ALISE/The Eugene Garfield Doctoral Dissertation Competition
The Association for Library and Information Science Education (ALISE) is now accepting proposals for its Doctoral Dissertation Award Competition. Dissertations must deal with substantive issues related to library and information science, but applicants may be from within or outside LIS programs.
Up to two outstanding dissertations completed between June 1, 2015 and May 30, 2016 will be selected. Each winner will receive $500, plus conference registration and personal membership in ALISE. Winners of the Dissertation Competition will present a summary of their work at the ALISE Annual Conference.
Your submission must include:
(1) A 200-word-abstract of the dissertation
(2) A copy of the dissertation completed between June 1, 2015 and May 30, 2016
(3) Proof of university acceptance. We accept the following evidence as proof of university acceptance: a university transcript facsimile, official or unofficial, showing doctoral degree awarded or a letter from the advisor indicating university acceptance within the timeframe.
Please note: You should merge multiple files to make a single PDF file for submission. Please place “Proof of university acceptance” in the first page of your PDF file.
Award Submission Instructions
The members of ALISE Eugene Garfield Doctoral Dissertation Award Committee will judge the dissertations. In cases where the research or methodology warrants it, additional assistance will be obtained from ALISE members outside the committee. Dissertations will be judged according to the following criteria:
Suzanne Stauffer, Louisiana - firstname.lastname@example.org
Elise Lewis,South Carolina
Louise Spiteri, Dalhousie - email@example.com
2016 - Angela Pollak, University of Western Ontario, for Words to Live By: How Experience Shapes Our Information World at Work, Play, and in Everyday Life
2015 - Kyong Eun Oh, Rutgers University, for The Process of Organizing Personal information
2012 - Eric Matthew Meyers, University of Washington, for The Nature and Impact of Information Problem Solving in the Middle School Classroom