Jacob Wobbrock, Andrew Ko, Julie Kientz
Most academic units primarily either “describe things” or “invent things.” They are either Einstein or Edison. Very few are Pasteur, who did both . But as the recent article by Gary Olson and Jonathan Grudin entitled “The Information School Phenomenon”  made clear, this is exactly what dozens of emerging information schools (iSchools) across the world propose to do. So what, then, should information school faculty look like? What should the core competency of iSchools be? What is it exactly that iSchools do? What should they do? As three junior faculty at a top-ranked iSchool poised to lead the affectionately…
You must be a member of SIGCHI, a subscriber to ACMís Digital Library, or an interactions subscriber to read the full text of this article.LOG IN TO READ THE FULL ARTICLE
GET ACCESSJoin ACM SIGCHI
In addition to all of the professional benefits of being a SIGCHI member, members get full access to interactionsí online content and receive the print version of the magazine bimonthly.
Subscribe to the ACM Digital Library
Get access to all interactions content online and the entire archive of ACM publications dating back to 1954. (Please check with your institution to see if it already has a subscription.)
Subscribe to interactions
Get full access to interactionsí online content and receive the print version of the magazine bimonthly.