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TRANSCRIPT
Conference on Learning
Information Literacy
across the Globe
10th of May 2019
DIPF | Leibniz Institute for
Research Information in Education
Frankfurt am Main, Germany
!
Corporate Design-Manual des DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
Seite 10
Stand: 05.09.2018
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Organized by the ILO project
Information Literacy Online
informationliteracy.eu
!
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PROGRAMME
THURSDAY 9th OF MAY
Get together on Thursday 19:00 at Atschel Frankfurt.Registration needed.Wallstraße 7 · 60594 Frankfurt am Main/Sachsenhausen
FRIDAY 10th OF MAY
The conference site is at the DIPF building, 1st floor.Presentations will happen with a projector (e.g. using Powerpoint or Keynote, only HDMI is supported, a windows laptop will be available with OpenOffice, Acrobat, MS-Office and WebBrowsers), will be video-recorded (by studiumdigitale), and will be complemented by a live sketching (by ThinkPen).
8:00 — 9:00 Registration
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9:00-10:00: Keynote
Jannica Heinström
In a world of stigma and flow – how youth master information in their daily lives
This talk will discuss how young people naturally use information as part of their daily
lives. The talk will particularly emphasize emotional aspects and ask why young people
may choose to either actively engage in information interaction or withdraw from it.
Individual patterns of information interaction will be related to personality traits and
sense of coherence. The talk will highlight phenomena such as stigma, information
avoidance, fear of missing out, serendipity and flow. The talk will conclude with a
discussion of a holistic understanding of everyday information mastering, as including
both cognitive, behavioural and emotional aspects.
Room Wolfgang Mitter.
10:00-11:30: parallel session 1.1 (chair: Cristobal Urbano, room: Erich Hylla)
Angela Fessl, Sabine Barthold, Ilija Simic and Viktoria Pammer-Schindler
Concept and developmentof an Information Literacy Curriculum Widget
(full paper) Information literacy, the access to knowledge and use of it are becoming a
precondition for individuals to actively take part in social, economic, cultural and
political life. Information literacy must be considered as a fundamental competency
like the ability to read, write and calculate. Therefore, we are working on automatic
learning guidance with respect to three modules of the information literacy curriculum
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developed by the EU (DigComp 2.1 Framework). In prior work, we have laid out the
essential research questions from a technical side. In this work, we follow-up by
specifying the concept to micro learning, and micro learning content units.
This means, that the overall intervention that we design is concretized to: The widget is
initialized by assessing the learner’s competence with the help of a knowledge test.
This is the basis for recommending suitable micro learning content, adapted to the
identified competence level. After the learner has read/worked through the content, the
widget asks a reflective question to the learner. The goal of the reflective question is to
deepen the learning. In this paper we present the concept of the widget and its
integration in a search platform.
Stefan Jongen, Jaro Pichel, Frederike Vernimmen-de Jong and Harm Hospers
Analysing Informed Learning at Maastricht University
(full paper) Learning and teaching should be at the forefront of innovation through the
informed use of a wide range of evidence contextualised to the specific circumstances
of the institution and discipline. Maastricht University (UM) puts emphasis on analysing
learning and important 21st-century skill development, such as information literacy
skills. Informed learning is a distinct way to approach information literacy in that it
addresses the functional, situated and critical nature of learning to deal with
information. However, we have limited insight to what extent informed learning
practices occur. The aim of the present paper is to answer the question how we can
analyse informed learning at Maastricht University. More specifically, in what way can
we collect data about the link between information and the learning process to receive
insights from both teachers and students? The present paper reviews several studies,
which described how to analyse information as part of the learning process.
In conclusion, these are the three most important recommendations for the UM
regarding analysing informed learning:
1) Analyse to what extent the functional, situated, and critical approach of informed
learning are practiced with a mixed approach,
2) Quantitatively and qualitatively analyse the issues related to information use within
the learning process in a student and teacher population by means of surveys,
focus groups, and course syllabi.
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3) Use both formative and summative assessment to measure information literacy
skills.
Data can thus be collected from several perspectives (e.g. institutional, teachers, and
student). By collecting these data, we can increase the awareness regarding
information literacy as part of the learning process. In addition, these data can provide
input for useful interventions to optimise information literacy education at the UM in
order to provide students with one of the most essential skills for their future career.
Antje Michel and Inka Tappenbeck
Information Literacy, epistemic cultures and the question „Who needs what?“
(short paper) In the field of Information Science the concept of Information
Literacy (IL) has two different dimensions: On the one hand it refers to the
curricular content itself, that is the question which particular competencies
Information Science students need to have. On the other hand it is strongly
related to the increasing number of target groups for whom information
specialists develop and realize instructions and trainings with the aim of
strengthening IL. The second dimension is a challenging task insofar as
information specialists have to make themselves familiar with the particular
epistemic cultures of their target groups in order to develop tailored
instructions and trainings for them. But how do we analyze/explore the
information needs of members of an epistemic culture which is not familiar to
us? How can we understand what kind of support or service a member of a
specific academic discipline or social group exactly needs if we are not
familiar with that discipline or group? Understanding the information needs of
someone who belongs to another epistemic culture is a challenging task
which requires special knowledge and methodical expertise.
The conference contribution presents “Information Didactics” as a new
didactical approach which lends itself to an advanced concept of IL. It expands
the view from the traditional field of IL to an universally adoptable didactical
concept which is applicable to classical IL training as well as to other
instructional activities in the field of Information Science as for example the
development of data literacy skills.
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10:00-11:30: parallel session 1.2 (chair: Franho Pehar, room: Wolfgang Mitter)
Andrew Whitworth and Lee Webster
Digital and information literacy as discursive mapping of an information landscape
(full paper) This paper presents findings from empirical research into a large dataset
(around 1m words of text) in which are recorded dialogues between small groups of
learners on a postgraduate HE course, as they propose, negotiate and enact digital and
information literacy practices.
Members of the groups are students on an educational technology course and while
collaborating on a complex design problem, can be observed introducing and
validating informational and technological resources to other group members, and
then taking on a teaching role when it comes to helping other members use these
resources most effectively. These are practices that Wenger, White and Smith (2009)
have called "stewarding", and we propose that it is in the development of their
stewarding capacity that digital and information literacy practices can be seen
emerging in the learners, in ways that are potentially transferable out of the HE
context.
Following David Harvey (1996), we propose that the groups that work most effectively
are creating "discursive maps" of their information landscapes (Lloyd 2010); these maps
are used to define and explore the context. Whereas, groups who jump too quickly to a
solution do not create an appropriate discursive map and so their digital and
information literacy is more limited. Identifying appropriate points at which
intervention from a teacher or information.
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Helena Keck and Tamara Heck
Improving tagging literacy to enhance metadata and retrieval for open educational resources
(full paper) The growing amount of open educational resources and the diversity on
learning and teaching makes social tagging attractive for the educational field. Social
tagging services become valuable in contexts where users can support the enrichment,
sharing and management of relevant resources. Potential benefits are the enrichment
of incomplete metadata, which is crucial to offer effective retrieval services. However,
user tagging skills need to be fostered if users shall effectively contribute to the idea of
collaboratively sharing and creating educational resources. We aim at fostering user
tagging literacy. We analysed tags and user behaviour from a German referatory for
educational resources. Our results show that users apply specific tags for their learning
and teaching resources that we tried to assign to additional tag categories. Based on
our results, we suggest improving such services with a more user-centric approach
that supports the development of user competencies on social tagging. We will contri-
bute to a better understanding of user tagging behaviour in services focusing on edu-
cational resources. On the one hand, this will help us to improve current services. On
the other hand, we are able to build services that foster tagging literacy. This will be
beneficial for users, which will be able to better manage their digital resources, and for
infrastructure providers, which can apply user-generated data to improve their services.
Damiano Orru and Paola Coppola
How librarians can engage citizens to use open access contents and open data as source for fact-checking
(short paper) This paper describes the BiblioVerifica blog, which is an attempt by
librarians to fight misinformation by using media and data literacy, engaging citizens
as awareness users of the social networks, chats and blogs.
Biblioverifica aims to be a public engagement project based on information literacy
practices, implementing tips and tricks about search tools, reliable sources, verification
strategies. This non-profit initiative promotes fact-checking based on open resources as
data, journals, tools, etc.
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11:30-12:30: Keynote Stefan Dreisiebner
Information Literacy OnlineAn Erasmus+ Project to improve students’ competencies
The ILO MOOC concentrates on information literacy elements which are relevant for all
subjects/disciplines. As IL also covers subject-specific elements, the project
demonstrates the extension of the ’generic’ information literacy MOOC for two
disciplines: Business Administration and Psychology. An innovative approach of the
MOOC is be the implementation of a technology-based assessment component which
allows students to get feedback on their learning success. A special aspect of the
project concerns offering this content to six European cultural and language groups:
English, German, Spanish, Catalan, Slovenian and Croatian. By addressing three of the
largest language groups in Europe, the MOOC will be available to many citizens with
different native languages. Moreover, it will be one of the first MOOCs available in
Slovenian and Croatian and as such provide a new innovative model for MOOC
development in these two language areas. The multilingual approach will not only
consider formal translation but also cultural-specific differences in the various
realizations. This talk will give an overview of existing MOOCs on information literacy
and what makes the ILO MOOC different. It will offer insights into the project
background, project structure and content framework. A special emphasis will be on
the demonstration of the ILO MOOC and the accessibility of the learning content.
Finally, it will show how other institutions might use the ILO MOOC.
12:30-13:30: lunch on-site
13:30-14:30: Keynote Jan Schneider
Interactive learning technologies
Nowadays, thanks to mobile technologies virtually all information in the world is at the
reach of our hands. However, mere access to information is not equivalent to learning.
Practice and feedback are some key aspects to acquire competencies and become
proficient in any type of skill. Tutoring systems appeared to provide learners to receive
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feedback while practicing their skills. Traditionally these tutoring systems worked only for
tasks that could be performed while interacting with a desktop interface. In recent years,
sensor technologies have become available to the general public. Sensors can be used to
unobtrusively capture the learner’s environment, physiological state and performance
opening the possibility to create tutoring systems for any type of learning activity.
14:30-16:00: parallel session 2.1 (chair: Mate Juric, room: Erich Hylla)
Trudi Jacobson, Thomas Mackey and Kelsey O’Brien
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Learning Opportunities
(full paper) Metaliteracy, originally developed in 2010 as a response to a then-limited
conception of information literacy, provides a pedagogical model for thinking and
knowing in a social media age that has allowed for the proliferation of false and
misleading information. It is vital that individuals be thoughtful and critical consumers
of information, and also responsible and ethical information creators and sharers.
Metaliterate learners are developed across academic disciplines through teaching and
learning that support self-direction, collaboration, participation, and metacognitive
thinking. The creation of innovative, collaborative, and open online learning
environments that apply the metaliteracy goals and learning objectives is imperative
for reaching global learners.
Members of the Metaliteracy Learning Collaborative, a team of faculty, librarians, and
instructional designers, have created several tools, with student contributions, for
teaching metaliteracy: a digital badging system, four metaliteracy-focused MOOCs, and
a learning module for students making the transition from secondary to post-
secondary education. Our most recent Open EdX MOOC project, Empowering Yourself
In a Post-Truth World, will serve as a potential hybrid model based upon the
knowledge gained from earlier projects. We will share our discoveries based on our
experience conceptualizing and implementing these resources that have reached over
5,000 participants worldwide.
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Shirley Chiu-Wing Wong and Johnny Yuen
The InfoLit Project (2015-18): A collaboration among eight university libraries in Hong Kong
(full paper) The InfoLit project, led by the Hong Kong Polytechnic University, is a
collaboration among all eight government-funded tertiary institutions in Hong Kong.
The five sub-projects complement each other to enhance information literacy
awareness and competence among students in the higher education sector: qualitative
and quantitative studies to understand information literacy education needs of
students in different disciplines, course enhancement funds for librarian-faculty
collaborations, a librarian capacity building program, and the “InfoLit for U” MOOC.
“InfoLit for U” MOOC is a self-paced MOOC that highlights the importance of using
information analytically, creatively and wisely to study at university and for the future
careers. The focal module and the eight discipline modules introduce students to the
situated aspect of information literacy in university research and study settings, and
were underpinned with educational theories, e.g. informed learning (Bruce, 2003),
Community of practice (Lave & Wenger, 1991) Bigg’s SOLO Taxonomy (1979), ACRL
Information Literacy Framework 2015, and so on. Learning objects in our MOOC can
also be embedded in learning management systems to support specific pedagogical
designs. Even though the project ended in 2018, participating libraries continue to
explore ways to sustain this initiative beyond the project period.
Josep García
IL in secondary school
(short paper) It is not clear which is the proper age for a student to start learning
knowledge and skill in the information literacy field.
In our high school, with young learners from 11 to 18 years old, the target of our efforts
is the second grade, with ages between 13 and 14. The students are improving their
information skill while learning another subject: spanish language and literature. Extra
material has been added to the curriculum and the different learning tasks of the main
subject are flavoured with requirements related to information literacy.
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We have developed a competency rank to measure the competence of the students
when dealing with information. This rank can be used to the first four years of high
school and, more precisely, to the students of our second grade. They learn, firstly, to
understand the library. After that, are introduced to the architectonical aspects of the
Internet, including search engines, protocols and web structure. With that in mind, the
main aspects of the bibliographical references are explained and they start working in
the selection of sources. By the end of the year, students begin to check how some
information is provided from different actors and its differences.
14:30-16:00: parallel session 2.2
Dennis Kim-Prieto
Wither Law Student Information Literacy?
(full paper) Information Literacy has only recently been applied to frameworks and
bench-marking for legal research skills in United States Law Schools. This paper seeks
to answer two simple questions: What has IL done for legal research since AALL has
adopted Standards and Competencies for Law Student Legal Research Skills, and what
is the future of IL in legal research classrooms around the world?
Paul Libbrecht, Stefan Dreisiebner, Björn Buchal and Anna Polzer
Creating a Multilingual MOOC Content for Information Literacy: A Workflow
(full paper) A massive open online course (MOOC) is an online space for learning with
no prerequisites for entry. All content is delivered online and learners interact with the
content by navigating through it, assessing their progress, writing down their
knowledge, and sometimes interacting with other students. The European project
Information Literacy Online is an example of a MOOC. It has a number of set goals: it
should teach the basics of information literacy to undergraduate students, it should
offer study in six European languages, it should deliver content that can be re-used, it
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should be used mostly by "self-paced" learners who progress at their own speed
through the content, and subsequently assess and see their progress as they go.
The aim of this paper is to discuss how to build a multilingual MOOC in a location-
independent and distributed collaboration scenario. The project requirements have
shaped a content creation process, an authoring workflow, which we present in this
paper. While the MOOC is delivered on the OpenEdX platform, the authoring workflow
is centered around a versioning system which has allowed quality control processes,
automated transformation processes, and the contribution of content from multiple
places to occur in an asynchronous manner. This paper describes the workflow,
sketches the technical choices made in the process, the issues encountered and their
workarounds and reports on the experience gained thus far.
Tamara Heck, Luzian Weisel and Sylvia Kullmann
Information literacy and its interplay with AI
(short paper) Information literacy (IL) [1] – and similarly digital literacy [2, 3] – want to
convey skills to handle information and data, its use and the creation of new
information and services. It emphasizes to teach competencies that enable learners to
adapt to new environments and thus foster life-long learning. Artificial intelligence
systems (AI) enter all kinds of areas, specifically the educational sector on all levels.
For example, learning analytics and learning supportive services are established.
Learners might see the opportunities of those services that promise to foster individual
learning and skill development. At the same time, they need to develop novel kinds of
literacy to understand and to apply AI. Thus, IL teaching and literacy frameworks need
to consider an adaptation to recent changes that come with AI.
Our contribution wants to start a discussion within the IL expert field on how IL
teaching needs to prepare learners for the new era of AI. We will discuss if IL teaching
frameworks need to be adapted to foster AI literacy and moreover, how IL teaching
concept can benefit from developments in AI. Based on a scoping review in AI in
education, we will introduce current ideas of AI technology and applications and
discuss them in relation to IL teaching schemes [2]. Following up the dialog of our IL
working group [4], we want to contribute to current discussions on AI in education and
the potential influence it might have on IL teaching, and reversely.
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16:00-17:00: Panel: What do we mean when we talk about IL?
Room: Wolfgang Mitter. Moderated by Maja �umer and Alexander Botte with guests:
Shirley Chiu-Wing Wong, Stefan Dreisiebner, Jannica Heinström, Trudi Jacobson, Jan
Schneider, and Andrew Whitworth.
17:30-18:30: interactive workshops
Workshop 1: Thomas Mandl and Christa Wromser-Hacker
Linguistic and Cultural challenges for adopting eLearning content
The digitalization of many societal spheres is continuing and learning is more and
more transformed into a digital or a blended experience. For many language
communities, this requires the adoption of learning material from other languages.
The translation of e-learning content, instructions and feedback leads to language
issues, but also extends to the core of cultural identity. Learning involves many central
aspects of social behavior touching many national differences. Thus regards
addressing, power distribution, preferred learning style as well as the perceived
relevance of content and the typical ways of performance review. The workshop gives
the participants the opportunity to reflect these topics from various angles. The issues
are introduced from a pragmatic perspective based on case studies and from a
theoretical perspective of cultural dimensions. In group discussion, the priority of and
the relationship between the topics as well as concrete examples can be discussed.
• Thomas Mandl 10’: Introduction and Issues in ILO Content
• Brief discussion and topic collection
• Christa Womser-Hacker 15’: Culture und multi-linguality in learning environments
• Brief discussion and topic collection
• Britta Upsing 10’: International education testing
• Collection of priority topics
• Discussion of topics in groups
• breakout 20’ -> presentation of group results
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Workshop 2: Alex Butler
Beyond Browse and Search: How Do We Build New Pathways into Digital Primary Source Archives?
Academic Libraries and Vendors are always exploring new ways in helping students
develop critical thinking and advanced research skills. This session’s panel will discuss
how students are using the wide variety of interactive tools available across databases
and digital collections offered by vendors and other institutions.
Over the past twenty years, numerous primary source collections have been digitized
and made available online both by vendors and institutions. Examples of other
digitization efforts include but are not limited to the Flickr Commons, Internet Archive,
Europeana Collections, etc. Students can now take advantage of both paid and freely
available content. Not only are they interested in accessing the materials, but also in
learning by “recreating the past.” The question is: how are students using the wide
variety of interactive tools available across databases and digital collections (both
subscription-based and free content)? The goal of this paper is to explore the
innovative ways in which academic libraries are promoting the discovery and use of
primary sources for pedagogical and research purposes. Whether that’s related to data
visualization, contextual essays, and case studies or interactive chronologies, we’ll
open the conversation to learn and share more with each other. A small group activity
will follow the short panel presentation. The audience will break out into groups to
brainstorm creative ways in which their academic libraries are using the interactive
tools to help students develop critical thinking and advanced research skills. Then, they
will reconvene to share examples of best practices.
19:00 Get Together, Ristorante Romanella Wolfsgangstraße 84, 60322 Frankfurt am Main
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Map
DIPF Ristorante Romanella
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Zeppelinallee
Zeppelinallee
nallee
elinallee
Stettenstraße
Stettenstraße
Schl
ickst
raße
Rossertstraße
N
Neuhaußstraße
Lersnerstraße
Hermannstraße
Fichardstraße
Bornwiesenweg
Bertramswiese
Bertramstraße
Bertramstraße
Bertramstraße
Bertramstraße
Spenerstraße
Scheidstraße
Prieststraße
Platenstraße
Platenstraße
Myliusstraße
Myliusstraße
Mörikestraße
Liebigs
LiebigstraßeLiebigstraße
Liebigstraße
Körnerstraße
Keplerstraße
Inckusstraße
Humserstraße
Hän
Ham
manstraße
Ham
manstraße
Grüneburgweg
Grüneburgweg
traße
Ditmarstraße
Ditmarstraße
Böhmerstraße
Böhmerstraße
Blum
Adickesallee
Unterlindau
Ster
nstr
aße
St
Siolistraße
Siolistraße
Nesenstraße
Monisstraße
MelemstraßeKallestraße
Heinestraße
Fran
cstr
aße
Brom
mst
raße
Vogtstraße
Vogtstraße
Parkstraße
Oberlindau
Malßstraße
Loën
stra
ße
Leimenrode
Jahnstra
Jahnstraße
Hansaallee
Hansaallee
Hansaallee
Hansaallee
Hansaallee
Falkstraße
Broßstraße
Annastraße
Am Grünhof
Rebgärten
Oed
er W
eg
Mi tteMittelweg
Hof
eckw
eg
Bundenweg
Baustraße
Wiesenau
Wiesenau
W
Oberweg Oberweg
Kastanienallee
ße
Miquelallee
Miquelallee
Miq
uelal
lee
Miq
uela
llee
traße
Nina-Rubinstein-Weg
Ginnheim
er Stadtweg
Gabriel-Riesser-Weg
Fritz-Neum
ark-Weg
Helmut-Coing-Weg
Lia-Wöhr-Straße
Pfadfinderweg
Platenstraße
Am H
ochw
ehr
Edingerweg
Edingerweg
Soph
ie-vo
n-La-R
oche-W
eg
Hansaallee
Diebsgrundweg
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Grüneburgpark
Palmengarten
Deutsche
Bundesbank
Hessischer
Rundfunk
Sport Club
Frankfurt
1880
KGV Feldbergblick
Botanischer
Garten
Miquelanlage
Norbert-
Wollheim-
Platz
Philipp-
Holzmann-
Schule
im1908
KGV Am
Marbachweg
ockenheim
8 Anlage
2
Bertramswiesen
Bertramswiesen
Bertramshof
- Hessischer
Rundfunk
Theodor-
W.-Adorno-
Platz
Franz-Böhm-
Schule
Heinrich-
Kleyer-Schule
KGV Zu
den drei
Brunnen
Westend
Carre
Bootsweiher
Lessing-
Gymnasium
Elisabethenschule
Mus
Holzhausenschule
Fürstenbergerschule
Paul-Hindemith-
Anlage
Liegewiese
Theodor-
W.-Adorno-
Platz
Berufliche
Schulen
Berta Jourdan
Rugby
Kunstrasen
Aldi
REWE
Rewe
Holzhausenschlösschen
ReformhausFreya
Penny
Lidl
Basic
REWE
REWE City
Rewe
ImamSchafak
Po
T
I.G.-Farben-Haus
Bockenheim
Bock
enhe
im
Ginnheim
Westend Süd
Dornbusch
Dornbusch
Eckenheim
Westend Nord
Westend N
ord
Westend N
ord
Westend Nord
Westend N
ord
Internet Access
The institute exploits an eduoram access-point policy. If your institution uses this, this is the easiest option.
A wireless network, DIPF-Gastnetz, is available on site which will give you web and shell access (ports 22, 80, and 443) to the world.
Mobile phone reception is known to be very weak in the hallways of the institute. We recommend going out or nearing windows to perform a call. This may be a good idea for a better isolation too.
Acknowledgement
We warmly thank our providers, the DIPF facility management, public relations, and catering teams, studiumdigitale, Thinkpen, usb2u, our student assistants, the graphic designer EL as well Digitaldruck Pirrot for their contribution. We warmly thank our team of reviewers for the conference.
This conference is made possible by the ILO project which is co-funded by the Erasmus+ Programme of the European Union
The organizers: Marc Rittberger, Paul Libbrecht, Alexander Botte, Rachel Ghebrehawariat.
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