IWILDS 2020

IWILDS 2020
First International Workshop on Investigating Learning During Web Search
Dates	2020/10/19 (iCal) - 2020/10/19
Homepage:	https://iwilds2020.wordpress.com/
Twitter account:	@Iwilds2
Submitting link:	https://easychair.org/my/conference?conf=iwilds2020#
Location
Location:	Fully Online
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Important dates
Papers:	2020/07/15
Submissions:	2020/07/15
Committees
General chairs:	Anett Hoppe, Ran Yu, Yvonne Kammerer, Ladislao Salmerón
PC members:	Franck Amadieu, Sören Auer, Ralph Ewerth, Inmaculada Fajardo, Ujwal Gadiraju, Jacek Gwizdka, Carolin Hahnel, Sherzod Hakimov, Peter Holtz, Gábor Kismihók, Mônica Macedo-Rouet, Ivana Marenzi, Dwaipan Roy
Keynote speaker:	Carita Kiili, Claudia Hauff
Table of Contents
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Topics

Web search is one of the most ubiquitous online activities and is often used for learning purposes, i.e. to acquire or extend one’s knowledge or skills about certain topics or procedures. The importance of learning as an outcome of Web search has also been recognized in research at the intersection of information retrieval, human-computer interaction, psychology, and educational sciences. Search as Learning (SAL) research examines relationships between querying, navigation, and reading behavior during Web search and the resulting learning outcomes, and how they can be measured, predicted, and supported. IWILDS aims to provide a platform to the interdisciplinary SAL community, with the objective to bring together interested researchers from all related disciplines, provide space for presentation and discussion of novel research insights and future directions of SAL research. We thus invite submissions addressing topics related to the understanding of online learning, specifically during Web search, or the technological support of such learning processes.

Topics of interest include the following (but are not limited to):

• Understanding learning during Web search
  • Role of individual differences (e.g. self-regulation, confidence, engagement, affect, etc) on learning while searching
  • Modeling & predicting learning processes and outcomes in Web search
  • Information literacy & multiple documents comprehension
  • Methods of data collection (e.g. query & navigation logs, eye-tracking) to understand learning
  • Indicators of learning (while searching) & learning outcome measures
  • Collaborative aspects of SAL
  • Context effects (e.g. search at the library, outdoors, etc) on learning while searching
• Support of learning during Web search
  • Interventions, tools, & user interfaces to foster SAL
  • Information/multimedia retrieval for SAL
  • Learning analytics & educational data mining in Web-based (informal & formal) learning
• Fairness and transparency of Web-based learning
  • Source credibility evaluation during Web search
  • Transparency of retrieval & ranking in SAL
  • Implications of SAL for different populations: e.g., children, low-literacy searchers
  • Bias in recommendation, user profiling etc. for SAL scenarios

Submissions

We welcome two types of contributions:

• long papers (up to 8 pages) presenting high-quality contributions of completed research, and
• short papers (up to 4 pages) presenting positions, work in progress, and minor contributions.

All submissions must be written in English and formatted according to CEUR-WS format [1] (the two-columned style, no page numbers) and submitted via EasyChair [2]. Submission will be reviewed by the Program Committee based on (a) quality of its contribution, (b) quality of the content’s presentation, (c) fit to the workshop’s topics. Accepted papers will be invited for presentation during the workshop; the corresponding papers will be published in the CIKM companion volume.

[1] Format guidelines: http://ceur-ws.org/Vol-XXX/samplestyles/

[2] Submission page: https://easychair.org/my/conference?conf=iwilds2020#

Important Dates

Submission deadline: 2020-07-15

Acceptance notification: 2020-08-15

Camera-ready submission:

Workshop date: 2020-10-19

Committees

• General Chairs
  • Anett Hoppe, Leibniz Information Centre for Science & Technology (TIB), Hannover, Germany,
  • Ran Yu, Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany,
  • Yvonne Kammerer, Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany / Open Universiteit, Heerlen,
  • Ladislao Salmerón, University of Valencia, Department of Developmental and Educational Psychology, Research Unit on Reading (ERI Lectura), Valencia, Spain.

• Program Committee Members
  • Franck Amadieu, University of Toulouse, France
  • Sören Auer, L3S Research Center, Hannover, Germany
  • Ralph Ewerth, L3S Research Center, Hannover, Germany
  • Inmaculada Fajardo, University of Valencia, Spain
  • Ujwal Gadiraju, Delft University of Technology, Netherlands
  • Jacek Gwizdka, University of Texas, Austin, US
  • Carolin Hahnel, Leibniz Institute for Research & Information in Education, Frankfurt, Germany
  • Sherzod Hakimov, Leibniz Information Centre for Science and Technology, Hanover, Germany
  • Peter Holtz, Leibniz-Institut für Wissensmedien (IWM), Tübingen, Germany
  • Gábor Kismihók, Leibniz Information Centre for Science and Technology, Hanover, Germany
  • Mônica Macedo-Rouet, Université Paris 8, France
  • Ivana Marenzi, L3S research centre, Hanover, Germany
  • Dwaipan Roy, Leibniz Institute for the Social Sciences (GESIS), Cologne, Germany