Areas of Interest
Information for Social Change has a special remit for examining issues of social justice in the wider information sector, however, the journal encompasses writing and debate from a range of related sectors and areas of interest. Previous topics have included:
- Libraries & Information in the World Social Forum context.
- Public finances and libraries.
- Blogs, wikis, Web2 and self-publishing.
- Neo-conservatism and neo-liberalism in the information and education context.
- Corporatism and the privatisation debate.
- Moral and ethical information issues.
- ICT, digital libraries and e-learning.
- Education and Libraries.
- Copyright, patents and traditional knowledge.
- Globalisation (e.g. World Trade Organisation's GATS and TRIPS agreements).
- Perspectives on global issues, e.g. conflict and pacifism, ecological and green issues.
Information for Social Change adopts a flexible and pragmatic approach to vocational, professional and interest-based writing, encouraging descriptive and reflective writing alongside formal articles. To this effect ISC encourages contributions outside the strict parameters of academic writing, however, general guidelines apply to all submissions.
Book reviews, short commentary, event feedback, poems and other informal writings are also invited for inclusion in the journal; the ISC guidelines provide details for submission to the journal or Web site, submissions may also be discussed informally with issue editor(s) before a formal submission is made to the journal.
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Famous quotes containing the words areas of, areas and/or interest:
“The point is, that the function of the novel seems to be changing; it has become an outpost of journalism; we read novels for information about areas of life we don’t know—Nigeria, South Africa, the American army, a coal-mining village, coteries in Chelsea, etc. We read to find out what is going on. One novel in five hundred or a thousand has the quality a novel should have to make it a novel—the quality of philosophy.”
—Doris Lessing (b. 1919)
“Adults understandably assume that the level of verbal proficiency a five-year-old displays represents his level of proficiency in all areas of functioning—if he talks like an adult, he must think and feel like one. However, five-year-olds,... belie the promise of adult-like behavior with their child-like, impulsive actions.”
—Dorothy H. Cohen (20th century)
“My neighbors tell me of their adventures with famous gentlemen and ladies, what notabilities they met at the dinner-table; but I am no more interested in such things than in the contents of the Daily Times. The interest and the conversation are about costume and manners chiefly; but a goose is a goose still, dress it as you will.”
—Henry David Thoreau (1817–1862)