUCTION

The School of Information Studies (ÉSIS) at the University of Ottawa submitted its first Program

Presentation in August 2013, and was granted initial accreditation for its MIS program in January 2014.

On March 1, 2015, at the request of the Committee on Accreditation (COA) via its initial

accreditation decision letter, ÉSIS submitted a Special Report providing an update on the school’s

progress in incorporating direct and indirect assessment measures of student learning outcomes into its

systematic planning and applying the results of evaluation of student achievement to program

development. In its response to that report, the COA did not ask for any additional information but

noted that a Biennial Narrative Report was to be submitted on December 1, 2015.

The school also submits annual statistical reports to ALISE and the COA. In response to the

statistical report submitted on December 1, 2014, the COA requested clarification on the number of

degrees awarded and the program’s total income as they related to the previous year’s statistical report.

In response to that request, the school submitted a Special Report on October 1, 2015, noting that the

figures for 2013 referred to in the COA’s letter were not the figures that the school had reported, and

that there had in fact been no significant variance between the figures reported for 2014 and those that

had been reported the previous year.

This Narrative Report highlights the school’s continuing compliance with the accreditation

standards since the submission of its Program Presentation in August 2013. In particular, the report

emphasises the assessment of student learning outcomes and the evaluation of student achievement in

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University of Ottawa School of Information Studies Page 2 of 10

the context of systematic program planning and development. The report concludes with a brief

assessment of the challenges the school is currently facing.

CONTINUING COMPLIANCE WITH THE ACCREDITATION STANDARDS

Standard I: Systematic Planning

Planning and evaluation for the MIS program are carried out under the ÉSIS Program Planning

Framework that was put in place formally in 2012.

The second iteration of a four-year planning cycle was initiated in 2014-2015 with a review of

the school’s mission, goals, and objectives. In June 2014, as part of that review, the school organized a

planning session attended by external stakeholders representing employers in various sectors of the

information community and graduates of the program, as well as ÉSIS faculty and staff. Participants

were invited to share their views on current and emerging trends in the information sector, and to

identify what they consider to be the key educational requirements for today’s information

professionals. A brief summary of the session is attached as Appendix A.

With input from that planning session as well as from numerous internal discussions on various

aspects of the program, the strategic priorities that were established for the period 2010-2011 to 2013-

2014 have been the subject of ongoing review over the past eighteen months. The principal areas

identified for strategic development are the academic program and student experience, research

development, resources and infrastructure, community engagement, and marketing and visibility. A

“working draft” of strategies and actions currently under consideration, which has been shared with the

ÉSIS External Advisory Committee, is attached as Appendix B.

For 2015-2016 (Year 2 in the planning cycle), the focus is on teaching and learning. At the centre

of that focus is the assessment of progress in achieving the ÉSIS Program Objectives that were

established in 2012 in the form of student learning outcomes for the MIS program. The school uses a

broad range of mechanisms (both direct and indirect) to assess student learning outcomes―course

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assignments and exams; employer evaluations of students on CO-OP placements; capstone courses and

the master’s thesis; student course evaluations; reports submitted by students completing CO-OP and

experiential learning assignments; surveys of students on CO-OP placements, students completing their

studies, and alumni; and post-degree employment statistics. The data collected by means of those

mechanisms over the past three academic years (2012-2013 through 2014-2015) now form the basis for

a comprehensive assessment of the degree to which the learning outcomes have been achieved.

Appendix C provides details on the mapping of the assessment mechanisms used in the program to

specific student learning outcomes, the type of data that have been collected, and the results thus far of

the data compilation. Further details on the assessment process as it relates to the curriculum are

provided in the section on Standard II below.

The school’s MIS program is also the subject of a regularly scheduled cyclical review being

conducted under the University of Ottawa’s Institutional Quality Assurance Process. The cyclical review

entails production of a self-assessment report covering all aspects of the program—objectives,

curriculum, faculty, students, administration, and resources—followed by a site visit and report by

external evaluators and a review of both reports by the Graduate Program Evaluation Committee of the

Faculty of Graduate and Post-doctoral Studies. The school’s self-assessment report is due to be

submitted in the spring of 2016.

Standard II: Curriculum

In 2014-2015 ÉSIS implemented an extensively revised curriculum designed to ensure that all

students receive a solid grounding in the core competencies of the profession. Under the revised

curriculum, all students must complete seven mandatory foundation courses plus either a capstone

course or thesis, with electives making up the remainder of the 48 course credits required to complete

the program.

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A review of this revised curriculum is currently in progress. An initial meeting of teaching faculty

was held in August 2015 to launch this review with particular attention paid to assessing how well the

core courses address the student learning outcomes (SLOs) defined for the MIS program. In November

2015 the results of that meeting were tabled for discussion at a face-to-face meeting with

representatives of community stakeholders on the ÉSIS Curriculum Advisory Committee, including

employers and graduates of the program. The revised curriculum was also discussed by current students

at the end of November 2015, in a focus group organized by the Faculty of Graduate and Post-Doctoral

Studies as part of the university’s cyclical review of the MIS program.

Preliminary discussions and the data compiled for the assessment of SLOs suggest that the

revised curriculum is, in fact, supporting the program's objectives in a more systematic way. No

substantive program changes have been proposed to date. A final report that includes the SLO

assessment data compiled for the two full years of the first iteration of the revised curriculum as well as

the results of the review by the teaching faculty and consultations with the program’s constituencies will

be prepared and distributed for review in April 2016, to conclude this process.

The iPortfolio capstone experience was offered again as an elective course in the winter of 2014.

For this iteration of the course, students used WordPress as a platform for developing their portfolios,

giving them a full range of options and plug-ins (text, graphics, presentations, and video) with which to

demonstrate their achievements and competencies as well as an opportunity to develop additional

technology skills.

The first cohort of students enrolled under the revised curriculum will be graduating in 2016 and

will be required to take the Case Problem capstone course that is being run for the first time this winter.

A team of three ÉSIS professors is currently refining details for the course structure and content, to give

students more flexibility to demonstrate their core competencies and greater opportunities to

demonstrate team-building skills. Students in the course will work in small teams to produce a project


plan for the creation of a digital repository of information resources within an organizational setting of

their choice. The project plan will include elements such as a value proposition, an environmental scan,

a budget proposal, and a framework for evaluation of the project results. A panel of professors will

evaluate the team deliverables using a rubric that assesses the knowledge and skills demonstrated in

those deliverables against the student learning outcomes defined for the MIS program. The panel of

examiners will also evaluate the students’ oral presentations of their project plans and their responses

to questions posed by the panel.

As of September 2015, students in the thesis option of the MIS program are being given the

opportunity of obtaining their degree with a “Specialization in Science, Society, and Policy.” The

specialization is offered in collaboration with an interdisciplinary program created by the University of

Ottawa’s Institute for Science, Society and Policy (ISSP). To qualify for the specialization, the ISSP

Graduate Committee must deem the student’s thesis topic to be appropriate for the designation, and

the student must meet the requirements of both the MIS program and the collaborative program. In

addition to the seven compulsory core courses in the MIS program, and the advanced course in research

methods required for the thesis option, students are required to take the ISSP core course (which is

counted as one of the four elective courses required for the MIS thesis option).

Standard III: Faculty

There have been a number of changes affecting the school’s cadre of full-time professors since

2013. In July 2014, Dr. Lynne Bowker left her position as Director of the school to assume other

responsibilities within the university’s administration and is currently Vice-Dean of the Faculty of

Graduate and Post-Doctoral Studies. In December 2014, Dr. Claire Dormann completed her five-year

contract. In May 2015, Dr. Mary Cavanagh was promoted to Associate Professor with tenure.

Details on the appointment of an Interim Director of ÉSIS for 2014-2015 and 2015-2016 are

provided in the section on Standard V below.


Full-time faculty continue to be actively involved in interdisciplinary initiatives within the

university. Dr. Inge Alberts and Dr. André Vellino have both served as assistant directors and members

of the program committee for the doctoral program in Electronic Business, a collaborative program of

the Telfer School of Management, the Faculty of Engineering, and the Faculty of Arts. Dr. Vellino also

serves as an affiliate of the Institute for Science, Society and Policy, which offers a program in

collaboration with a number of departments within the faculties of Arts, Science, and Engineering,

including ÉSIS.

Members of the school’s full-time faculty are currently engaged in a broad range of research—

from studies on the use of social media by public libraries, to open access scholarship and the

knowledge commons, metadata harmonization for large-scale scientific databases, the automatic

classification of records, and information architecture and governance in a business context. A number

of those research projects involve collaboration with members of other faculties within the University of

Ottawa as well with researchers in other universities and institutes in Canada and abroad. Appendix D

provides details on the funding of faculty research projects currently in progress and recent publications

and presentations based on those projects and others.

The University of Ottawa is the first Canadian university to sign an agreement with Library and

Archives Canada (LAC) to share expertise, knowledge, and technology, and to collaborate in supporting

research and outreach initiatives. The announcement of the agreement in June 2015 highlighted the

innovation and expertise of the University of Ottawa Library and the School of Information Studies. Over

the next several years, it is expected that the agreement will serve as a catalyst for increased

collaboration between the school and LAC, both at the research level and in providing enriched

experiential learning opportunities for students in the MIS program.

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Standard IV: Students

The ÉSIS MIS program continues to attract qualified students from a wide range of backgrounds,

and offers those students a rich learning experience. As evidenced in the Summary of Student

Achievement (attached as Appendix E), students in the program continue to excel—not only in the

classroom, but on CO-OP and experiential learning placements, in the capstone portfolios and theses

they have produced, through their participation in student and professional organizations, in the posters

and papers they have presented at conferences, with the articles they have published, and in the

positions they have obtained on graduation. The success of students in meeting the objectives of the

program is further substantiated by the data compiled for the assessment of student learning outcomes

(see Appendix C).

Communication with both current and prospective students, as well as with alumni and the

broader community of information professionals, has been enhanced over the past two years with the

migration of the ÉSIS website to a new platform. The website serves as a comprehensive source of

information on the school, the programs it offers, and the student experience. In 2014, the school also

initiated a weekly bulletin that is distributed to students by email, informing them of upcoming events

sponsored both by the school and by the professional community, as well as research assistantships and

job opportunities in the profession.

In an effort to improve the guidance provided to students in the thesis option of the program,

the school is developing a set of guidelines on preparing a thesis proposal and thesis, tailored specifically

to the MIS thesis. The guidelines will provide students with instructive information on the school’s

expectations with respect to the thesis and the criteria applied in evaluating the thesis.

The school is also in the process of reviewing the experiential learning component of the MIS

program, with the aim of providing more flexibility in the opportunities available to students who are

not in the CO-OP option to experience how the knowledge and skills they acquire in the classroom are

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applied in the workplace. As part of that effort, the school’s faculty are reviewing the ways in which they

have integrated into their regular courses projects involving student interaction with local libraries,

museums, archives, and other organizations in the information sector.

Standard V: Administration, Finances, and Resources

Dr. Daniel Paré, an Associate Professor cross-appointed to ÉSIS from the Department of

Communication, was appointed as Interim Director of ÉSIS for the period from July 2014 through June

2015. Dr. Sylvie Grosjean, an Associate Professor in the Department of Communication, was appointed

as Interim Director of ÉSIS for the period from July 2015 through June 2016. Curricula vitae for Dr. Paré

and Dr. Grosjean are attached as Appendix F.

The school is currently in the process of recruiting a new Director, hoping to attract qualified

candidates who have demonstrated leadership in their field, a strong record of research funding,

strengths in mentorship, and a commitment to fostering a collaborative environment with students,

colleagues, and community members. It is further hoped that the successful candidate will provide

leadership in the growth and development of the school; strengthen the school’s strategic relationships

with the information management community, libraries, archives and museums; enhance the profile of

the school in the community; and continue to attract new cohorts of high calibre students. The

recruitment poster is attached as Appendix G.

CHALLENGES

ÉSIS has made significant progress on the strategic priorities that were set out in the conclusion

of the Program Presentation submitted in 2013:

the revised curriculum for the MIS program was brought on stream as planned in the 2014

fall semester

mechanisms for the assessment of student learning outcomes have been refined and a

multi-year assessment of results is underway


the school’s full-time faculty have begun to establish a significant record of research and

contributions to the field of information studies

the school has established a number of meaningful ties with interdisciplinary programs

within the University of Ottawa as well as with partners in the broader community

students and graduates of the program have been highly successful both in their studies and

in launching their careers in the profession

The demand for well-qualified, bilingual information professionals, both within the National

Capital Region and beyond, continues to be strong. In the past several years, ÉSIS has gained an

excellent reputation for the expertise of its faculty and the quality of the graduates of its MIS program.

That program continues to evolve in response to innovation and change within the information sector,

particularly the increasing number of career opportunities available in information management and

data management, in both the public and private sectors.

In this dynamic context, the role that ÉSIS plays in the information community within the

National Capital Region and more widely is an increasingly vital one. The school is at a point now where

capitalizing on its success, expanding its capacity, and developing its programs further to meet the

evolving needs of the community are all critically important. Over the next two years, the school’s

strategic focus will be centred on two priorities: strengthening its complement of faculty and

administrative staff; and increasing the visibility of its academic programs and research expertise.

In order to meet the school’s strategic objectives, the first priority will be to fill the position of

Director. That position is critical to providing the leadership necessary to guide the school in a period of

growth and development, to strengthen the school’s strategic relationships with the information sector

within the National Capital Region, and to enhance the profile of the school in the broader community.

Positioning the school for growth will also require increasing its complement of full-time faculty.

At least one additional full-time position is needed within the next year or two. The area of expertise


required for that position is yet to be determined, but will depend partly on the perspective that a new

director brings to the school, and partly on potential shifts of focus in the curriculum that are identified

in the school’s ongoing review of the needs of its constituents.

Increasing the level of administrative support for the school is also essential. Two areas of

administrative responsibility are particularly critical to the school’s strategic objectives: support for the

planning and evaluation activities that are essential to the continuous development and improvement of

the school’s programs; and support for the promotion and recruitment activities that are critical to

attracting a greater number of students to the programs the school offers—both the MIS and the

Graduate Diploma in Information Studies (GDIS). Building the capacity within the school to actively

engage with the information community regionally and more widely to promote the school, to reach

potential students, and to work with the central marketing and recruitment services within the

University of Ottawa will be absolutely critical to meeting the school’s goals for future growth and

development.

University of Ottawa School of Information Studies Appendix A

ÉSIS Planning Session

June 4, 2014 Participants

External participants

Valerie Critchley Carleton University Amanda Ehrlich Library and Archives Canada (ÉSIS graduate) Susan Franklin Library and Archives Canada Michael Ireland National Research Council Canada Marcel Lachance Rainmakers Consulting & MindShare Consulting Hélène Larouche Library of Parliament Danielle McDonald Ottawa Public Library Renata Osika MindShare Consulting David Peterson Cogniva Information Management Solutions Brent Roe Canadian Association of Research Libraries Monica Ward Canadian Research Knowledge Network James Wilkinson Industry Canada (ÉSIS graduate) ÉSIS faculty and staff

Inge Alberts, Lynne Bowker, Mary Cavanagh, Tom Delsey, Claire Dormann, Tony Horava, Jenny Mitchell, Heather Morrison, Daniel Paré, André Vellino, Leslie Weir Aims of the meeting

Participants were invited to share their views on current and emerging trends in the information sector, and what they believe to be the key educational requirements for information professionals, with particular emphasis on: information and communications technologies – adoption, implementation, diffusion market dynamics – pressures, opportunities for growth, employment prospects public policy considerations – legislation, regulation, issues of concern research and development – needs, opportunities, priorities service infrastructure – consolidation, consortia, partnerships workforce profile – knowledge and skills, continuing education, professional development

Overview of ÉSIS

ÉSIS faculty members presented a brief overview of the School’s mission, priorities, program objectives, the core curriculum, and priorities for the next planning cycle.

2

Roundtable and Group Discussions

The key themes emerging from the roundtable and group discussions centred on emerging trends affecting the knowledge and skills needed in the workplace and the evolving relationship between ÉSIS and the professional community with respect to continuing education, networking, mentorship, and research and development. Knowledge and skills needed in the workplace

Public policy—knowledge of issues and context (e.g., intellectual property, open access); situate issues within a broader policy framework; develop, evaluate, and implement policy; argue policy positions; propose compromises

Business analysis—understanding the business context; developing generic business analysis skills; making the link between information analysis and business analysis; developing a business case; communicating business requirements to information technology specialists

Project management—project management skills; communication, collaboration, and team building skills; big picture thinking; critical thinking; problem solving; applied thinking; risk management

Data—developing research data plans; data analysis and data visualization skills; interpreting the data (e.g., performance measurement data); data management; open data; specialized applications (e.g., digital humanities; corpus analysis); data preservation

Continuing education

Working with specific employers to help train their current employees for making the transition to new jobs

Collaborate with Telfer to offer something parallel to the executive MBA for information professionals

Networking / Mentorship

Orientation sessions for students organized with various sectors of the information community Collaboration with employers to provide networking and mentorship opportunities for students

Research and development needs

Encourage research into real-world problems Government sector interested in working with universities to set up seminar series in order for

staff to benefit from current research Act as a resource on development of research data management plans Evolving role of academic librarians in supporting and participating in research within the

university

University of Ottawa School of Information Studies Appendix B

Review of ÉSIS Strategic Priorities Academic programs & student experience

ÉSIS priorities: To consolidate a relevant and challenging program of study in information science that enables

students to meet their educational and professional goals To embed self-assessment and ongoing quality assurance processes in all aspects of ÉSIS and the

MIS program

Some strategies and actions: - Engaging our students in experiential and empirical learning - Delivering programs with innovative formats - Developing mechanisms to ensure that the curriculum is aligned to the evolution of the

profession Research development

ÉSIS priorities: To enhance a culture of scholarship and research To enhance national/international reputation

Some strategies and actions: - Developing and participating in local, national, and international research partnerships - Organizing events, workshops, speakers series for achieving greater visibility for ESIS research

and scholarship - Providing support for diverse modalities of research, including: data center, workshops, research

seminars - Contributing to and participating in digital humanities initiatives

Resources and infrastructure

ÉSIS priorities: To increase and appropriately deploy human, financial and physical resources to enhance the

quality of the student and faculty experience

Some strategies and actions: - Recruiting faculty members in specific areas of research - Recruiting administrative/marketing staff

Updated 2015-11-05

Community engagement

ÉSIS priorities: To expand and strengthen ties with our community

Some strategies and actions: - Engaging the community in dialogue about our research, curriculum and development - Developing strategies and mechanisms to sustain knowledge transfer - Engaging more alumni in the life of the school

Marketing and visibility

ÉSIS’s priorities: To improve the visibility of ÉSIS and the MIS program in the National Capital Region, the

country, and beyond

Some strategies and actions: - Refining our marketing, outreach, and recruitment initiatives - Developing (in partnership with the marketing service) a strategic communications plan - Improving our website - Promoting faculty research in a variety of ways (web and social media, newsletter, etc…)

University of Ottawa School of Information Studies Appendix C

Assessment of Student Learning Outcomes

ÉSIS is currently undertaking a comprehensive assessment of student learning outcomes for the academic years 2012-2013, 2013-2014, and 2014-2015. The assessment draws on both direct and indirect measures of learning outcomes as identified in Table 1. The mechanisms used for the assessment include the following: Direct measures

Coursework

Professors’ evaluations based on selected assignments and exam questions designed to assess specific learning outcomes in core and elective courses Employers’ evaluations

Employers’ evaluations of CO-OP students’ performance with respect to problem solving, communication skills, professional ethics, independence, initiative, and teamwork iPortfolio

Examiners’ evaluations of specific learning outcomes demonstrated in capstone iPortfolios Case Problem

Examiners’ evaluations of specific learning outcomes demonstrated in capstone case problems Thesis

Examiners’ evaluations of students’ understanding of subject matter, research methodology, and organization, writing style, and presentation Indirect measures

Course evaluations

Students’ evaluations of how much they learned in courses (question 10) Work placement reports

CO-OP work term report: Students’ assessments of their work term experience relevant to the understanding and mastery of critical concepts in the areas of the social, cultural, economic, and political information environment; research and evaluation skills; and ethics, values, and professional practice

Experiential learning end-of-project report: Students’ assessments of the applicability of classroom knowledge to practice in the workplace Student surveys

CO-OP survey: Students’ assessments of the application of knowledge and skills in their work placements with respect to knowledge of the theory of information studies, knowledge of practice in the field, knowledge of research design and data analysis, problem-solving skills, oral communication skills, written communication skills, knowledge of professional ethics, and teamwork (question 5); students’ assessments of personal strengths relative to the requirements of the profession (question 3)

Exit survey: Students’ assessments of foundational knowledge and skills gained in the program with respect to knowledge of research design and data analysis, problem-solving skills, oral communication skills, written communication skills, knowledge of professional ethics, and teamwork (questions 9 and 12); students’ assessments of personal strengths relative to the requirements of the profession (question 8)

Alumni survey: Graduates’ assessments of skills gained in the program with respect to knowledge of research design and data analysis, problem-solving skills, oral communication skills, written communication skills, knowledge of professional ethics, and teamwork (question 10); students’ assessments of personal strengths relative to the requirements of the profession (question 9) Employment statistics

Percentage of graduates finding professional employment within six months of completing the program Results

The results of the evaluations for which there are quantitative measures in place are reported in the following tables:

Table 2: Course Assignments and Exams Table 3: CO-OP Employer Evaluations Table 4: Capstone Courses Table 5: Student Course Evaluations Table 6: Student Surveys

All quantitative results are reported on a five-point scale (rounded to one decimal place). The results are reported as averages for the academic year. Evaluations of course assignments and exams reported by the professor as a letter grade have been converted using the mid-point of the letter grade expressed as a percentage. Percentages are then converted to the five-point scale (e.g., 82% = 4.1). CO-OP evaluations reported by the employer on a ten-point scale corresponding to letter grades have been converted using the mid-point of the corresponding letter grade expressed as a percentage. Percentages are then converted to the five-point scale (e.g., 86% = 4.3). Capstone course evaluations are reported using the panel of evaluators’ five-point scale (e.g., acceptable = 3).

Student course evaluations are reported using the average weighted score on a five-point scale calculated on student responses to the statement “I have learned a lot in this course” (e.g., a response of “strongly agree” is given a weighted value of 5). The results of student surveys are reported using the average weighted score on a five-point scale calculated on student responses to statements such as “The MIS program provided a learning environment that enabled me to develop the following skills ...” (e.g., a response of “agree” is given a weighted value of 4). Employment statistics are based on the percentage of students in a graduating class reporting that they have obtained professional employment within six months of completing the program. Percentages are converted to the five-point scale (e.g., 80% = 4.0). The assessments conducted using qualitative measures will be reviewed by faculty to identify strengths and weaknesses emerging from relevant reports (e.g., the examiners’ critiques of theses submitted for defence, and the reports submitted by students completing their CO-OP work terms).

Table 1: Assessment Mechanisms Mapped to Student Learning Outcomes

Student Learning Outcomes

On successful completion of the Master of Information Studies (MIS) program, students will have demonstrated, in both English and French, that they: Co

urse

wor

k

Empl

oyer

eva

luat

ions

iPor

tfol

io

Case

Pro

blem

Thes

is

Cour

se e

valu

atio

ns

Wor

k te

rm r

epor

ts

Stud

ent s

urve

ys

Empl

oym

ent s

tatis

tics

Understand the interrelationships between information policies and services and the social, political, economic, cultural, and technological context within which they operate.

Understand the concepts, theories, principles, and practices that underpin information policies, programs, and services, and their management.

Assess the appropriateness of research methodologies to questions under investigation, and evaluate research findings and applications for their relevance to the field.

Assess and evaluate information sources, technologies, policies, practices, and services for their effectiveness in meeting a diversity of program and user needs.

Develop effective program and service plans, and devise solutions to problems encountered in the administration of information policies and in the management and delivery of information services.

Adapt existing and emerging information practices and technologies to meet evolving program and user needs.

Communicate clearly and effectively in a professional environment using media, modes, and models appropriate to the content, audience, and objectives of the communications message.

Understand the role that personal and professional values and ethics play in the formulation of information policies, the design and delivery of information services, and the advancement of the profession.

Recognize the value of the contributions that are made to the field through education, research, leadership, service, and continuous professional development.

Communication Skills

Professional Values and Ethics

Direct Measures Indirect Measures

Knowledge Base

Research and Evaluation Skills

Planning and Problem Solving

= Quantitative measure = Qualitative measure

Student Learning Outcomes

On successful completion of the Master of Information Studies (MIS) program, students will have demonstrated, in both English and French, that they: Co

urse

wor

k

Empl

oyer

eva

luat

ions

iPor

tfol

io

Case

Pro

blem

Thes

is

Cour

se e

valu

atio

ns

Wor

k te

rm r

epor

ts

Stud

ent s

urve

ys

Empl

oym

ent s

tatis

tics

Direct Measures Indirect Measures

Exercise initiative, and work effectively as an individual, in teams, and in partnerships.

Assess their personal strengths relative to the requirements of the profession.

Initiative, Teamwork, and Self-Assessment

Table 2: Course Assignments and ExamsAverage of grades in core and elective courses calculated on a 5-point scale

On successful completion of the Master of Information Studies (MIS) program, students will have demonstrated, in both English and French, that they: 20

12-2

013

2013

-201

4

2014

-201

5

Knowledge BaseUnderstand the interrelationships between information policies and services and the social, political, economic, cultural, and technological context within which they operate.

4.1 4.0 4.1

Understand the concepts, theories, principles, and practices that underpin information policies, programs, and services, and their management. 4.1 4.2 4.1

Research and Evaluation SkillsAssess the appropriateness of research methodologies to questions under investigation, and evaluate research findings and applications for their relevance to the field.

4.0 4.0 4.1


4.0 4.1 4.1

Planning and Problem SolvingDevelop effective program and service plans, and devise solutions to problems encountered in the administration of information policies and in the management and delivery of information services.

4.2 4.1 4.1

Adapt existing and emerging information practices and technologies to meet evolving program and user needs. 4.1 4.1 4.1

Communication SkillsCommunicate clearly and effectively in a professional environment using media, modes, and models appropriate to the content, audience, and objectives of the communications message.

4.1 4.0 4.1

Professional Values and EthicsUnderstand the role that personal and professional values and ethics play in the formulation of information policies, the design and delivery of information services, and the advancement of the profession.

4.0 4.2 4.3


4.4 4.2 4.2

Initiative, Teamwork, and Self-AssessmentExercise initiative, and work effectively as an individual, in teams, and in partnerships. 4.1 4.3 4.2

Assess their personal strengths relative to the requirements of the profession. 4.3

Table 3: CO-OP Employer EvaluationsAverage of work-term evaluations calculated on a 5-point scale


12-2

013

2013

-201

4

2014

-201

5








4.4 4.5 4.2


4.5 4.5 4.5




4.4 4.4 4.0

Table 4: Capstone CoursesAverage of examiners' evaluations calculated on a 5-point scale


12-2

013

2013

-201

4

2014

-201

5








4.1 4.0 N/A



Initiative, Teamwork, and Self-AssessmentExercise initiative, and work effectively as an individual, in teams, and in partnerships. 3.9 4 N/A

Assess their personal strengths relative to the requirements of the profession. 3.9 4.2 N/A

3.9

3.6

3.8

N/A

N/A

N/A

N/A3.6

3.9

3.7

4.0

3.9

Table 5: Student Course EvaluationsAverage of student evaluations of course content calculated on a 5-point scale


12-2

013

2013

-201

4

2014

-201

5


4.4 3.8 3.9








4.4 4.1 4.1


Initiative, Teamwork, and Self-AssessmentExercise initiative, and work effectively as an individual, in teams, and in partnerships.


Table 6: Student SurveysAverage of student respones to survey questions calculated on a 5-point scale


12-2

013

2013

-201

4

2014

-201

5


4.1 4.2 3.9




3.6 3.9 4.2


4.3 4.4 3.8



4.3 4.5 3.9


4.3 4.2 3.7



Assess their personal strengths relative to the requirements of the profession. 4.3 4.7 3.3

University of Ottawa School of Information Studies Appendix D

Faculty Research Projects, Publications, and Presentations

2013-2015

Note: This compilation covers only the four full-time members of the ÉSIS faculty. Complete CVs for the two professors from the Department of Communication who served as Interim Director of ÉSIS during that period are included in Appendix F.

Research Projects

Funding Agency /Program Research Project Investigator Amount (Year)

GRAND Network Centres of Excellence Program

Access to news: production, interaction

Dr. M. Cavanagh, Collaborating Network Investigator

$6,000

(2014)

Law Foundation of Ontario Responsive Grants Program

Mapping the Front End: Legal information seeking practices

Dr. M. Cavanagh, Principal Investigator

$65,000

(2016-2017)

Social Sciences and Humanities Research Council (SSHRC) Insight Grants

Utilisabilité des interfaces de navigation à facettes pour la recherche des documents administratifs numériques

Dr. I. Alberts, Co-Investigator

$62,998

(2012-2016)

Sustaining the knowledge commons: Open access scholarship

Dr. H. Morrison, Principal Investigator

$71,372

(2014-2016)

Social-biblio.ca: Meaning and method behind Canadian public library micro-blogging practices

Dr. M. Cavanagh, Principal Investigator

$28,028

(2014-2016)

University of Ottawa Towards an automated solution to the data harmonization problem: A case study

Dr. A. Vellino, Principal Investigator

$9,930

(2013)

Publications and Presentations

Published journal articles, conference proceedings, and book chapters

Alberts, I. (2013). Challenges of information system use by knowledge workers: The email productivity paradox. Proceedings of the American Society for Information Science and Technology, 50(1), 1-10.

Alberts, I. (2014). Caractérisation du genre des textes administratifs dans les environnements numériques de travail. In L. Gagnon-Arguin, S. Mas, & D. Maurel (Eds.), Introduction à la notion de genre documentaire en sciences de l'information (pp. 49-68). Québec, QC: Presses universitaires du Québec.

Alberts, I., & Vellino, A. (2013). The Importance of context in the automatic classification of email as records of business value: A pilot study. Proceedings of the American Society for Information Science and Technology, 50(1), 1-2.

Bebbington, S. & Vellino, A. (2015). Can playing Minecraft improve teens’ information literacy? Journal of Information Literacy. Forthcoming

Bystrom, K., Cavanagh, M., Heinstrom, J., Wildemuth, B., & Erdelez, S. (2013). What difference does a theoretical lens make in conducting a study of information interactions?: Panel presented at the 2013 Annual Meeting of the Association for Information Science and Technology (ASIS&T). Proceedings of the American Society for Information Science and Technology, 50(1), 1-5. doi: 10.1002/meet.14505001012

Cavanagh, M. (2013). Interpreting reference work with contemporary practice theory. Journal of Documentation, 69(2), 214-242.

Cavanagh, M. (2015). Micro-blogging practices in Canadian public libraries: a national snapshot. Journal of Librarianship and Information Science. Published online before print, January 2015. doi:10.1177/0961000614566339

Cavanagh, M. (2015). Structuring an action net of public library membership. Library Quarterly, 85(4), 406-426.

Morrison, H. (2013). Economics of scholarly communication in transition. First Monday, 18(6).

Morrison, H. (2014). Open access to scholarly knowledge: the new commons. In P. W. Elliott & D. Hepting (Eds.), Free knowledge: Confronting the commodification of human discovery (pp. 256-266). Regina, SK: University of Regina Press.

Morrison, H. (2015). Small scholar-led scholarly journals: can they survive and thrive in an open access future? Learned Publishing (Forthcoming)

Morrison, H., Salhab, J., Calvé-Genest, A., & Horava, T. (2015). Open access article processing charges: DOAJ survey 2014. Publications, 3(1), 1-16.

Taylor, D., Morrison, H., Owen, B., Vézina, K., & Waller, A. (2013). Open Access Publishing in Canada: Current and Future Library and University Press Supports. Publications, 1(1), 27-48.

Vellino, A. (2015). Recommending research articles using citation data. Library Hi Tech, 33(4). doi:10.1108/LHT-06-2015-0063

Vellino, A. (2015). Harmonizing the metadata among diverse climate change datasets. International Journal of Digital Curation, 10(1), 268-279. doi:10.2218/ijdc.v10i1.367

http://dx.doi.org.proxy.bib.uottawa.ca/10.1002/meet.14505001012�



Zhu, X., Turney, P., Lemire, D., & Vellino, A. (2015). Measuring academic influence: Not all citations are equal. Journal of the American Society for Information Science and Technology, 66(2), 408-427. doi:10.1002/asi.23179

Conference presentations

Alberts, I. (2013, June). La directive sur la tenue de documents transforme-t-elle le rôle de l’archiviste ? Presented at the 42e congrès annuel de l’Association des archivistes du Québec, Québec, QC.

Alberts, I. (2014, January). Seven reasons to perform business process analysis for recordkeeping. Presented at the INFONEX Conference, Managing E-Records in Canada's Public Sector, Ottawa, ON.

Alberts, I. (2014, May). Analyser les processus d’affaires pour valoriser les actifs informationnels de l’organisation. Presented at the 82e Congrès de l'ACFAS. Colloque 331 - La gouvernance informationnelle dans les organisations : défis, dispositifs et strategies, Montreal, QC.

Alberts, I., Vellino, A., Eby, C., & Marleau, Y. (2014, June). New developments in the automatic classification of email records. Presented at the ARMA Canada Conference 2014, Capitalizing on Information, Ottawa, ON.

Alberts, I., Vellino, A., Marleau, Y. & Eby, C. (2013, November). Business process analysis & automatic classification of email of business value. Presented at the ARMA-4 NCR 2013 Fall Information Management Conference, Ottawa, ON.

Cavanagh, M., & Freund, L. (2013, September) Are we there yet? A comparison of micro-blogging activities in public organizations from a community engagement perspective. Presented at the Social Media and Society Conference, Halifax, NS.

Cavanagh, M., & Silk, K. (2015). Constructing an L-value index for Canadian public libraries. Presented at the Northumbria Conference, York University, Edinburgh Scotland. Proceedings to be published.

Horrall, C., & Cavanagh, M. (2014, May). Mothers of invention: commercial content on mother blogs and perceptions of credibility. Presented at the Canadian Association for Information Science Annual Conference, St. Catharines, ON.

Howarth, L., & Cavanagh, M. (2014, January) Shush no more: An activist agenda for LIS scholars and educators. Presented at the President's Session of the Association of Library and Information Science Educators, Philadelphia, PA.

Morrison, H. (2013, June). Creative Commons and open access to scholarly works. Presented at the Canadian Communication Association Conference, Victoria, BC.

Morrison, H. (2013, October). Whose scholarship? Our scholarship! Keynote address delivered at Open Access Week, University of Regina, Regina, SK.

Morrison, H. (2013, November). The Canadian war on science and growing counter-activism. Presented at the Union for Democratic Communication / Project Censored Conference, San Francisco, CA.

Morrison, H., (2013, November). The transnational open access movement. Presented at the Global Communication Association 7th Annual Conference, Ottawa, ON.

Morrison, H. (2014, August). Creating a global public sphere. Presented at the IFLA / EBLIDA Copyright and Legal Matters Satellite Conference, Strasbourg, France.

Morrison, H. (2015, April). Open access and copyright: Let's open the conversation. Presented at the Emerging Trends in Scholarly Publishing Seminar, Washington, D.C.

Morrison, H. (2015, June). Open access: What scholars need to know. Panel presentation at the Congress of the Humanities and Social Sciences, Ottawa, ON.

Morrison, H. (2015, June). Sustaining the knowledge commons: a correlation study of journals using article processing charges. Presented at the Canadian Association of Information Science conference, Ottawa, ON.

Morrison, H. (2015, June).Two approaches to support for open access publishing. Presented at the Canadian Association of Professional Librarians conference, Ottawa, ON.

Morrison, H. (2015, November). Elsevier's heirs, or yes, copyright IS confusing. Presented at the Charleston Conference, Charleston, SC.

Morrison, H., & Bennison, P. (2013, October). Evolving the role of the librarian as co-producer of digital content using a collaboration portal. Presented at the Big Data / CASRAI Conference, Ottawa, ON.

Vellino, A. (2013, October). Academic performance 2.0: The promise and pitfalls of AltMetrics. Presented at the University of Ottawa Open Access Week, Ottawa, ON.

Vellino, A. (2013, November). Classification of emails of business value. Panel presentation at ARMA – IM Days Conference, Ottawa, ON.

Vellino, A. (2014, May). Not all citations are equal: identifying key citations automatically. Presented at the Canadian Conference on Artificial Intelligence Graduate Symposium, Montreal, QC.

Vellino, A., & Bergeron, V. (2015, May). The future, limitations and dangers of artificial intelligence. Presented at the 4th Annual Psychology Outside the Box Conference, Ottawa, ON.

University of Ottawa School of Information Studies Appendix E

2010/11 – 2014/15 Contents Program Admission / Admission au programme ........................................................................................................................................................... 2 Courses / Cours ............................................................................................................................................................................................................... 3 Experiential Learning / Apprentissage expérientiel ......................................................................................................................................................... 3

Community Partners for Experiential Learning Projects / Partenaires communautaires pour des projets d’apprentissage expérientiel .............. 4 CO-OP option / Régime CO-OP ........................................................................................................................................................................................ 5

Participating Employers / Employeurs participants .................................................................................................................................................. 6 Capstone Projects / Projets de fin d’études (projets de synthèse) ................................................................................................................................. 7

Thesis / Thèse ............................................................................................................................................................................................................ 7 List of Theses Successfully Defended / Liste de thèses qui ont été soutenues avec success ................................................................................... 8 i-Portfolio / i-Portfolio ............................................................................................................................................................................................... 8

Awards / Prix .................................................................................................................................................................................................................... 9 Community Engagement / Engagement communautaire ............................................................................................................................................. 10 Conference Presentations and Publications / Conférences et publications .................................................................................................................. 12 Program Completion / Réalisation des exigences du programme ................................................................................................................................ 15 Post-degree Employment / Emploi après obtention du diplôma .................................................................................................................................. 15

Summary of Student Achievement Master of Information Studies

Résumé du rendement des étudiants Maîtrise en sciences de l’information

Summary of Student Achievement at ÉSIS (2010-2015) / Résumé du rendement des étudiants à l’ÉSIS (2010 à 2015) 2

Master of Information Studies Maîtrise en sciences de l’information

The Master of Information Studies (MIS) is a professional graduate-level degree program that is fully accredited by the American Library Association (ALA). Combing an emphasis on practical experience and theory, this bilingual program prepares you for careers in a wide range of fields involving the organization, analysis, curation, management and brokerage of information. Students may choose one of three paths through the program to earn the degree Master of Information Studies (MIS):

• Master’s with courses: 16 x 3-courses (= 48 credits) • Master’s with thesis = 12 x 3-credit courses + 12-credit thesis

(= 48 credits) • Master’s with co-operative education option (CO-OP) = 12 x 3-

credit courses + 2 x 4-month work placements (12 credits) (= 48 credits)

La maîtrise en sciences de l’information (M.S.I.) est un programme professionnel d’études supérieures agréé par l’American Library Association. Combinant l’expérience pratique et la théorie, ce programme bilingue vous prépare à une carrière passionnante dans une variété de domaines, dont le courtage en information, l’organisation, l’analyse, la conservation et la gestion de l’information. Les étudiants pourraient choisir parmi les trois volets suivants pour remplir les exigences du programme de la Maîtrise en sciences de l’information (M.S.I.):

• Maîtrise avec cours : 16 cours de 3 crédits (= 48 crédits) • Maîtrise ave thèse : 12 cours de 3 crédits + thèse de 12 crédits

(= 48 crédits) • Maîtrise en régime coopératif (CO-OP) : 12 cours de 3 crédits +

2 stages de 4 mois (12 crédits) (= 48 crédits)

Program Admission / Admission au programme

Academic year / Année scolaire 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Number of new students admitted / Nombre de nouveaux étudiants admis

30 39 30 16 19

Full time / à temps complet 21 30 19 10 16

Part time / à temps partiel 9 9 11 6 3


Courses / Cours


Total number of different courses offered / Nombre total de cours différents offerts

24 25 24 24 19

Number of students registered (Sept. 1) / Nombre d’étudiants inscrits (1er septembre)

60 62 68 55 52

Full time / à temps complet 28 33 38 15 20

Part time / à temps partiel 32 29 30 40 32

Average number of courses completed per student / Moyenne nombre de cours terminés par étudiant

Full time / à temps complet 4 4 3.7 3.8 4

Part time / à temps partiel 1.6 1.6 1.6 1.3 1.7

Class average (/10) in core courses / Moyenne de la classe (/10) pour les cours de base obligatoires

8.7 (64 students)

8.0 (75 students)

7.8 (63 students)

7.9 (59 students)

8.2 (60 students)

Experiential Learning / Apprentissage expérientiel

Experiential learning is a form of learning that enriches and enhances classroom teachings. This innovative pedagogical model allows students to contribute to their community by participating in projects that are related to their program of study. Students usually complete approximately 80 hours of volunteer work over the course of a semester (3-credit elective). After determining the structure of their experiential learning projects with their professor, students then relate their experiences in the community to course content by using various methods.

L'apprentissage expérientiel est une forme d'apprentissage qui enrichit la formation reçue en salle de classe. Cette approche pédagogique novatrice permet à l'étudiant de s'engager dans sa communauté par des projets reliés à son programme d'études. Typiquement, l'étudiant effectue environ 80 heures de bénévolat dans le courant d'une session universitaire (cours au choix de 3 crédits). Après avoir déterminé la structure de son projet d'apprentissage expérientiel avec son professeur, l'étudiant relie son expérience communautaire au contenu du cours par différentes méthodes.



Number of Experiential Learning projects / Nombre de projets d’apprentissage

9 6 4 4 1

Percentage of students obtaining a passing grade / Pourcentage des étudiants qui ont obtenu une note de passage

100% 100% 100% 100% 100%

Community Partners for Experiential Learning Projects / Partenaires communautaires pour des projets d’apprentissage expérientiel

2010-2011 • Bibliothèque de l’Hôpital Montfort • Canada Institute for Scientific and Technical Information,

National Research Council • Canadian Association of Research Libraries • Carleton University Archives • Library of Parliament (2 projects) • Media Smarts, Centre for Digital and Media Literacy • University of Ottawa Brian Dickson Law Library • University of Ottawa Library

2011-2012 • Citizenship and Immigration Canada, Electronic Information

Service Unit • Educational Centre of the Faculty of Education, University of

Ottawa • Harry Nowell Photography Inc. • Librarians Without Borders • Online Computer Library Centre (OCLC) • Quebec School Librarians Network

2012-2013 • Bibliothèque de l’Hôpital Montfort (2 projets) • Bibliothèque Jean-Léon Allie de l’Université Saint-Paul (2

projets) 2013-2014

• Archives de l’Université Laurentienne • Bibliothèque de la Centre de détention de Hull • Carleton University Library • Saint Paul University Library

2014-2015

• Carleton University Library


CO-OP Option / Régime CO-OP

CO-OP allows students build on their classroom learning through full-time work placements that are directly related to their field of study. Students complete two consecutive 4-month work placements between May and December (12 credits). Admission to the CO-OP option is competitive, and students are selected according to academic achievement. Students must have and maintain a minimum CGPA of 7.0 (B+ or 75%).

Grâce au régime coopératif, les étudiants peuvent appliquer les concepts appris en classe lors de stages à temps complet en milieu de travail, dans un domaine lié à leur domaine d'études. Entre les mois de mai et décembre, les étudiants participent à deux stages consécutifs de 4 mois chacun (12 crédits). L’admission au régime coopératif se fait par concours et la sélection est basée sur le rendement scolaire. Les étudiants doivent avoir obtenu et maintenir une moyenne pondérée cumulative d’au moins 7.0 (B+ ou 75 %).


Number of students admitted to CO-OP option / Nombre d’étudiants admis au régime CO-OP

6 8 9 9 8

Number of CO-OP work placements completed / Nombre de stages CO-OP terminés

12 16 18 18 16

Percentage of students obtaining a passing grade / Pourcentage des étudiants qui ont obtenu une note de passage

100% 100% 100% 100% 100%

Number of students receiving an overall rating of: / Nombre d’étudiants qui ont reçu une évaluation globale de:

EXCEPTIONAL / EXCEPTIONNELLE 2 5 13 8 4

EXCELLENT / EXCELLENT 8 11 4 10 11

VERY GOOD / TRÈS BIEN 2 0 0 0 1

GOOD / BIEN 0 0 1 0 0



NEEDS IMPROVEMENT / BESOIN D’AMÉLIORATION

0 0 0 0 0

UNSATISFACTORY / INSATISFAISANT 0 0 0 0 0

Participating Employers / Employeurs participants

2011-2012 • Bibliothèque de l’Université du Québec en Outaouais (2) • Bibliothèque du Parlement, Division de planification des RH et

dotation (4) • Canadian Forces Grievance Board (2) • Library of Parliament, Knowledge Organization and Discovery

Branch (2) • Office of the Privacy Commissioner of Canada (2) • Public Works and Government Services Canada, Real Property

Branch (2) • University of Ottawa Brian Dickson Law Library (2)

2012-2013

• Bibliothèque de l’Hôpital Montfort (1) • Canadian Security Establishment (1) • Foreign Affairs and International Trade Canada (8) • Public Safety Canada (2) • Supreme Court of Canada Library (1) • Transportation Safety Board of Canada (2) • University of Ottawa Management Library (2) • University of Ottawa Brian Dickson Law Library (1)

2013-2014 • Aboriginal Affairs and Northern Development Canada (2) • Canada Science and Technology Museum (2) • Courts Administrative Service (1) • Department of Foreign Affairs, Trade and Development (1) • Department of National Defence (2) • Justice Canada (2) • Library and Archives Canada (3) • Library of Parliament (1) • Statistics Canada (2) • University of Ottawa Library (2)

2014-2015

• Aboriginal Affairs and Northern Development Canada (2) • Bibliothèque de l’Université du Québec en Outaouais (2) • Canada Revenue Agency (1) • Carleton University Library (1) • Library and Archives Canada (2) • Library of Parliament (2) • Public Works and Government Services Canada (1) • Services des bibliothèques publiques de Nouveau-Brunswick (2) • Statistics Canada (1) • University of Ottawa Library (2)


Capstone Projects / Projets de fin d’études (projets de synthèse)

As a culminating experience in the MIS program, the objective of a capstone project is to provide a program-based assessment of student competency with respect to the learning outcomes identified under the MIS program objectives. Students may choose one of two options for a capstone project:

• Thesis • i-Portfolio

Un projet de fin d’études se présente comme une expérience déterminante. Il vise à fournir une évaluation des compétences de l’étudiant qui soit fondée sur ce programme de M.S.I. pour les résultats d’apprentissage que l’ÉSIS a établi comme objectifs pour cette maîtrise. Les étudiants pourraient choisir l’un des deux options suivantes comme projet de synthèse :

• Thèse • i-Portfolio

Thesis / Thèse

The master’s thesis should reveal that the candidate is able to work in a scholarly manner and is acquainted with the principal works published on the subject of the thesis. Insofar as it is possible, the thesis should be an original contribution. Evaluated as Satisfactory/Non-Satisfactory (S/NS). (12 credits)

La thèse de maîtrise doit révéler que le candidat possède une méthode de travail scientifique et est au courant des principaux ouvrages sur le sujet de sa thèse. Autant que possible, la thèse doit être une contribution originale. Évaluer Satisfaisant/Non-satisfaisant (S/NS) (12 crédits)


Number of students registered in the thesis option / Nombre d’étudiants inscrits à la maîtrise

1 3 3 4 3

Number of students successfully defending a thesis / Nombre d’étudiants qui ont réussi à la soutenance

0 1 0 1 3


List of Theses Successfully Defended / Liste de thèses qui ont été soutenues avec succès

Bebbington, S. (2014). A case study of the use of the game Minecraft and Its affinity spaces for information literacy development in teen gamers (Master’s thesis). University of Ottawa.

Harper, P. L. (2014). From the theory of archival narrative to the practice of archival blogging: Why the characteristics of narrative matter (Master’s thesis). University of Ottawa.

Horrall, C. (2014). Mothers of invention: Commercial content on mother blogs and perceptions of credibility (Master’s thesis). University of Ottawa.

Léonard, M. (2015). Médiation entre l’usager et l’image : Une étude exploratoire de l’utilisation des métadonnées par les professionnels (Master’s thesis). University of Ottawa.

Robbins, W. (2011). A place for us? Babyboomers, their elders and the public library (Master’s thesis). University of Ottawa.

i-Portfolio / i-Portfolio

The i-Portfolio is a tool for learning, reflection, integration and showcasing, all brought together in the form of a student’s own professional website. It documents coursework, field experience, and community engagement as they relate to a student’s overall graduate experience and professional competencies. Evaluated as Satisfactory/Non-Satisfactory (S/NS). (3 credits).

L’i-Portfolio se présente à la fois comme un outil d'apprentissage, de réflexion, d'intégration et une vitrine prenant la forme d'un site web professionnel propre à l’étudiant. Il regroupe les travaux universitaires ainsi que les expériences de stages et d‘activités d’engagement communautaire qui sont liés à l'expérience de l’étudiant pendant son programme de deuxième cycle et à ses compétences professionnelles. Évaluer Satisfaisant/Non-satisfaisant (S/NS) (3 crédits)


Number of students registered for the i-Portfolio / Nombre d’étudiants inscrits à l’i-Portfolio

N/A 2 8 3 N/A

Number of students successfully completing an i-Portfolio / Nombre d’étudiants qui ont réussi à satisfaire les exigences de l’i-Portfolio

N/A 2 8 3 N/A


Awards / Prix

2010-2011 • Susan Anderson Memorial Scholarship awarded by the May Court Club of Ottawa ($5000) (W. Robbins) • Graduate Scholarship awarded by the University of Ottawa’s Faculty of Graduate and Postdoctoral Studies ($4000) (W. Robbins)

2011-2012

• 2011 Coop Student of the Year Award for the Faculty of Graduate and Postdoctoral Studies ($500) (S. Tilgner) • 2011/2012 Research in Librarianship Grant from the Canadian Association of Research Libraries (CARL) ($2000) (M. Neuvians) • Susan Anderson Memorial Scholarship awarded by the May Court Club of Ottawa ($5000) (E. Ross) • Graduate Scholarship awarded by the University of Ottawa’s Faculty of Graduate and Postdoctoral Studies ($4000) (M. Neuvians)

2012-2013

• Susan Anderson Memorial Scholarship awarded by the May Court Club of Ottawa ($5000) (P. Clark Mann) • Bourse de l’Institut canadien-français (2 x $2500) (V. Labonté and V. Synnett) • Friends of the Ottawa Public Library Bursary ($2000) (D. Giroux) • Students to CLA (registration + accommodation at CLA conference) (K. Sirett) • Bromley Lectures (expenses paid to Washington, DC, to participate in Bromley Lectures) (A. Ehrlich) • Social Sciences and Humanities Research Council Doctoral Fellowship ($140,000) (P. Forestell)

2013-2014

• Dr. Janette Baker Scholarship awarded by the Ontario Library Association ($2000) (A. Harrison) • Susan Anderson Memorial Scholarship awarded by the May Court Club of Ottawa ($5000) (K. Sirett) • Friends of the Ottawa Public Library Bursary ($2000) (D. Giroux) • Ontario Library Association Super Conference “Lightening Strike” paper competition finalist (L. Glandon) • “Students to CLA” 2014 award (L. Glandon)

2014-2015

• “Students to CLA” 2015 award (J. Lynch)


Community Engagement / Engagement communautaire

2010-2011 • Student membership in professional associations (Canadian Library Association, Ontario Library Association, Library Association of the

National Capital Region) • Student volunteer facilitator at a “Freedom to Read Week” panel discussion hosted by the Library Association of the National Capital

Region (February 2011) • Student volunteers at the 2011 Ontario Library Association Super Conference (Toronto, February 2011)

2011-2012

• Student membership in professional associations (Canadian Library Association, Ontario Library Association, Library Association of the National Capital Region, Association des bibliothécaires du Québec/Quebec Library Association)

• Student liaison representative for the Library Association of the National Capital Region (LANCR) • Student member of the Local Arrangements Committee for the 2012 Canadian Library Association National Conference and Trade Show

(Ottawa, May 2012) • Student volunteers at the 2011 Joint Conference on Digital Humanities (JCDL) (Ottawa, June 2011) • Student volunteers at the 2012 Canadian Library Association National Conference and Trade Show (Ottawa, May 2012) • Student volunteers at the 2012 Ontario Library Association Super Conference (Toronto, February 2012) • University of Ottawa student chapter of Librarians Without Borders • Various fundraising activities (e.g. “un-conference,” movie night, bake sale) • two students visited the Miguel Angel Asturias Academy in Quetzaltenango, Guatemala, to participate in the development and operation

of the library (May 2012) • Volunteer student librarians in the Ask a Librarian internship program providing virtual reference service through chat (organized by the

Ontario Council of University Libraries and Scholar’s Portal) • Student volunteer editorial assistant for the bilingual publication Papers of the Bibliographical Society of Canada

2012-2013


• Student liaison representative for the Library Association of the National Capital Region (LANCR) • Student liaison representative for the Ottawa Valley Health Librarians Association (OVHLA)


• Volunteer student librarians in the Ask a Librarian internship program providing virtual reference service through chat (organized by the Ontario Council of University Libraries and Scholar’s Portal)

• Volunteer students librarians participating in a one-day youth engagement consultation facilitated by the Community Foundations of Canada and their Vital Signs program (October 2012)

• Student volunteers at the 2013 Ontario Library Association Super-conference (Toronto, February 2013) • Volunteers at several local libraries, including Saint Patrick’s Basilica Library, the Ottawa Jewish Library and the Ottawa Public Library, as

well as the City of Ottawa Archives • University of Ottawa student chapter of Librarians Without Borders (various fundraising activities) • Student volunteer editorial assistant for the bilingual publication Papers of the Bibliographical Society of Canada • Volunteer contributors/editors to the newsletter of Asted (Association pour l’avancement des sciences et des techniques de la

documentation) • Volunteer proof reader for Project Gutenberg Canada • Student blogger for the Faculty of Graduate and Postdoctoral Studies giving insight into the graduate student experience at the

University of Ottawa 2013-2014


• Student liaison representative for the Library Association of the National Capital Region (LANCR) • Student liaison representative for ARMA-NCR • Student liaison representative for the Canadian Library Association (CLA) Ottawa chapter • Student chapter of Librarians Without Borders • Volunteer student librarians in the Ask a Librarian internship program providing virtual reference service through chat (organized by the

Ontario Council of University Libraries and Scholar’s Portal) • Student volunteers at the 2013 at the ARMA-NCR Fall IM Days (Ottawa, November 2013) • Student volunteers at the 2014 Ontario Library Association Super Conference (Toronto, January 2014) • Student volunteers at the library of the Centre de détention (Hull) • Student volunteers at the “Twice Upon A Time/Il était deux fois” Ottawa children’s book bank

2014-2015



• Student liaison representative for the Library Association of the National Capital Region (LANCR) • Student liaison representative for ARMA-NCR • Student liaison representative for the Canadian Library Association (CLA) Ottawa chapter • Student chapter of Librarians Without Borders • Student volunteers at the 2015 Ontario Library Association Super Conference (Toronto, January 2015) • Student volunteers at the 2015 Conference of the Canadian Association for Information Science/Association canadienne des sciences de

l’information (Ottawa, May 2015)

Conference Presentations and Publications / Conférences et publications

2010-2011 Forward, E. (2010). Google Maps for indexing aerial photograph collections. OLA Access 15(4), 12-15. Robbins, W. (2011, June). Seniors and the public library. Presented at the student session of the 2011 Canadian Association of Information

Studies Conference, Fredericton, NB. Robbins, W. (2011, March). Seniors and the public library. Presented as part of the School of Information Studies lunch-time seminar series

Research Conversations, Ottawa, ON. Ross, R. (2011, March). What tipping point on Open Access: scholars and librarians organize ideas. Presented as part of the School of

Information Studies lunch-time seminar series Research Conversations, Ottawa, ON. 2011-2012 Bebbington, S. (2012, May). Quebec school libraries: Preparing our students for the future. Presented at the 2012 Association des bibliothécaires

du Québec/Quebec Library Association., Montreal, QC. Harper, P. (2012, May). The information effect: Librarians working in research teams. Presented at the 2012 Canadian Library Association

National Conference and Trade Show, Ottawa, ON. Harper, P. (2012, June). Captivating your community: How to use archival gems to attract and engage researchers. Presented at the Association

of Canadian Archivists 2012 Conference, Whitehorse, YK. Intahchomphoo, C. (2012, May). E-Course reserve at the University of Ottawa Brian Dickson Law Library: A pilot project. Presented at the 2012

Canadian Library Association National Conference and Trade Show, Ottawa, ON. Intahchomphoo, C., & Léonard, M. (2012, May). Student views from the School of Information Studies. Papers presented at the 2012 Canadian

Library Association National Conference and Trade Show, Ottawa, ON. Neuvians, M. (2012, April). Social-biblio.ca: An approach to Twitter data visualization, archiving, and the larger narrative. Presented at the show-

and-tell session of CODE4Lib North Meet-up, Ottawa, ON.


Neuvians, M. (2012). Humor patterns: hilarity, teasing and fun. In Proceedings of the First Workshop on Design Patterns in Games (DPG’12), Raleigh, NC, May 30, 2012. New York, NY: Association Computer Machinery Library. http://dl.acm.org/results.cfm?h=1&cfid=273613740&cftoken=37383937.

Robbins, W. (2011). Babyboomers, their elders and the public library. Feliciter, 57(6), 233-234. Robbins, W. (2012, February). A place for us? Presented at the 2012 Ontario Library Association Super-conference, Toronto, ON. Robbins, W. (2012 May). Reading re-imagined: An accessibility imperative. Presented at the 2012 Canadian Library Association National

Conference and Trade Show, Ottawa, ON. 2012-2013 i Bebbington, S. (2012, October). The inquiry process: Follow the steps to research success. Poster presented at the Congrès des milieux

documentaires du Québec, Montréal, QC. Bebbington, S. (2013, March). Video games and information literacy. Presented as part of the School of Information Studies lunch-time seminar

series Research Conversations, Ottawa, ON. Ehrlich, A. (2013, February). #CanLit: What’s in a library tweet? Presented as part of the School of Information Studies lunch-time seminar series

Research Conversations, Ottawa, ON. Ehrlich, A. (2013, April). Social-biblio.ca: What’s in a @publiclibrary #canlit tweet?”Poster presented at the University of Ottawa UROP showcase

event, Ottawa, ON. [2nd prize poster]. Harper, P. (2012, August). Speak up and stand out: The archival narrative and change via social media. Presented at the 2012 International

Council on Archives Conference, Brisbane, Australia. Horrall, C. (2013, March). That DAM project: Creating a digital asset management system for a small photo business. Presented as part of the

School of Information Studies lunch-time seminar series Research Conversations, Ottawa, ON. Léonard, M. (2012, October). Recherche d’images numériques et utilisation des métadonnées chez des étudiants aux cycles supérieurs. Poster

presented at the Congrès des milieux documentaires du Québec, Montréal, QC. Neuvians, M. (2012, September). @public_libraries : information isn’t enough – connect & mobilize or #misstheboat. Poster presented at

#Influence12 – Symposium & Workshop on Measuring Influence on Social Media, Halifax, NS. Neuvians, M. (2012, October). Once more with feeling: Game design patterns for affective learning. Presented at Meaningful Play, East Lansing,

MI. [Top Award paper]. Ross, R. (2013, February). E-readers, community generated e-collections and opportunities and challenges of print-on-demand in Ghanaian

society. Presented as part of the School of Information Studies lunch-time seminar series Research Conversations, Ottawa, ON. 2013-2014 Bebbington, S. (2013, March). Video games and their affinity spaces: A holistic approach to gamers and information literacy. Presented as part of

the School of Information Studies lunch-time seminar series Research Conversations, Ottawa, ON.

http://dl.acm.org/results.cfm?h=1&cfid=273613740&cftoken=37383937�


Boutet, M. (2013, August). Incongruous avatars and hilarious sidekicks: Design patterns for comical game characters. Presented at Digital Games Research Association Conference (DiGRA 2013), Atlanta, GA.

Boutet, M. (2014, January). Under construction: Developing a bilingual thesaurus of information studies. Presented as part of the School of Information Studies lunch-time seminar series Research Conversations, Ottawa, ON.

Buitrago Ciro, J. (2014, January). Machine translation and the public library: A pilot study with Spanish-speaking newcomers. Presented at the Association for Library and Information Science Educators 2014 conference, Philadelphia, PA.

Horrall, C. (2014, March). Mothers of invention: Commercial content on mother blogs and perceptions of credibility. Presented as part of the School of Information Studies lunch-time seminar series “Research Conversations” (March 20, 2014)

Horrall, C. (2014, June). Mothers of invention: Commercial content on mother blogs and perceptions of credibility. Presented at the 2014 Canadian Association of Information Studies Conference, St. Catharines, ON.

Villamizar, César (2014, June). How ready are Canadian universities for research data management? Poster presented at the 40th Annual Conference of the International Association for Social Science Information Services and Technology (IASSIST), Toronto, ON.

2014-2015 Bowker, L., & Buitrago Ciro, J. (2015, June). User experience and translatability viewed through the lens of a triple constraint: Time, cost and

quality. Presented at the 43rd Annual Conference of the Canadian Association of Information Science, Ottawa, ON. Summarized in Open Shelf (May 15, 2015).

Bowker, L., Mackay, R., Kasama, D., & Buitrago Ciro, J. (2015, June). Different views of textual “aboutness”: A recipient evaluation of the content descriptors proposed by professional indexers, authors, readers and corpus analysis tools. Poster presented at the 43rd Annual Conference of the Canadian Association of Information Science, Ottawa, ON.

Brien-Régimbald, G., Gagnon, M.-C., Rivard, J., & Cavanagh, M. (2014, December). Le contexte en 140 caractères : la voix sur Twitter des bibliothèques francophones au Canada. Poster presented at the Congrès des milieux documentaires, Montreal, QC.

Léonard, M. (2015, June). Médiation entre l’usager et l’image: une étude exploratoire de l’utilisation des métadonnées par les professionnels. Presented at the 70th Canadian Library Association National Conference and Trade Show, Ottawa, ON.

Lynch, J., Intahchomphoo, C., Jeske, M., & Holmes, A. (2015, June). Web accessibility upgrade: A social responsibility for libraries. Poster presented at the 70th Canadian Library Association National Conference and Trade Show, Ottawa, ON.

Morrison, H., Calvé-Genest, A., Salhab, J., & Villamizar, C. (2015). Sustaining the knowledge commons: A correlation study of journals using article processing charges. Presented at the 43rd Annual Conference of the Canadian Association of Information Science, Ottawa, ON. Summarized on the blog sustainingknowledgecommons.org

http://www.open-shelf.ca/150515-ux-translatability/�



https://www.milieuxdoc.ca/2014/�

https://sustainingknowledgecommons.files.wordpress.com/2015/05/caismorrvill20150602may-26-v1-1.pdf�


Program Completion / Réalisation des exigences du programme


Number of students completing the program / Nombre d’étudiants qui remplissent les exigences du programme

15 15 20 22 18

Post-degree Employment / Emploi après obtention du diplôma

2011

Field /Domaine Position / Poste Institution / Institution Academic Library / Bibliothèque universitaire

Cataloguing Librarian Bibliothèque Jean-Léon Allie, Université Saint Paul Bibliothécaire de référence, de statistiques et de données géospatiales

Bibliothèque de l’Université de Moncton

Conseillère en information documentaire, référence générale et collections multidisciplinaires

Bibliothèque Paul-Émile-Boulet, Université du Québec à Chicoutimi

Bibliothécaire responsable des systèmes Bibliothèque de l’Université du Québec en Outaouais Geographic Information Systems (GIS) and Geography Librarian

University of Ottawa Library

Chef intérimaire de la Médiathèque Bibliothèque de l’Université d’Ottawa Public Library / Bibliothèque publique

Bibliothécaire de services communautaires Bibliothèque publique d’Ottawa

Government or Special Library / Bibliothèques spéciales ou du gouvernement

Information Specialist (1) Citizenship and Immigration Canada’s Information Management and Technologies Branch

Information Specialist (2) Citizenship and Immigration Canada’s Information Management and Technologies Branch

Information Specialist Industry Canada’s Library and Knowledge Centre Bibliothécaire des ressources électroniques Justice Canada, Développement des collections Business Systems Analyst Library of Parliament

Other / Autre Part-time professor University of Ottawa


2012


Archiviste Bibliothèque de l’Université d’Ottawa Electronic Resources Technician Bibliothèque de l’Université d’Ottawa Library Technician Cataloguer Bibliothèque de l’Université d’Ottawa Reference Technician Bibliothèque de l’Université d’Ottawa Bibliothécaire Bibliothèque de l’Université du Québec en Outaouais Library Assistant (Reference/Technical Support) Brian Dickson Law Library, University of Ottawa Librarian University of Alberta Library (campus

Public Library / Bibliothèque publique

Bibliothécaire Bibliothèque publique d’Ottawa


Musiquothèque Centre de musique canadienne Gestionnaire du Centre de ressources École de langues des Forces canadiens

Other / Autre

Consultant Canadian National Institute for the Blind (Reading Re-imagined Project)

Business Analyst Cogniva Information Management Solutions Assistant des projets spéciaux École des sciences de l’information, Université

d’Ottawa Project Co-ordinator T-Base Communications Technical Director Verge Studios Graphic and Web Design

2013


Librarian University of Ottawa Management Library Gift Coordinator and Library Support Specialist University of Ottawa Library


Information Management Officer (2 positions) Foreign Affairs and International Trade Canada Information Management Specialist IT Services Branch, Public Works and Government

Services Canada Information Specialist Library and Knowledge Centre, Industry Canada Librarian Library and Information Centre, Public Safety Canada Cataloguing Librarian (2 positions) Library and Archives Canada


Field /Domaine Position / Poste Institution / Institution Records Assistant Supreme Court of Canada

Other / Autre Business Analyst (3 positions) Cogniva Information Management Solutions Business Analyst MindShare Consulting Services Doctoral student University of Calgary

2014


Head, Archives and Research Collections Carleton University, MacOrdrum Library Collection Development Librarian Saint Paul University Library Interim Management Librarian University of Ottawa Library e-Resources Technician University of Ottawa Library

Public Library / Bibliothèque publique

Children’s Programmer Ottawa Public Library


Reference Librarian Supreme Court of Canada Library Information Specialist / Librarian Industry Canada Library Research Librarian Library of Parliament Cataloguing Librarian Library and Archives Canada

Other / Autre Coordinator for Information Literacy, Digital Citizenship and School Libraries

Ministère de l’Éducation, du Loisir et du Sport, Québec

Agent de l'accès à l'information et protection de la vie privée

Hôpital Montfort

Documentalist University of Ottawa, Official Languages and Bilingualism Institute

Strategic Research Analyst Library and Archives Canada Senior Project Officer Library and Archives Canada Senior Policy Analyst Health Canada Information Management Consultant Systemscope


20151

Field /Domaine Position / Poste Institution / Institution Public Library / Bibliothèque publique

Supervising Librarian Ottawa Public Library


Information Specialist Citizenship and Immigration Canada Information Specialist Canadian Agency for Drugs and Technologies in Health

Other / Autre Communications Manager Canadian Science Publishing Program Officer Canadian Association of Research Libraries Information Management Outreach and Community Engagement Coordinator

Treasury Board Secretariat

Information Management Officer House of Commons Information Management Support Officer House of Commons Manager Eskimo Museum, Churchill MB Part-time Professor Carleton University Records Management Coordinator University of Ottawa Doctoral student in Anthropology University of Ottawa

1 Preliminary listing based on informally reported positions as of October 2015.

University of Ottawa School of Information Studies Appendix F

Curricula vitae

Dr. Sylvie Grosjean

Dr. Daniel Paré

Département/École : Département de communication Novembre 2015

CURRICULUM VITAE

a) NOM :

GROSJEAN, Sylvie, Professeure agrégée, permanence

Membre de la Faculté des études supérieures et postdoctorales

b) TITRES UNIVERSITAIRES : appellation, spécialisation, université, année.

Doctorat en Psychologie, Psychologie de la communication, des cognitions et des représentations

de soi, Université Nancy2, France, 2002

D.E.A Psychologie, Psychologie de la communication, des cognitions et des représentations de

soi, Université Nancy2, France, 1996

Maîtrise, Psychologie, Psychologie sociale, Université Nancy2, France, 1995

Licence, Psychologie, Université Nancy2, France, 1994

Diplôme d'État en Éducation Spécialisée, Institut de Formation et de Recherche en Action Sociale

(IFRAS), Nancy, France, 1991

c) EXPÉRIENCE : dates, rang/poste, section, université/firme, incluant poste à temps plein

présentement occupé.

2007 - Professeure agrégée, Département de communication, Université d'Ottawa

2015 - 2016 Directrice intérimaire, École des Sciences de l’information, Université d’Ottawa

2014 - 2015 Directrice intérimaire, Département de communication, Université d'Ottawa

2003 - 2007 Professeure adjointe, Département de communication, Université d'Ottawa

2003 Chargée de cours, Département des sciences de l'administration, Université du

Québec en Outaouais, Hull

2003 Chargée de cours, Département des relations industrielles, Université du Québec

en Outaouais, Hull

2003 Chargée de cours, Département des sciences de l'éducation, Université du Québec

en Outaouais, Hull

2000 - 2003 Gestionnaire de projet (E-learning), Institut de Formation Linguistique Intégrale

2000inc., Hull.

1999 - 2000 Gestionnaire de projet (Logement social), Auberge Communautaire du Sud-ouest,

Montréal

1997 - 1999 Chargée de cours, Département des Sciences Humaines, Psychologie sociale,

Université de Nancy2, France

1991 - 1999 Éducatrice spécialisée, Service d’Investigation et d’Observation en Milieu

Ouvert, Association REALISE, Nancy, France

d) DISTINCTIONS : telles que prix du gouverneur-général, diplôme à titre honorifique, ou

équivalent.

2

e) TRAVAUX UNIVERSITAIRES ET PROFESSIONNELS : pendant les huit dernières années

seulement (par exemple, postes à la direction ou à la rédaction, mais non-appartenance à des

sociétés savantes. Ne pas énumérer les évaluations de demandes de subventions et de manuscrits).

2015 Membre du comité de sélection Chaire de recherche du Canada de niveau 2 en

innovation sociale, Université d’Ottawa

2013 - Chercheure affiliée au Groupe de Recherche sur l'Information, la Communication

et la Documentation durable (GRICODD)

2012 - Membre du comité scientifique de la Revue Française des Sciences de

l'Information et de la Communication (SFIC)

2011 - Chercheure affiliée à l'Institut de Recherche de l'Hôpital Montfort

2010 - Membre du comité scientifique de la revue Études de communication, Lille,

France

2008 - Co-directrice du Groupe de Recherche Interdisciplinaire en Communication

Organisationnelle (GRICO), Département de communication, Université

d'Ottawa

2015 Membre du comité des subventions de développement Savoir (Comité 4), Conseil

de la Recherche en Sciences Humaines (CRSH)

2015 Membre du comité des sciences sociales et humanités, programme de

financement pour le développement de la recherche (PFDR), Université d'Ottawa

2011 - 2014 Membre du conseil de la faculté des Arts, Université d'Ottawa.

2010 - 2014 Membre du Comité du Personnel Enseignant de la Faculté des Arts (CPEF),

Université d'Ottawa.

2014 Membre du comité des subventions de développement Savoir (Comité 4), Conseil

de la Recherche en Sciences Humaines (CRSH)

2013 - 2014 Présidence des comités des bourses post-doctorales, Fonds de Recherche Société

et Culture, Québec

2011 - 2014 Membre du conseil d’administration de l’Association Canadienne de

Communication

2013 Membre du comité scientifique du colloque international Org&Co

"communications organisationnelles et management en contexte numérique

généralisé", 3-5 octobre 2013, Nice, France.

2013 Membre du comité des sciences sociales et humanités, programme de

financement pour le développement de la recherche (PFDR), Université d'Ottawa

2012 - 2013 Membre du comité scientifique du colloque international "Le champ d'étude des

communications organisationnelles. Perspectives théoriques et pratiques croisées

du Nord au Sud", Agadir, 5-7 juin 2013.

2012 - 2013 Organisatrice du Colloque « L'ethnographie organisationnelle : pratiques

émergentes et contributions », dans le cadre du 91e congrès de l'ACFAS,

Université Laval, Québec, 7-8 mai 2013

2012 Membre du comité d'évaluation du programme d'accélération de la recherche

internationale (PARI), Université d'Ottawa.

2012 Membre du comité scientifique du Colloque International «Communiquer dans un

monde de normes», ICA/GERIICO, Roubaix, 7-9 Mars 2012.

2012 Professeure-invitée au département Info-Com de l’Université de Toulouse 3,

France.

2011 Membre du comité « Outstanding Article Award », International Communication

Association (ICA).

2010 - 2011 Membre du Comité d'Éthique et de la Recherche en Sciences Sociales et

Humanités (CÉR), Service des subventions de recherche et déontologie,

Université d'Ottawa

3

2009 - 2011 Membre du comité d'évaluation des bourses post-doctorales pour le Fond

Québécois de Recherche sur le Société et la Culture (FQRSC)

2011 Membre du comité scientifique du Colloque «In-formation et communications

organisationnelles: entre normes et formes», 8-9 septembre 2011, Rennes,

France.

2011 Membre du comité scientifique du Colloque international Org&Co « Les

communications organisationnelles. Des concepts aux pratiques», 31 mai-1er

juin 2011, Nice, France.

2011 Membre du comité scientifique du Colloque « Dialogue and Representation »,

13th conference of the International Association for Dialogue Analysis, 26-30

avril 2011, Université de Montréal, Québec.

2009 Membre du comité d'évaluation des demandes PFDR/IRND, Subventions de

recherche et déontologie, Université d'Ottawa

2009 Membre du comité scientifique du Colloque « La communication des

organisations en débat dans les SIC: Quels objets, terrains et théories »,

Colloque Jeunes chercheurs et recherches récentes, Université de Rennes 2, 11-12

juin 2009, Rennes, France

2009 Organisatrice du colloque « Nouvelles tendances en communication

organisationnelles », 77eme Congrès de l'ACFAS, Université d'Ottawa, 14-15

mai 2009

2008 Professeure-invitée à l'UFR Info-com de l'Université Charles-De-Gaulles, Lille 3,

France

2006 - 2008 Membre du comité de la recherche et des publications de la faculté des arts,


2004 - 2008 Membre du comité des Études Supérieures, Département de communication,


2007 Membre du comité scientifique du Colloque « Approches communicationnelles

des organisations, perspectives croisées : penser la recherche par-delà les

frontières géographiques et disciplinaires », 75ème Congrès international

ACFAS, Université de Trois Rivières, Québec, 10-11 mai 2007.

f) DIRECTION DE TRAVAUX D'ÉTUDES SUPÉRIEURES : nombre pendant toute la carrière

- maîtrise, doctorat, postdoctorat, terminés/en cours. Veuillez distinguer entre superviseur, co-

superviseur et superviseur en tant que membre d'un comité de surveillance.

Complétés

Superviseur 5 Mémoires de maîtrise

5 Thèses de maîtrise

1 Post doctorat



Université d'Ottawa, Groupe de

Recherche Interdisciplinaire en

Communication Organisationnelle

Co-superviseure 1 Thèse de maîtrise Université d'Ottawa

En cours

Superviseur 1 Thèse de maîtrise

Détail pour les huit dernières années : liste des thèses et projets terminés/en cours supervisés

(excluant la participation sur des comités de surveillance) relatant le nom des étudiants dirigés au

4

cours des huit dernières années, titre de la thèse ou du projet, année à laquelle débutent et se

terminent les études.

Malika Proulx-Oloko (Mémoire de maîtrise). Une communication RSE crédible : qu’en disent les

jeunes consommateurs ?, mai 2013 - mars 2014

Stéphanie Deslisle (Mémoire de maîtrise). Processus de résolution d'imprévus en milieu

événementiel par une équipe de travail, déc.2010 - sept. 2012

Julie Knight (Mémoire de maîtrise). La communication éthique dans les entreprises de relations

publiques, oct. 2009 - déc. 2011

Maria Trow (Mémoire de maîtrise). Réflexion sur les concepts organisationnels dans les

organisations en réseaux: Repenser la culture organisationnelle, oct. 2009 - mai 2010

Chantal Payette (Mémoire de maîtrise). Les «savoir-faire communicationnels» du mentor en

situation de mentorat, oct. 2006 - août 2008

Elodie Sung-Eun Song (Thèse de maîtrise). Interculturalité dans la formation en ligne: enjeux

communicationnels (titre provisoire), mai 2015 -

Regine Legault-Bouchard (Thèse de maîtrise). Quelles sont les pratiques communicationnelles qui

contribuent à intéresser et enrôler un collectif d’acteurs autour de la stratégie

d’internationalisation d’une université ? Une étude de cas, mai 2013 - janv. 2015

Chantal Jolicoeur (Thèse de maîtrise). La contribution du leadership à la construction de l'esprit

collectif dans la production d'un bulletin de nouvelles télévisées, févr. 2009 - déc. 2011

Pierre Sauvé (Thèse de maîtrise). Incidence des facteurs interpersonnels dans le processus de

partage de connaissances issues de travaux de recherche dans le secteur de la santé, nov. 2005 -

oct. 2011

Geneviève Lamarche (Thèse de maîtrise). S'organiser pour limiter les risques communicationnels:

le cas de service Canada, oct. 2008 - oct. 2010

Kathy Roberge (Thèse de maîtrise). Encadrement d'une équipe à distance: La présence sociale du

e-leader par la communication, oct. 2008 - sept. 2009

Sébastien Mayer (Thèse de maîtrise). L'œuvre de Net art: Stratégie de communication pour un

«enrôlement» du public, nov. 2006 - nov. 2008

Romain Huët (Post doctorat). Responsabilité sociale des entreprises, éthique, régulation et

communication organisationnelle, sept. 2008 - sept. 2009

g) COURS SUPÉRIEURS : enseignés au cours des huit dernières années, par année

Cours

2014 - 2015 CMN5531 Théories de la communication organisationnelle, Département de

communication, Université d'Ottawa

2014 - 2015 CMN5536 Équipes virtuelles : Enjeux communicationnels, Département de


2013 - 2014 Master 2 Ethnographie organisationnelle, Université de Toulouse 2, France

2011 - 2012 Master 2 E.Goffman et l'analyse des organisations, Master InfoCom et

Médiations socio-techniques, Université Paul Sabatier, Toulouse

III, France

5

2011 - 2012 Master 2 Interactions et organisation : L'apport des approches

interactionnistes à la communication organisationnelle, Master

InfoCom et Médiations socio-techniques, Université Paul Sabatier,

Toulouse III, France

2009 - 2012 CMN5531 Théories de la communication organisationnelle, Département de


2008 - 2009 Approches communicationnelles des organisations, Département de


2008 - 2009 CMN5535 Gestion des communications, Département de communication,


Études dirigées

2010 Maîtrise, Julie Knight

2008 Maîtrise, Geneviève Lamarche

2007 Maîtrise, Chantal Payette

2007 Maîtrise, Emmanuelle De Mer

2007 Maîtrise, Valérie Bisson

2006 Maîtrise, Pierre Sauvé

h) SUBVENTIONS DE RECHERCHE EXTERNES : les huit dernières années, s'il s'agit d'un

octroi à un groupe, indiquer le nombre des personnes recevant l'octroi et leur qualité, à savoir,

chercheur principal, co-chercheur ou collaborateur

Année Source/Rôle**

Type *

Montant But***

2015-2017 Institut de Recherche de

L’Hôpital Montfort

C 8647$ Recherche

La part des connaissances sensorielles dans la prise de décision clinique : de

l’analyse de la pratique clinique à l’identification de scénarios de simulation.

P Sylvie Grosjean

Co Frederik Matte, Isaac Nahon-Serfaty, Lynn Casimiro

Col Marie-Christine Malouin-Benoît, Valérie Fumas

2014-2018 Social Sciences and

Humanities Research Council

of Canada (SSHRC)

C 2 993

26$

Partnership Grants

Ageing, Communication, Technologies (ACT): experiencing a digital world in

later life

P Kim Sawchuk

Co Martine Lagacé

Col Sylvie Grosjean & Luc Bonneville (pour UOttawa)

6

2011-2014 Conseil de recherche en

Sciences Humaines du Canada

(CRSH)- Subvention Ordinaire

de Recherche

C 107 007$ Recherche

Constitution, incarnation et matérialisation des connaissances sensibles en

organisation : une ethnographie multi-sites

P Sylvie Grosjean

2010-2013 Contrat de Plan État-Région

(Lille, France)

A 54973€ Recherche

L'écrit professionnel en contexte de transformation politico-juridique et

managériale.

Col Sylvie Grosjean

2009-2013 Programme ANR- France C 299 679€ Recherche

La déconnexion volontaire aux technologies de l'information et de la

communication

Col Sylvie Grosjean

2009-2010 Maison Européenne des

Sciences de l'Homme et de la

Société (MESHS Lille Nord,

France)

A 5656€ Recherche

Écritures normées, écritures normatives

Col Sylvie Grosjean

2008-2011 Conseil de recherche en


(CRSH)- Subvention Ordinaire

de Recherche

C 37 268$ Recherche

La mémoire organisationnelle en train de se dire et de se faire: Ethnographie des

réunions de travail

P Sylvie Grosjean

2007-2009 Création d'un réseau de

recherches en sciences

humaines et sociales, Maison

des Sciences de l'Homme

A 15 000€ Constitution d'un réseau

international de recherche

«Approches Communicationnelles des Organisations»

Col Sylvie Grosjean

2005-2007 Conseil de Recherche en


(CRSH)- programme IDR

C 27 761$ Recherche

La mémoire organisationnelle en action : Développer une approche pragmatique

de la mémoire organisationnelle

P Sylvie Grosjean

*Type : C-conseils subventionnaires; G-gouvernement; F-fondations; A-autres

**Rôle: (P) Chercheur principal; (Co) Co-Chercheur; (Col) Collaborateur

***But : Recherche, voyage, publication, etc.

7

i) SUBVENTIONS DE RECHERCHE INTERNES : Celles-ci comprennent les fonds

universitaires, les fonds CRSH obtenus par l'entremise de l'université, etc.

Année Source Montant But*

2015

2014

Bourse du Programme

d’initiation à la recherche

au 1ier

cycle (PIRPC)

P Sylvie Grosjean

Bourse du Programme

d'initiation à la recherche au

premier cycle (PIRPC)

500$Can

500$Can

Supervision de recherche

d’un étudiant de 1ier

cycle

Supervision de recherche d'un

étudiant de premier cycle

P Sylvie Grosjean

2007 Faculté des arts (université

d'Ottawa)- Subvention pour la

participation à colloque

1500$ Voyage

P Sylvie Grosjean

*But : Recherche, voyage, publication, etc.

j) PUBLICATIONS :

Résumé indiquant un total pour la carrière entière, et selon les catégories suivantes:

Livres rédigés/co-rédigés par l'auteure ................................................................... 2

Livres édités par l'auteure ....................................................................................... 2

Numéros de revue édités par l'auteure .................................................................... 4

Chapitres de livres avec comité de lecture ............................................................. 8

Chapitres de livres sans comité de lecture .............................................................. 3

Articles publiés dans des revues avec comité de lecture ...................................... 29

Articles publiés dans des revues sans comité de lecture ......................................... 1

Communications publiées dans des comptes-rendus de congrès avec

comité de lecture ................................................................................................... 22

Contributions majeures sur invitation et/ou rapports techniques............................ 3

Communications orales ........................................................................................ 61

Communications comme conférencières-invitées………………………………...7

Autres contributions ............................................................................................... 2

Description détaillée pour les huit dernières années

Livres rédigés/co-rédigé par l'auteure

1. Grosjean, S., Mayère, A., Bonneville, L. (2017, contrat signé). Les utopies organisationnelles,

ISTE Publishing, London, UK, 200 p.

2. Bonneville, L., Grosjean, S., Lagacé, M., Introduction aux méthodes de recherche en

communication, Montréal, Gaëtan Morin Éditeur, 2007, 238 p.

Co-rédaction de l'ensemble de l'ouvrage

8

Livres édités par l'auteure

1. Grosjean, S., Bonneville, L., La communication organisationnelle: Approches, processus et

enjeux, Montréal, Chenelière Éducation, 2011, 346 p.

2. Bonneville, L., Grosjean, S., Repenser la communication dans les organisations, Paris, Édition

l'Harmattan, 2007, 305 p.

Numéros de revue édités par l'auteure

1. Grosjean, S., Groleau, C., «Le Shadowing et autres pratiques de l'ethnographie

organisationnelle», Revue Internationale de psychosociologie et de gestion des comportements

organisationnels, Supplément, 2013.

2. Cooren, F., Grosjean, S., "Organizational Communication in France: An Overview of Current

research", Management Communication Quaterly, Vol.24, 2010, p. 607-611.

3. De La Broise, P., Grosjean, S., «Normes et écriture de l'organisation», Études de communication,

No.34, 2010, p. 9-22.

4. Mayère, A., Bonneville, L., Grosjean, S., «Rationalisation des organisations hospitalières: des

incitations économiques aux injonctions à collaborer», Sciences de la société, No.76, 2009, p. 3-

13.

Chapitres de livres avec comité de lecture

1. Grosjean, S., Bonneville, L., "Technological change in organization: From managing resistance

to integrating employee creativity", Human Dignity and Managerial Responsibility: diversity,

rights and sustainability, D. Crowther, A.-M. Davila-Gomez, London, Gower, 2012, p. 127-144.

2. Grosjean, S., Huët, R., Bonneville, L., «Du management des connaissances à la 'communicabilité'

des connaissances», Management et communication : Mutations, emprunts et résonances, Bonnet,

R., Bonnet, J., Gramaccia, G., Paris, Édition L'Harmattan, 2011, p. 59-93.

3. Bonneville, L., Grosjean, S., «Les approches fonctionnalistes», La communication

organisationnelle : Approches, processus et enjeux, Grosjean, S., Bonneville, L., Montréal,

Chenelière Éducation, 2011, p. 32-54.

Contribution de l'auteur : Les noms des auteurs apparaissent en ordre alphabétique du fait de

leur égale contribution.

4. De La Broise, P., Grosjean, S., «Les approches systémiques», La communication

organisationnelle : Approches, processus et enjeux, Grosjean, S., Bonneville, L., Montréal,

Chenelière Éducation, 2011, p. 55-81.


leur égale contribution.

5. Bonneville, L., Grosjean, S., "'In Search of real Time' or Man Facing the Desire and Duty of

Speed", Digital Cognitive Technologies, Epistemology and the Knowledge Economy, Brossaud,

C., Reber, B., London, Wiley Editor, 2010, p. 23-32.

6. Bonneville, L., Grosjean, S., "Rethinking the development of Telemedicine using an integrative

rationale", Telemedicine in the 21st Century, Martinez, L., Gomez, C., Australia, Nova Science

Publishers, 2008, Franck Columbus (ed.), p. 117-141.

7. Bonneville, L., Grosjean, S., «À la recherche du temps réel ou l'homme confronté au désir et

devoir de vitesse», Sciences humaines et sociales et Technologies de l'Information et de la

Communication, Brossaud, C., Reber, B., Paris, Hermès, 2007, Vol.1, p. 53-66.

9

Chapitres de livres sans comité de lecture

1. Grosjean, S., Bonneville, L., «Réconcilier les perspectives micro/macro: un 'point de passage

obligé' pour comprendre l'articulation TIC-communication-organisation», Fondements de la

communication des organisations : tendances actuelles, Rogojinaru, A., Bouzon, A., Paris,

Éditions L'Harmattan, 2008, p. 57-78.

2. Grosjean, S., «Mémoire organisationnelle en action : du sens en construction», Repenser la

communication dans les organisations, Bonneville, L., Grosjean, S., Paris, Édition l'Harmattan,

2007, Collection des organisations, p. 147-179.

3. Grosjean, S., Bonneville, L., «Introduction», Repenser la communication dans les organisations,

Bonneville, L., Grosjean, S., Paris, Édition l'Harmattan, 2007, Collection des organisations, p. 15-

19.

Articles publiés dans des revues avec comité de lecture

1. Grosjean, S., Grandena, F., Bonneville, L. « Le chercheur et la camera : réflexion

méthodologique autour de la video-ethnographie en contexte organisationnel », Revue

SociologieS (proposition acceptée)

2. Mayère, A., Grosjean, S., «'Échafaudage de soins' dans un hôpital : un entrelacement de

technologies, de conversations et d’écrits multiples», Communication, 2015, (sous presse)

3. Grosjean, S., «Étudier la dimension sensible des savoirs produits en contexte de travail», Études

de communication, 42, p.47-62, 2014.

4. Grosjean, S., «Existe-t-il une manière de voir organisationnelle ? De l’intérêt de suivre les «

practices of seeing » en organisation», Revue d'Anthropologie des Connaissances (RAC), p.143-

177, 2014.

5. Grosjean, S., «Une approche microethnographique et multi-située en organisation : Double

mouvement de "zoom avant/arrière" sur l'activité d'arpentage», Revue Internationale de

psychosociologie et de gestion des comportements organisationnels (RIPCO), p.155-177, 2013.

6. Grosjean, S., «Interagir pour savoir et s'organiser. Une analyse des savoirs-en-action produits lors

de réunions», Science de la Société, 88, p. 59-82, 2013.

7. Bonneville, L., Grosjean, S., «Pourquoi faut-il sortir de la parole instrumentalisée en milieu de

travail ? Deux études de cas», Communication, Vol.30/2, 2013.

8. Grosjean, S., «Où en sommes-nous avec le « tournant linguistique » ? Sur les traces d'une rupture

paradigmatique», Revue internationale de psychosociologie et de gestion des comportements

organisationnels, Vol. XVIII(46), p. 77-94, 2012.

9. Grosjean, S., «Ces objets qui peuplent nos interactions : Des objets présents/absents,

animés/inertes, créés/transformés», Revue Synergies Pays Riverains de la Baltique, No.9, p. 133-

145, 2012.

10. Grosjean, S., «Actualisation et mise en scène de connaissances organisationnelles: Ethnographie

des réunions de travail», Recherche Qualitative, Vol.30(No.1), p. 60-87, 2011.

11. Grosjean, S., Huët, R., Bonneville, L., «Regard sur un genre d'écrits professionnels : les carnets

de terrain de consultants en environnement», Les Enjeux de l'information et de la communication,

2011.

12. Grosjean, S., Robichaud, D., «Décider en temps réel : une activité située et distribuée, mais aussi

'disloquée'», Langage & Société, p. 31-54, 2010.

10

13. Bonneville, L., Grosjean, S., «Mise en place d'un réseau de soins québécois : entre rationalité

technique et besoin de communiquer», Sciences de la société, p. 84-97, 2009.

14. Grosjean, S., Bonneville, L., «Saisir le processus de remémoration organisationnelle. Des actants

humains et on humains au cœur de processus», Revue Anthropologie des Connaissances, Vol.3

(2), p. 339-368, 2009.

15. Nahon-Serfaty, I, Ahmed, R., Grosjean, S., Bonneville, L., "Connecting the Micro and Macro

Approaches: Cultural Stakes in Health Communication", Altérités, Vol.6 (No.2), p. 48-74, 2009.

16. Bonneville, L., Grosjean, S., «L'ordinateur portable en soins à domicile: L'espace interactionnel

soignant/soigné en mutation», Questions de communication, p. 261-278, 2009.

17. Grosjean, S., «Saisir la dynamique organisationnelle: Quand intersubjectivité et interobjectivité

s'entrelacent», Sciences de la société, No.74, p. 43-63, 2008.

18. Grosjean, S., «Communication dans un centre de répartition des urgences 911», Canadian Journal

of Communication, Vol.33 (1), p. 101-120, 2008.

19. Bonneville, L., Grosjean, S., Lagacé, M., «Où va la communication organisationnelle? De la

nécessité de comprendre le lien entre communication et organisation dans une perspective

d'analyse Nord-américaine», Studies in Communication Sciences- Studi di scienze della

comunicazione, 7/1, p. 159-188, 2007.


leur égale contribution

20. Bonneville, L., Grosjean, S., «Les défis que soulève l'information de la pratique médicale sur le

plan de l'innovation technologique», Canadian Journal of Communication, Vol.32 (3&4), p. 435-

456, 2007.

21. Grosjean, S., Bonneville, L., «Logiques d'implantation des TIC dans le secteur de la santé»,

Revue Française de gestion, No. 172, p. 145-158, 2007.

22. Grosjean, S., «Genèse d'une communauté virtuelle d'apprenants dans le cadre d'une démarche

d'apprentissage collaboratif à distance», Revue Canadienne de l'Apprentissage et de la

Technologie (RCAT)- Canadian Journal of Learning and Technology (CJLT), Vol. 33(No. 1), p.

59-84, 2007.

Communications publiées dans des comptes rendus de congrès avec comité de lecture

1. Mayère, A., Grosjean, S., «Technologie organisante et travail d’équipement : étude du

déploiement socio-technique de systèmes d’information médicaux», XIXème Congrès de la SFIC,

Penser les techniques et les technologies : Apports des Sciences de l'Information et de la

Communication et perspectives de recherches, Université du Sud, Toulon (Var), L'Harmattan,

2015 (Sous presse).

2. Grosjean, S., «La "fabrique de la décision". De l'engagement illocutoire à l'accomplissement

pratique», Actes du colloque "Organisation, performativité et engagement", 80e congrès

international ACFAS Palais des congrès de Montréal, du 7 au 11 mai 2012, sous la direction de

Benoit Cordelier & Gino Gramaccia, p. 87-102, 2012.

3. Groleau, C., Grosjean, S., "Constructing Sensible Knowledge Through Interactional Spaces

Created by Emergent Drawings", The 61st Annual Conference of the International

Communication Association, 26-30 mai, Boston, Massachusetts, USA, 29 p., 2011.

Actes publiés en version électronique (disponibles sur le site de l'ICA)

11

4. Grosjean, S., Huët, R., Bonneville, L., «La polyphonie organisationnelle au service de la sécurité

au travail?», Actes du 17e congrès de la Société française des sciences de l'information et de la

communication (SFIC), Dijon, France, 10 p., 23-26 juin 2010.

5. Grosjean, S., Gregori, N., Brassac, C., «Analyser les pratiques narratives en situation de travail :

un exemple d'appropriation de savoirs organisationnels», Actes de la XIXe Conférence

Internationale de Management Stratégique (AIMS), Luxembourg, 23 p., 1-4 juin 2010.

Accessible en ligne : http://www.strategie-aims.com/events/conferences/2-xixeme-conference-de-

l-aims/communications/67-analyser-les-pratiques-narratives-en-situation-de-travail-un-exemple-

d-appropriation-de-savoirs-organisationnels/download

6. Grosjean, S., «Du linguitic turn à aujourd'hui: Héritage théorique et perspectives

contemporaines», colloque « La communication des organisations en débat dans les Sciences de

l’Information et de la Communication : quels objets, terrains et théories », Université Rennes 2,

11 et 12 juin 2009, Éditions L'Harmattan, p. 267-283, 2010.

7. Grosjean, S., Huët, R., «Écritures, textes et mobilisation des connaissances : le cas des carnets de

terrain», Congrès 2009 de l'ASAC (Association des Sciences Administratives du Canada),

Niagara Falls, Ontario, 18 p.

8. Grosjean, S., Bonneville, L., «La politique de communication du gouvernement du Canada :

Objet commissionnaire ou objet médiateur ?», Actes du colloque les dispositifs de médiation

organisationnelle, technologique et symbolique dans la communication des organisations, Nice,

France, p. 198-207, 2008.

9. Mayer, S., Grosjean, S., Bonneville, L., "(Re)thinking the organization as a heterogeneous

network: The case of the Net-Art", Actes du colloque "What is an organization? Agency, action

and discourse", Université de Montréal, 25 p., 2008.

Actes du colloque en format numérique

10. Bonneville, L., Grosjean, S., «Médiation instrumentale et activité communicationnelle : le cas de

la télémédecine», Actes du colloque franco-tunisien "Interagir et transmettre, informer et

communiquer : Quelles valeurs ? Quelles valorisations ?", Tunis, Tunisie, p. 211-220, 2008.

11. Grosjean, S., Bonneville, L, «Une approche intégrative pour comprendre l'articulation TIC-

Communication-Organisation», Actes de la Conférence européenne "Fondement de la

communication des organisations: tendances actuelles", Bucarest, Roumanie, p. 128-133, 1-2 juin

2007.

12. Bonneville, L., Grosjean, S., «Quand l'insécurité numérique fait figure de résistance au

changement organisationnel», Actes du colloque "De l'insécurité numérique à la vulnérabilité de

la société", Congrès du Centre de Coordination pour la Recherche et l'Enseignement en

Informatique et Société (CREIS), Paris, France, p. 139-152, 2007.

Communications orales

Résumés d'articles et/ou communications dans un colloque savant (orales ou sur affiche)

1. Grosjean, S. « Comment ‘donner forme’ à des connaissances sensorielles en contexte de

formation ? Une analyse des interactions entre une consultante et une stagiaire en

hydrogéologie », xives

rencontres du Réseau international de recherche en éducation et en

formation (RÉF), symposium « Conception de formations à partir de l’analyse des interactions

verbales en situation de travail », Montréal, 21 - 23 octobre 2015.

2. Grosjean, S., « Seeing physical evidence » during a land surveying project: A situated, embodied

and instrumented activity, Living the Material World, Kolding, Denmark, 4th-7th August 2015,

12

IIEMCA Conference 2015, The International Institute for Ethnomethodology and Conversation

Analysis.

3. Marcon, C., Grosjean, S., La communication durable vue par les professionnels de la

communication. Une approche exploratoire des actions et représentations des acteurs, Université

de Montréal, 10-12 juin 2015, Colloque Communication, Organisation, Société́ du Savoir et

Information (7e COSSI) « Communication, information et savoir : quel management pour une

organisation durable? ».

4. Grosjean, S., « Organizational remembering » ou comment nos organisations se souviennent ? Le

rôle de la matérialité, Université de Montréal, 10-12 juin 2015, Colloque Communication,

Organisation, Société́ du Savoir et Information (7e COSSI) « Communication, information et

savoir : quel management pour une organisation durable? ».

5. Grosjean, S., Mallowan, M., Maurel, D., Liquete, V., Marcon, C. Organizational memory and

sustainable practices of writing: The case of Field Notebooks as a genre of organizational

communication, Ottawa, 3-5 juin 2015, Congrès de l’ACSI/CAIS.

6. Grosjean, S., Mayère, A., « Care scaffolding » in a Hospital Oncology Department: Intertwining

Technologies, Talk and Scriptural Practices, Université d'Ottawa, 30 April 2015, Workshop

"Communication in and from Health Care Organizations.

7. Grosjean, S., Following the constitution of an organizational “way of seeing”: Intertwining talk,

body and materiality in context, Yokohama (Japon), 13-19 July 2014, XVIII ISA World Congress

of Sociology.

8. Bonneville, L.; Grosjean, S., Regard sur quelques stratégies de déconnexion chez des infirmières

hyper-débordées, Yokohama (Japon), 13-19 Juillet 2014, XVIII ISA World Congress of Sociology.

9. Grosjean, S., La/les voix de l’organisation : Pluralité des voix et constitution de savoirs,

Université Concordia, Montréal, 15-16 mai 2014, 82ème colloque de l’ACFAS, Les discours

organisationnels sous toutes leurs formes : Récits, discours, conversations, interactions.

10. Grosjean, S., Urgence, impatience et surcharge communicationnelle à l’hôpital : un collectif

d’hyper-infirmières face à leur quotidien, Montréal, 13-15 Octobre 2013, World Social Science

Forum 2013: Social Transformations and the Digital Age.

11. Grosjean, S., Ethnographier et filmer la constitution de « practices of seeing » dans une

organisation : « voir » et « faire voir » via la parole, le corps et la mobilisation d’objets, Université

Laval, Québec, 7-8 mai 2013, Colloque "L'ethnographie organisationnelle : pratiques émergentes

et contributions", 81ème congrès de l'ACFAS.

12. Grosjean, S., La « fabrique de la décision » : entre engagement illocutoire et accomplissement

pratique, Montréal, 7-11 Mai 2012, Colloque "Organisation, performativité et engagement",

80ème congrès de l'ACFAS.

13. Bonneville, L., Grosjean, S., Les espaces de discussion ou « temps de réunion » en organisation :

deux études de cas, Wilfrid Laurier University et University of Waterloo (Ontario), 30 mai- 1ier

juin 2012, Congrès de l'Association Canadienne de Communication.

14. Grosjean, S., Bonneville, L., Le travail de rédaction d’un rapport d’évaluation environnementale :

Entre mise en scène de savoirs et mise en forme de normes, Roubaix, France, 7-9 mars 2012,

Colloque International « Communiquer dans un monde de normes».

15. Grosjean, S., Les apports de Mikhail Bakhtine à la communication organisationnelle, Bologna,

Italy, 4-8 juillet 2011, Fourteenth International Mikhail Bakhtin Conference.

13

16. Grosjean, S., Où est l'expertise dans l'organisation? Distribuée, située voire disloquée, Université

d'Ottawa, 30 avril -1er mai 2011, Extending Expertise? experts and Amateurs in Communication

and Culture.

17. Gregori, N., Grosjean, S., Brassac, C., L'interaction sociale, un tissage dynamique de 'dires' et de

'faires', Université de Montréal, 26-30 avril 2011, 13th conference of the International Association

for Dialogue Analysis, "Dialogue and Representation".

18. Grosjean, S., Groleau, C., La connaissance organisationnelle en train de se dire et de se faire :

Voyage au cœur des réunions de travail, Montréal, 21 décembre 2010, Journée d'étude

"l'organisation en mouvement", UQAM.

19. Grosjean, S., Huët, R., Bonneville, L., La mise en récit de l'activité de travail : une activité

réflexive sur la pratique soutenant l'appropriation de connaissances, Gothenburg, 11-17 juillet

2010, XVIIeme I.S.A World Congress.

20. Huët, R., Grosjean, S., Investigating Social Dynamics Generated by Organisational Texts: For a

Sociogenetics of Texts in Organization, Lisbon, 28 juin-2 juillet 2010, 26th European Group in

Organization Studies.

21. Grosjean, S., Robichaud, D., Decision-making as a situated and dislocated practice, Singapour,

22-26 juin 2010, International Communication Association (ICA).

22. Bonneville, L., Grosjean, S., La question des réseaux de santé. Quels défis en termes de

communication? Bilan critique, Lille, France, 25-26 mai 2010, CSIS 2010 Patient, personne,

citoyen, client... usager? Places, rôles et figures mouvantes dans le champ de la santé.

23. Grosjean, S., Bonneville, L., Changement technologique au sein d'une université : Entre

surcharge informationnelle et bricolages quotidiens, Association des Sociologues de Langue

Française (AISLF) Namur, Belgique, 19-21 mai 2010, 3eme journée « Sciences, innovation

technologique et société».

24. Grosjean, S., Approcher la circulation et l'actualisation de savoirs organisationnels selon une

perspective interactionniste, Montréal, 12-13 mai 2010, Colloque «d'une posture interactionniste

en recherche», 78eme congrès de l'ACFAS.

25. Bonneville, L., Grosjean, S., Mieux saisir la communication soignant- soigné en soin à domicile:

défis, enjeux et leçons à dégager d'une étude de cas dans la région de la ville de Québec, Genève

(Suisse), 13 novembre 2009, 3eme journée transfrontalière de Télémédecine franco-suisse.

26. Grosjean, S., Du linguistic turn à aujourd'hui: Héritage théoriques et perspectives

contemporaines, Université de Rennes2, 11 et 12 juin 2009, La communication des organisations

en débat dans les Sciences de l'Information et de la Communication: quels objets, terrains et

théories.

27. Grosjean, S., Bonneville, L., La mémoire organisationnelle en action: Voyage au cœur du

processus de remémoration organisationnelle, Grenoble, France, 2-5 juin 2009, XVIIIeme

Conférence Internationale de Management Stratégique (AIMS).

28. Grosjean, S., Quand la procédure ne tient plus lors d'une prise de décision en temps réelle,

Université Carlton, Ottawa, 28-30 mai 2009, Canadian Communication Association/ Association

Canadienne de communication.

29. Grosjean, S., Saisir la texture des organisations de soins, 77eme congrès de l'ACFAS, Ottawa,

11-12 mai 2009, Table Ronde du Colloque Organisation et communication au sein des systèmes

de santé.

14

30. Bonneville, L., Grosjean, S., La télé-médecine sous le regard de la communication médiatisée par

ordinateur: enjeux cliniques, organisationnels et communicationnels, Québec, 9eme symposium

sur la télésanté.

31. Grosjean, S., Bonneville, L., Gardère, E., Risques communicationnels au sein des réseaux de

santé. Une recherche sur leurs modes d'expression et de gestion, 24-26 septembre 2008, 9eme

symposium sur la télésanté.

32. Grosjean, S., Bonneville, L., L'ordinateur portable en soin à domicile: Entre (re)configuration

territoriale et (re)définition du rôle du soignant, 76eme congrès de l'ACFAS, INRS, Québec, 7 mai

2008, Communication et santé au Québec. Enjeux de communication dans un système de santé en

transformation.

33. Grosjean, S., Bonneville, L., Une approche intégrative pour comprendre l'articulation TIC-

Communication-Organisation, Bucarest, Roumanie, 1-2juin 2007, Conférence européenne

Fondements de la communication des organisations: tendances actuelles.

34. Grosjean, S., La communication en organisation: un modelage de formes langagières, corporelles

et artefactuelles, 75eme Congrès de l'ACFAS, «L'esprit en mouvement» Université du Québec à

Trois-Rivières, 10-11 mai 2007, Table ronde du colloque Approche communicationnelle des

organisations perspectives croisées: penser la recherche par-delà les frontières géographiques et

disciplinaires.

35. Grosjean, S., Bonneville, L., Digital (in)security in the organizations, Université d'Ottawa, 3 mai

2007, Journée de recherche du Centre d'innovation et de recherche d'Ottawa (CRIO) (Research

Event on Safety and Security) organisée par le service de Valorisation de la recherche et transfert

de technologie.

Communications comme conférencière-invitée

1. Grosjean, S., « Mise en scène de savoirs et processus d’affiliation professionnelle : suivre le

travail de rédaction d’un rapport d’audit », Colloque ANR Bordeaux « Translittératie et

affiliations numériques », 4-5 février 2016.

2. Grosjean, S., « Contributions croisées entre recherches nord-américaines et européennes »,

Colloque international Org&Co 2015, Communication organisationnelle : processus

communicants – processus organisant et leurs médiations, Université Jean Jaurès Le Mirail,

Toulouse, France, 17-19 juin 2015.

3. Grosjean, S., «Démarche ethnographique au sein d'une compagnie d'arpentage : Approche

microethnographique et multi-située en organisation», Atelier Ethnographie des associations

socio-techniques, CERTOP, Toulouse (France), 11 juin 2013.

4. Grosjean, S., «La production de savoirs dans l’action : Ethnographie d’une firme d’experts-

conseils en environnement», Séminaire CERTOP, Université Toulouse 3, 22 mars 2012.

5. Grosjean, S., Bonneville, L., «Urgence, impatience et surcharge communicationnelle : un

collectif d’infirmières face à son quotidien», Séminaire IFERISS, Université de Toulouse 3,

France, 23 mars 2012.

6. Grosjean, S., «Saisir la façon de décider d'un collectif. Partir du local sans négliger les effets de

dislocation», Séminaire de recherche organisé par le GERIICO, Université Charles-De-Gaulle de

Lille3, 10 décembre 2008.

7. Grosjean, S., «La dynamique des « dires » et des « faires » en organisation : entre conversations,

gestes et mobilisations d’objets», Conférence-invité dans le cadre des rencontres du Groupe

15

Langage, Organisation et Gouvernance, Département de communication, Université de Montréal,

7 décembre 2007.

Autres contributions

Ateliers, tables rondes, conférences grand public

1. Grosjean, S., «La communication interprofessionnelle à l’épreuve du quotidien. Un travail

d’articulation qui repose sur des savoirs, des personnes et différentes formes de communication»,

Journée d'étude, Service Canadien des forêts, 31 Mai 2011.

SIGNATURE :

DATE : 12 novembre 2015

Daniel J. Paré

1

Department/School: Communication

CURRICULUM VITAE

NAME: EMPLOYEE NO.

Paré, Daniel J., Associate Professor, tenured 121842 Member of School of Graduate Studies and Research: Yes

DEGREES

DPhil Science and Technology Policy, SPRU—Science Policy Research Unit, University of Sussex, UK, 2001

M.A. Political Science, University of Guelph, Canada, 1995

B.A Psychology, University of Western Ontario, Canada, 1991

EMPLOYMENT:

2014-15 Interim Director, School of Information Studies, University of Ottawa

2013-15 Associate Director, Academic Outreach, Institute for Science, Society, and Policy (ISSP), University of Ottawa

2012-15 Cross-Appointment with Institute for Science, Society, and Policy (ISSP), University of Ottawa

2012- Cross-Appointment with School of Information Studies, University of Ottawa

2011-12 Sabbatical Leave, Department of Communication, University of Ottawa

2010-11 Acting Chair, Department of Communication, University of Ottawa

2009-12 Cross-Appointment with School of Information Studies, University of Ottawa

2006-09 Cross-Appointment with School of Information Studies, University of Ottawa

2006- Associate Professor, Department of Communication, University of Ottawa

2003-06 Assistant Professor, Department of Communication, University of Ottawa

2001-03 Research Fellow, Interdepartmental Programme in Media and Communication, London School of Economics and Political Science, UK

1997-99 Seminar Convenor, SPRU—Science & Technology Policy Research Unit, University of Sussex, UK

1996 English Language Instructor, Ty Pyong Yang Foreign Language Institute, Iri/Iksan, South Korea

1993-95 Instructor, Department of Political Science, University of Guelph

1993-95 Teaching Assistant, Department of Political Science, University of Guelph

Daniel J. Paré

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1990-91 Assistant Training Manager, Liang Ma/Landmark Hotel and Apartments, Beijing, China

1989-90 English Language Instructor, Civil Aviation Administration of China Management Institute, Beijing, China

SCHOLARLY AND PROFESSIONAL ACTIVITIES

2016 Conference Chair, Canadian Communication Association Annual Conference, University of Calgary

2015-17 APUO Board of Director’s representative, Department of Communication, University of Ottawa

2015 Expert External Evaluator, Information and Networks (I&N) Program, International Development Research Centre (IDRC), Ottawa, Canada

2015 Conference Chair, Canadian Communication Association Annual Conference, University of Ottawa

2014-16 Member of Board of Directors, Canadian Journal of Communication

2014-16 Vice President, Canadian Communication Association

2013-14 Member, Faculty Undergraduate Studies Committee, Faculty of Arts, University of Ottawa

2013 Member, Committee for Selection of Director of School of Information Studies, Faculty of Arts, University of Ottawa

2013 - Member, Editorial Board, Journal of Media Innovations

2012-14 Director/Organizer, Distinguished Speaker Series, Institute for Science, Society and Policy (ISSP), Faculty of Arts, University of Ottawa

2012 External Expert, Bourses postdoctorales, Fonds québécois de recherche sur la société et la culture (FQRSC)

2011- Member, Core Group, Institute for Science, Society and Policy (ISSP), Faculty of Arts, University of Ottawa

2010 Member, Ad-Hoc Committee for Selection of Vice-Dean Research, Faculty of Arts, University of Ottawa

2010 Expert External Evaluator, Communities and Information Society in Africa (ACACIA) Program, International Development Research Centre (IDRC), Ottawa, Canada

2009-10 Chair, SSHRC Doctoral Fellowships Pre-selection Committee 3 for the 2010-2011 Doctoral Awards Committee

2008-09 Member of SSHRC Doctoral Fellowships Pre-selection Committee for the 2009-2010 Doctoral Awards competition

Daniel J. Paré

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2007-10 Member, Faculty Teaching Personnel Committee (FTPC), Faculty of Arts, University of Ottawa

2007-09 Editor/Co-Founder, Global Media Journal – Canadian Edition

2006-11 Treasurer, Canadian Communication Association

2006-07 Senior IT Specialist, Information for Development (infoDev) Global Trust Fund Program, World Bank, Washington D.C.

2006 External Reviewer, Canadian Heritage Information Network, Ottawa, Canada

2005 External Evaluator, France Telecom Research and Development Teams – PRONOSTIC Research Pole, Issy les Moulineaux, France.

2003-04 Senior International Consultant, International Trade Centre (ITC) United Nations Conference on Trade and Development (UNCTAD)/World Trade Organisation (WTO), Division of Trade Support Services, Geneva, Switzerland.

2003 Consultant, Commonwealth Secretariat, London, UK

2003 Consultant, TNO Strategy, Technology and Policy, Delft, Netherlands

GRADUATE SUPERVISIONS (career):

Completed: 30 (18 MA, 12 MSc.).

In progress: 2 MA, 2 PhD

NAME OF STUDENTS (past eight years):

In Progress:

Catalina Arango (MA). Digital Storytelling: Transnational Families and ICTs. Jan 2015 – Present (University of Ottawa, Department of Communication).

Bhanubhakta Acharya (PhD). Title Pending. Sep 2015 – Present (University of Ottawa, Electronic Business (E-Society Stream) Program)

Ouassila Kherchouche (PhD). Title Pending. Sep 2015 – Present (University of Ottawa, Electronic Business (E-Society Stream) Program)

Ronnie Safarov (MSc). Title Pending. Sep 2015 – Present (University of Ottawa, Institute of the Environment)

Completed:

Shiyu Zhuang (MA). What Factors Motivate People To Adopt And Use The Social Media Platforms? May 2014 – Apr 2015 (University of Ottawa, Department of Communication).

Kevin Johnson (MA). Loneliness, Parasocial Interaction, and the Media: Tracing the Patterns of Understanding. May 2013 – Apr 2014 (University of Ottawa, Department of Communication).

Paul Oleniuk (MA). Across the Chasm: Politicians and Online Social Media Platforms. May 2012 – Apr 2014 (University of Ottawa, Department of Communication).

Daniel J. Paré

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Meera Karunananthan (MA), A Stormy War of Position: An Investigation of the Use of Human Right to Water and Sanitation Discourse to Legitimate Accumulation by Dispossession. May. 2009 – Apr 2014 (University of Ottawa, Department of Communication).

Alicia Lowes (MA), A Tale of Two Causes: The Intersection of Climate Change and Development in Oxfam International’s Climate Change Campaign. Apr. 2009 – Aug. 2013 (University of Ottawa, Department of Communication).

Sasha Sperinzini (MA), Nepal and ICT4D: A National e-strategy Evaluation. Apr. 2009 – Aug. 2012 (University of Ottawa, Department of Communication).

Sarah Wenglensky-Suggitt (MA). The Development and Communication of Organizational Routines: A Theoretical Inquiry. Sep. 2010 – Apr. 2012 (University of Ottawa, Department of Communication).

Chris St. John (MA). Confirm or Ignore: Student perceptions of risk on Facebook. Sep. 2010 – Apr. 2012 (University of Ottawa, Department of Communication).

Samantha Burton. From Theory to Practice? An Assessment of Best Practice in the Information and Communication Technology for Education (ICT4E) in Projects. Dec. 2009 – Sep 2011 (Carleton University, School of Journalism and Communication)

Adrienne Hiles (MA), Global citizenship, the Internet and the Olympics: the Free Tibet cause. Apr. 2008 – Mar. 2010 (University of Ottawa, Department of Communication).

Thierry Plante (MA), Markers of Presence in speech in Synthetic Worlds. Apr. 2007 – Oct. 2009 (University of Ottawa, Department of Communication)

Tanis Roadhouse (MA), The Role of Dynamic Capabilities in Facilitating Strategic Corporate Social Responsibility. Dec. 2006 – Dec. 2008 (University of Ottawa, Department of Communication).

Ian McPherson (MA), ICT Influences on Practices of Citizenship among Sexual Minority Civic Associations at the Local and Pan-Canadian Scales. Apr. 2007 – August 2008 (University of Ottawa, Department of Communication).

Rebecca Blake (MA), Internationalising the Internet’s Addressing System: A Critical Discourse Analysis of the 2007 Meeting of the Internet Governance Forum. Apr. 2007 – Aug. 2008 (University of Ottawa, Department of Communication).

Thea McMahen (MA), Word Power: Manifestations of power in the environmental discourse of the Canadian government. Nov. 2007 – July 2008 (University of Ottawa, Department of Communication).

Julia Breese (MA), Sonder la cybergéographie de la blogosphère politique canadienne: analyse de «la place» des blogues citoyens au sein d’un réseau hyperlien. Apr. 2007 – June 2008. (University of Ottawa, Department of Communication)

Flavia Berger (MA), The Conservative Party Strategy: Political marketing in the 2006 Canadian federal election. May. 2006 – Mar. 2007 (University of Ottawa, Department of Communication).

Daniel J. Paré

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GRADUATE COURSES (past eight years):

Seminars:

2015 CMN5140 – Communication, Globalization and Change

2014 CMN5110 – Social History of Information and Communication Technology



2013 ISI5153 – Political Economy of Information

2013 ISI5162 – Global Information and Communication Policy







Directed Studies:

Monica Gilbert, M.A. 2009 Ian McPherson, M.A. 2007 Sasha Sperinzini, M.A. 2009 Adrienne Hiles, M.A. 2008

EXTERNAL RESEARCH FUNDING (past eight years):

Year Source Type Amount Purpose Title

2015 International Development Research Centre (IDRC) Principal Investigator: Daniel Paré

O CDN$70,200 Program Evaluation, Research

International Expert Panel Review of the IDRC's

Information and Networks (I&N) 2011-2016

2013 Social Sciences and Humanities Research Council of Canada Principal Investigator: Renee Sieber

C CDN$2,552,984 Research, Publication,

Travel

How the geospatial web 2.0 is reshaping government-

citizen interactions

2012 Social Sciences and Humanities Research Council of Canada Principal Investigator: Renee Sieber

C CDN$20,000

Research Proposal

Preparation – SSHRC

Partnership Grant

How the geospatial web 2.0 is reshaping government-

citizen interactions

Daniel J. Paré

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2012 Social Sciences and Humanities Research Council of Canada Principal Investigator: Greg Elmer

C CDN$363,00 Research, Publication,

Travel

Social media campaigns: Tracking digital politics

across Web 2.0

2010 International Development Research Centre (IDRC) Principal Investigator: Daniel Paré

O CDN$62,400 Program Evaluation, Research,

Travel

International Expert Panel Review of the IDRC's Communities and the

Information Society in Africa (Acacia) Program 2006-2011

2009 Association of Universities and Colleges Canada (AUCC) / International Development Research Centre (IDRC) / University of Ottawa Principal Investigators: Daniel Paré & Isaac Nahon-Serfaty

O CDN$15,973 Research, Travel

The use of cellular phones among poor women in

Colombia, Peru and Venezuela: potential

applications in healthcare and social development

2008 Social Sciences and Humanities Research Council of Canada Principal Investigators: Éric George, Daniel Paré, Gaëtan Tremblay

C CDN$83,567 Research, Publication,

Travel

Analyse des liens entre concentration de la

propriété des médias et pluralisme de l’information

2007 Library and Archives Canada Principal Investigators: Daniel Paré & Pierre Bélanger

G CDN$15,750 Research, Document

Preparation

Proposed Online Projects and Partnerships for 2008-

2009 - Submission to Canadian Culture Online.

* Type: C-Granting councils; G-Government; F-Foundations; O-Other

INTERNAL RESEARCH FUNDING:

Faculty of Arts Funding for Conference Travel (2013): $1,500 Faculty of Arts Funding for Conference Travel (2009): $1,000 Faculty of Arts Funding for Conference Travel (2008): $1,000 Faculty of Arts Funding for Research (2009): $3,600 Faculty of Arts Funding for Research (2008): $2,000 University Seed Funding for Research (2003-2004): $4,447 Faculty of Arts Funding for Research (2003-2004): $3,500

Daniel J. Paré

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PUBLICATIONS

Life-time summary (count) according to the following categories:

- Books authored ............................................................................................................................. 1 - Books edited .................................................................................................................................. 1 - Refereed Chapters in books .......................................................................................................... 7 - Papers in refereed journals ........................................................................................................... 9 - Papers in refereed conference proceedings ................................................................................. 0 - Major invited contributions and/or technical reports ................................................................ 10 - Abstracts and/or papers read ..................................................................................................... 30 - Others .......................................................................................................................................... 11

Details for past eight years:

Books edited:

1. Paré, D., Millerand, F. and Heaton, L. (Eds). Bridging Communication and Science and Technology Studies, Special Issue: Canadian Journal of Communication. 39(4), 2014.

Refereed Chapters in Books:

2. Paré, D., and Delacourt, S. The Canadian Parliamentary Press Gallery: Still Relevant or Relic of Another Time? In Alex Marland, Thierry Giasson, and Tamara Small (eds). Political Communication in Canada. Vancouver: UBC Press, 2014). 16 pp.

3. Shtern, J., Paré, D., Ross, P., and Dick, M. Historiographic Innovation: How the Past Explains the Future of Social Media Services. In Arne H Krumsvik and Tanja Storsul (eds). Media Innovations. Gothenburg: Nordicom, 2013). Pp. 239-253.

4. Paré, D., and Smeltzer, S. ICTs as a catalyst for social justice? A capabilities perspective. In Suzan Ilcan (ed). Mobilities, Knowledge, and Social Justice. (McGill-Queens University Press, 2013). Pp. 320-339.

5. Paré, D., Telecommunications in Canada: Plus ça change, plus c’est la même chose? In Ira Wagman and Peter Urquhart (eds.). Canadian Cultural Industries. (James Lorimer and Company, 2012), Pp. 110-128.

6. Paré, D., Internet Governance: What a long and not so strange trip it’s been, in Leslie Regan Shade (ed). Mediascapes: New Patterns in Canadian Communication. 3rd edition. (Thomson/Nelson, 2009), Pp. 324-338.

Papers in Refereed Journals:

1. Smeltzer, S., and Paré, D., Challenging electoral authoritarianism in Malaysia: The embodied politics of the Bersih movement. Interface: A journal for and about social movements. 7(2): [In Press]. 2015

2. Smeltzer, S., and Paré, D., The knowledge labour of ICT4D: Wither the separation of carriage and content? Ephemera: theory & politics in organization, 10(3/4): 390-405. 2011

Daniel J. Paré

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3. Eid, M. and Paré, D., Editorial – Mapping communication and media studies in Canada, Global Media Journal – Canadian Edition, 1(1). 3-7. 2008.

4. Paré, D., and Berger, F. Political marketing Canadian style? The conservative party’s and the 2006 federal election. Canadian Journal of Communication. 33(1): 39-63. 2008.

Major invited contributions and/or technical reports

1. Paré, D., Acevedo, M., Garcia-Murillo, M.A., International Expert Panel Review of the IDRC’s Information and Neteworks (I&N) Program 2011-2015. Independent Evaluation prepared for the International Development Research Centre (IDRC), Ottawa. 49 pp. October 2015.

2. Paré, D., Offir, Z., Miller, J. International Expert Panel Review of the IDRC’s Communities and the Information Society in Africa (Acacia) Program 2006-2011. Independent Evaluation prepared for the International Development Research Centre (IDRC), Ottawa. 58 pp. August 2010.

3. Adrien, M.H., Paré, D., and K. Rojas. Program Results Assessment, Lessons Learned, and Recommendations to Governing Body for Improving Effectiveness and Development Impact. Independent Evaluation of the Information for Development (infoDev) Global Trust Fund Program prepared for the World Bank, Global ICT Department, Washington, D.C. Volume I – Final Report 65 pp.; Volume II – Case Studies 103 pp.; Volume III – Appendixes 19 pp. March 2007.

Abstracts and/or Papers Read

1. Paré, D. When Open Data, Open Government, and Academic Libraries Collide, MacOdrum Library, Library Forum Speaker Series, Carleton University, Ottawa, September 15, 2015

2. Paré, D. Enhanced Democracy? Really? Assessing design-reality gaps in Canadian municipal-level open government platforms. International Association for Media and Communication Research (IAMCR) 2015, Université de Québec à Montréal, July 12-16, 2015

3. Paré, D. Just How Open is Open? Paper presented at the Canadian Communication Association, Annual Conference, University of Ottawa, Ottawa, June 3-5, 2015.

4. Paré, D. Enhanced Democracy? Really? Assessing design-reality gaps in Canadian municipal-level open government platforms. Paper presented at the Union for Democratic Communications Conference, University of Toronto, Toronto, May 1-3, 2015

5. Paré, D. Navigating Fault Lines of the GeoWeb: Just How Novel is the ‘New’ Frontier? Paper presented at the Canadian Communication Association, Annual Conference, Brock University, St. Catherines, May 28 – May 30, 2014.

6. Paré, D. ICTs and International Development: Where to from here? Institute of Communication, Culture & Information Technology (ICCIT), University of Toronto Mississauga, March 20th, 2014

7. Paré, D. You Can’t Get There From Here. Or, Can You? Understanding Design-Reality Gaps in Information and Communication Policy. iSchool Colloquium Series, Faculty of Information, University of Toronto. March 19, 2014.

Daniel J. Paré

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8. Paré, D., and Francoli, M. Understanding Engagement and Mobilization in the Age of Social Media. Paper presented at Compromised Data? New Paradigms in Social Media Theory and Methods. Ryerson University, Toronto, October 28-29, 2013.

9. Smeltzer, S., and Paré, D., Challenging electoral authoritarianism in Malaysia: The embodied politics of the Bersih movement. Paper presented at Canadian Council for Southeast Asian Studies 2013 Conference, Université de Montréal, Montreal, October 17-19, 2013.

10. Paré, D., and Francoli, M. Understanding Engagement and Mobilization in the Age of Social Media. Paper presented at Social Media and Society 2013 International Conference. Dalhousie University, Halifax, September 14-15, 2013.

11. Paré, D., Bounding Regulatory Independence in a Converged Media Environment. Paper presented at International Association for Media and Communication Research (IAMCR) 2013 Conference, Dublin, June 25-29, 2013.

12. Paré, D., The Canadian Parliamentary Press Gallery: Still Relevant or Relic of Another Time? Paper presented at International Communication Association Annual Conference, ICA 2013, London, U.K., June 17-21, 2013.

13. Paré, D., and Sapsed, J. Creative industrialization: A new pathway for development? Paper presented at 22nd International Conference on Management of Technology, IAMOT 2013, Porto Alegre, Brazil, April 14-18, 2013.

14. Paré, D., The latest phase in the ongoing saga of Internet governance: Net neutrality and the public good. Centre de recherche interdiscipilinaire sur la communication, l’information et la société (GRICIS), Université du Québec à Montréal (UQAM), Montreal, November 23, 2012

15. Paré, D., ICT4D: Where to from here? Paper presented at the Canadian International Development Agency (CIDA), Knowledge Day, Gatineau, October 18, 2012.

16. Paré, D., Social Media Platforms: Aid or Hindrance to Democracy? Paper presented at the Canadian Communication Association, Annual Conference, Wilfred Laurier University and University of Waterloo, Waterloo, May 30 - June 1, 2012.

17. Paré, D., Social Media Platforms: Aid or Hindrance to Democracy? Paper presented at iConference 2012: Culture, Design, Society. Hosted by University of Toronto Faculty of Information, Toronto, February 7-10, 2012.

18. Paré, D., Understanding the ICT/social justice nexus: The centrality of communication options. Communication Speaker’s Series, School of Journalism and Communication, Carleton University, Ottawa. November 11, 2011.

19. Paré, D., Understanding the ICT/social justice nexus: The centrality of communication options. iSchool Colloquium Series, Faculty of Information, University of Toronto. June 9, 2011.

20. Paré, D., Internet Governance: Moving in the right direction? Global Internet Governance Academic Network (GigaNet), 2010 International Workshop. McGill University, Montreal, May 30-31, 2010.

Daniel J. Paré

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21. Paré, D., and Smeltzer, S. The ICT/MDG Nexus: Transcending technological determinism in the quest for global justice. Paper presented at Ethics of Human Development and Global Justice: Responsibilities of Institutions and Citizens for Action on Poverty, Annual Conference of International Development Ethics Association, Valencia, Spain, December 2-4, 2009

22. Paré, D., and Smeltzer, S. Constructive digital labour in restricted media environments: A Southeast Asian case study. Paper presented at Digital Labour: Workers, Authors, Citizens Conference, University of Western Ontario, October 16-18, 2009.

23. Paré, D., The Politics of Standardizing Internationalized Domain Names. Paper presented at the Canadian Communication Association, Annual Conference, University of British Columbia, Vancouver, British Columbia, June 4-6, 2008.

Others

1. Paré, D., and Geelen, Jeremey. [Policy Brief]. Benefits and Challenges of ICTs for Citizens. Policy Horizons Canada. Government of Canada. June 2013. 4pp. http://www.horizons.gc.ca/sites/default/files/Publication-alt-format/pdf_version_226kb_4_pages.pdf.

2. Paré, D., and Geelen, Jeremey. [Policy Brief]. Technology: Governing the Ungovernable. Policy Horizons Canada. Government of Canada. 2013. 4pp. http://www.horizons.gc.ca/sites/default/files/Publication-alt-format/pdf_version_206_kb_4_pages.pdf.

3. Paré, D., [Case Study]. Mobile telephones, women and healthcare in Venezuela, in Robin Mansell and Gaëtan Tremblay. Renewing the Knowledge Societies Vision: Towards Knowledge Societies for Peace and Sustainable Development. Report prepared for the WSIS+10 Review for the Communication and Information Sector, UNESCO and for presentation in the “Knowledge Societies, Stakeholder Accountability for Sustainable Development” Panel at the UNESCO WSIS+10 Conference, Paris, 25W27 February 2013.

4. Paré, D., [Case Study] Political marking in the 2006 Canadian federal election: Delivering citizen or party needs and wants?, in Jennifer Lees-Marshment (ed). Political Marketing: principles and applications. (Routledge, 2009).

5. Bonneville, L. and Paré, D., ICTs and healthcare: Putting the user first. Hinnovic – Innovations

en santé. November, 2008. Faculté de Médecine, Université de Montréal. http://www.hinnovic.org

http://www.horizons.gc.ca/sites/default/files/Publication-alt-format/pdf_version_226kb_4_pages.pdf

http://www.horizons.gc.ca/sites/default/files/Publication-alt-format/pdf_version_226kb_4_pages.pdf

University of Ottawa School of Information Studies Appendix G

Director of the School of Information Studies

Tenure-track position (Associate or Full professor)

University of Ottawa

The School of Information Studies (ÉSIS) at the University of Ottawa invites applications for a tenure-track position at the rank of Associate or Full professor in Information Studies. The School is seeking an outstanding scholar in Information Studies to assume responsibilities for the directorship of the School. The start date of the appointment will be July 1, 2016 (or September 1, 2016), and the salary will be commensurate with the rank and in accordance with the Collective Agreement of the Association of Professors of the University of Ottawa.

ÉSIS is the first bilingual (French / English) school of information studies in North America and received full ALA Accreditation in 2014, just five years after its inception. The four full-time faculty are complemented by seven cross-appointed professors and six adjunct professors drawn not only from a variety of academic units within the University of Ottawa (such as law, translation and communication), but also from the professional community.

ÉSIS offers a Master of Information Studies (MIS) and a Graduate Diploma in Information Studies (GDIS), through a program that is integrally connected to the pulse and trends of the leading knowledge centers and employers in the National Capital Region: Library and Archives Canada, the Library of Parliament, the National Science Library, the national museums and galleries, two major public library systems (Ottawa and Gatineau), three university libraries (uOttawa, Carleton and Université du Québec en Outaouais), as well as a wide range of information-based government departments, NGOs and private institutions.

The School plays an active role in delivering the interdisciplinary Electronic Business Technologies Masters and Ph.D. programs (in collaboration with the Telfer School of Management and the School of Electrical Engineering and Computer Science). This role includes offering compulsory and elective courses as well as masters and doctoral supervisions. The MIS degree is now also offered with a specialization in Science, Society and Policy (in collaboration with the Institute for Science, Society and Policy). Faculty members of the School are also actively engaged in the Faculty of Arts’ nascent Digital Humanities program.

The faculty’s research profile currently includes but is not limited to information policy, open access, information extraction in scientific data, digital preservation, organizational learning and information practices (for more information, see http://arts.uottawa.ca/sis/

For this position, the candidates must:

).

- hold a Ph.D. in Information Studies or a related field, and be actively bilingual in English and French. An MIS (or equivalent) and/or relevant professional experience will be an asset.

- have a strong record of successful and strategic academic leadership. Applicants should indicate their academic leadership strengths and highlight the managerial and administrative qualities they bring to the position.

- have an excellent record of research (funding, awards, prizes) and publications

- have a solid experience in graduate teaching and service.

The candidate will have demonstrated leadership in her/his field, a strong record of research funding, strengths in mentorship, and a commitment to fostering a collaborative environment with students, colleagues, and community members. He or she will provide leadership in the growth and development of the School; strengthen the School’s strategic relationships with the information management community, libraries, archives and museums; enhance the profile of the School in the community; and continue to attract new cohorts of high caliber students.

The deadline for applications is November 15, 2015; however, the search will continue until the position is successfully filled. Applications should be submitted electronically and be comprised of a three-page cover letter (max.), curriculum vitae, a teaching dossier including student evaluations of teaching, and a maximum of three samples of written work. A single electronic file is preferred. Three confidential letters of reference will be required only for the candidates who are selected for interviews. The application package should be saved in MS Word or PDF, and submitted to:

Sylvie Grosjean, Interim Chair School of Information Studies University of Ottawa, 55 Laurier Ave East, 11112 Ottawa, ON, K1N 6N5, Canada Email:

[email protected]

While the University of Ottawa values all applications we receive; only those candidates short-listed for further consideration will be contacted.

All qualified candidates are invited to apply; however, preference will be given to Canadian citizens and permanent residents. When submitting your application, please indicate your current status. The University of Ottawa is an equal opportunity employer. We strongly encourage applications from women, Aboriginal peoples, persons with disabilities and members of visible minorities. If you are invited to continue the selection process, please notify us of any particular adaptive measures you might require by contacting the Office of the Associate Vice-President, Faculty Affairs at 613- 562-5958. Any information you send will be handled respectfully and in complete confidence.

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