The course is built on two interwoven pillars: information retrieval and digital dissemination. On the one hand, it addresses how to access, evaluate, and utilize information in a dynamic environment, with special emphasis on using artificial intelligence to refine searches and process text. On the other hand, the focus is on digital communication and strategy, where the use of social media for knowledge dissemination is at the forefront. The objective is for students to acquire comprehensive skills in finding reliable information and communicating it to diverse groups in a clear and responsible manner.

Contemporary societies depend on trusted information, transparent documentation, and citizens’ ability to navigate complex information landscapes. This course introduces the democratic and social roles of libraries, archives/records management, and related knowledge institutions across the public, cultural, governmental, and private sectors, as key infrastructures underpinning democratic life in a time of digital transformation, artificial intelligence, and widespread misinformation. The course brings together policy, professional practice, and theory to examine how libraries, archives, and information services support citizens’ engagement with information across different phases and spheres of life. It explores how governance frameworks, institutional practices, and professional roles shape public trust, social inclusion, accountability, and democratic processes. Drawing on interdisciplinary and Nordic research, the course provides a shared conceptual foundation in library and information science and archives/records management, preparing them for advanced study and professional practice.

This course is designed to enhance students' competence in information and records management, also known as information management, as well as in electronic and digital governance. The course addresses the methods, purpose, and objectives of information and records management. Icelandic legislation, regulations, and rules on information, records, and archives are reviewed. The interplay between information and records management and quality management will be examined in accordance with the quality standard for records management ÍST ISO 15489-1:2016. Emphasis will be placed on the organisation of data regardless of format. Various types of software will be discussed that can be utilised for data organization, registration, storage, and retrieval. The course will cover needs assessment and the implementation of records management and recordkeeping systems in workplace settings. Students must be able to design classification systems for information and records. Students will practise the mapping of information and records in organisations and the development of records retention schedules will be discussed. Long-term preservation of electronic and digital data will be examined, along with the preparation and processing of electronic archival versions, including process descriptions and procedural guidelines. Study visits to various archives will be conducted, and a workshop on classification schemes will be held. Students will complete both group projects and individual assignments during the semester.

The course aims to provide insight into information architecture and the fundamentals of web management. Emphasis is placed on information architecture, including site structure, navigation systems, naming systems, labeling, and user information behavior. Methodologies for organizing information on websites are discussed, along with considerations for meeting user needs. The course also addresses other aspects of web management, such as needs analysis, user testing, and accessibility.

Effective information management contributes to compliance with requirements concerning documentary evidence, the reliability of records, their provenance, integrity, and usability in relation to both internal and external requirements. Without effective information management, it is essentially impossible to ensure the protection and security of an organization's information. The course addresses the operational security of information systems, their legal environment, as well as the organization of information. Quality matters and quality management will be examined in detail, and various standards that work well with ISO 15489 will be discussed, such as the ISO 9000 management standard, ISO 14000 environmental standard, and ISO 27001 information security standard. Students must possess knowledge of the development of quality manuals, quality records, procedures, and work instructions in quality systems, and be able to evaluate the quality of these documents. Knowledge management and the interplay between knowledge and information management will be discussed, including the documentation of employees' personal knowledge and experience. Students must know and understand theories and models in knowledge management, as well as the connections between human resource management and knowledge management in relation to information management. Various methods for communicating and disseminating data, information, and knowledge will be addressed. Students will receive an introduction to an information system specifically designed to manage information and records and its integration with other practical systems in the workplace. Iceland's digital development will be discussed and contextualized in relation to information management.

How people seek, use, share, and make sense of information depends on who they are, what they are doing, and the contexts in which they act. This course introduces central theories and research traditions in information studies that explain information behaviour, information and digital literacies, and the mediation of information in diverse social and technological contexts. It provides a theoretical foundation for understanding information practices across everyday life, education, work, and civic participation. The course examines how information practices are shaped by social, cultural, technological, and structural conditions, with particular attention to inequality, exclusion, and the digital divide. It explores how different groups encounter barriers to information access and use, and how institutions, technologies, and intermediaries influence opportunities for participation and engagement. Drawing on classic and contemporary research in information science, the course emphasizes critical engagement with theories, models, and empirical studies, supporting the interpretation and application of research to professional, institutional, and societal contexts.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

The organization of knowledge is a core foundation of library, archive, and records management practice, shaping how information is described, structured, accessed, and used across institutions. This course introduces key theories, principles, and standards for organizing knowledge in professional information environments, with attention to both international developments and national practices. The course begins with a shared theoretical foundation, introducing central concepts in knowledge organization, metadata, standardization, interoperability, and information retrieval. It then branches into two professional tracks: Library and Archives and Records Management. The library track focuses on bibliographic description, metadata standards, cataloguing, indexing, and subject access, while the archives and records management track addresses records and information management systems, digitization, governance, quality management, and information security. Across both tracks, the course examines international cooperation, shared infrastructures, and emerging developments in networked and digital information systems.

Libraries increasingly operate at the intersection of migration, integration policy, and everyday encounters in diverse societies. This course examines the role of libraries in supporting the inclusion, participation, and well-being of immigrants and refugees, with particular attention to how library programmes and services respond to newly arrived populations and shifting societal needs. Combining theoretical perspectives, policy analysis, and practice-based inquiry, the course explores how libraries function as inclusive meeting places, information infrastructures, and arenas for learning, dialogue, and community building. An interdisciplinary approach draws on library and information science, migration studies, anthropology, and sociology to examine integration, acculturation, social inclusion, and intergroup contact. The course engages with international, national, and local policy frameworks, professional guidelines, and empirical research, and applies these to concrete library programmes and services. Through case-based analysis, it develops an understanding of professional roles, institutional responsibilities, and strategic choices involved in supporting integration in diverse communities.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

The course will examine human resource management (HRM) in the public sector. Civil service systems will be discussed in a historical context. Employment-related laws, regulations and procedures are reviewed. The students will be exposed to job functions of HRM professionals, including staffing, recruiting, performance appraisal and compensation. The strategic HRM approach is introduced and the procedure of formulating an HRM policy.

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

Constant technological development and emphasis on digital solutions has brought about frequent and numerous changes in the role of the webmaster. In this course, Efforts will be made to provide students with good insight into the main aspects of the webmaster's work. The writings of experts and scholars will be examined, and students will be introduced to the necessary tools and equipment. Professionals in the field will visit and share their experience with students.

The job of a web editor is often integrated with general web management. Students get a good insight into web editing and writing for digital media. The main aspects that a webmaster / web editor needs to be able to master will be discussed, such as information architecture, writing for the web, presentation of images, fundamentals in web design, accessibility, usability, security, analytics, content management systems (CMS), and basic web interface technology.

Students set up their own websites and use a CMS of their choice, e.g., WordPress or Wix, which are both available in free versions, and some of the assignments are submitted on there. In this way, students gain training in setting up a simple website. Particular attention is drawn to the fact that instruction in the use of the CMS is not part of the course. Those who have no or limited experience, in the use of CMS, are advised that YouTube has numerous videos where you can learn about the systems, from the basics to much more complex aspects that are expected in this course.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Usually taught every second year.

The objective of the course is to allow students to examine more closely than is done in the introductory course Graphical User Interface Programming  HBV201G specific factors of HCI. The factors covered are user interface design using prototyping, programming of smart devices and users‘ acceptability of the software. There will be emphasis on different techniques and tools to develop prototypes. Also, on the design of user interfaces and native programming for smart phones or pads. The development process will be aimed at ensuring accessibility and acceptability of users. Students work on small projects individually, or on larger projects in groups. 

Local authorities are one of two main branches of Icelandic government. The aim of the course is to give students insights into Icelandic local governments, administration and processes. In the course students will be introduced to Icelandic local governments, their legal and constitutional status in public administration, their tasks and responsibilities according to law. The main political theories on local governments will be introduced and discussed, with emphasis on the relationship between size, effectiveness and democracy. State and local government relations are briefly discussed, including the division of tasks and revenues.

The course addresses various practical aspects of information technology that are of use in policy and decision-making within the field of information management. It also describes concepts and definitions related to programming, design, and construction of information systems. Furthermore, data security, long-term preservation of digital data, the use of AI within systems, and built-in privacy protection. The course will also address database management systems, data organization, and the SQL query language. An emphasis is placed on enhancing students' skills in information and records management, as well as data processing, across various information systems and databases. The students will gain insight into the definitions, methods, and essentials of information technology, enabling them to make informed choices about systems and engage in productive discussions and cooperation with other experts in information management. They would thereby be able to help ensure that the systems used for information and records management are user-friendly, safe, and accessible to those certified to use them. An emphasis will be laid on the solution of practical issues in cooperation with various organizations. Please note that the course is taught biannually. Next taught in spring semester of 2028, 2030 etc.

Libraries, archives, and museums operate within shared societal, cultural, and institutional landscapes, yet they address these through different professional traditions, practices, and mandates. This course offers an in-depth, theme-based exploration of practice across libraries, archives, and museums (LAM), grounded in direct engagement with institutions and critical reflection on professional work. The course is structured around a self-selected theme developed in consultation with the course supervisor. Based on this theme, students plan and conduct a series of visits to relevant libraries, archives/records management, museums, and, where appropriate, other information and cultural institutions. Through meetings with staff members and systematic observation, the course examines how policies, professional practices, and organizational contexts are enacted in practice. Empirical insights from institutional visits are combined with extensive scholarly reading, forming the basis for analytical reflection and comparison. The course emphasizes the ability to connect theory, research, and professional practice, and to critically examine how LAM institutions respond to contemporary challenges and societal expectations.

Libraries are entrusted with ensuring access to knowledge, supporting education and lifelong learning, and safeguarding cultural heritage as a core societal responsibility. This course explores how these responsibilities are translated into professional practice through the organization, management, and development of library services. It addresses core aspects of library operations, including leadership and strategic planning, policy-making, collections and service development, and technological innovation. Central to the course is knowledge mediation: the professional work through which libraries connect people with information, knowledge, and cultural resources. This includes mediated services such as reference and advisory work, learning and reading support, exhibitions, programmes, and other forms of user-facing interaction in physical and digital environments. The course examines professional practice across different library types—including public, academic, school, research, and special libraries—and considers how institutional mandates, user communities, and organizational contexts shape library work. Particular attention is given to libraries’ social and educational roles in fostering participation, inclusion, and equal access.

Please note that the course is taught biannually. Next taught in spring semester of 2026, 2028, 2030 etc. 

In this course, the students will get an insight into the professional challenges that information professionals are faced with while managing information due to GDPR. Important changes in the legislation relating to the protection of privacy and the General Data Protection Regulation that took effect in Iceland in July 2018 will be presented. The effects of the legislation on Icelandic organizations are examined in relation to other acts. Terms and procedures related to GDPR are explained, such as the different responsibilities of data processors and data controllers, proportionality when organizing data, the right to be forgotten, informed consent, personal data and sensitive personal data, risk analysis, and contracts with data processors. The role of a Data Protection Officer in organizations will be explained as well as that of Information professionals. The course focuses on the role of information and records management in an environment of GDPR, safeguarding of information, recent regulations, the use of social media, cloud computing, and information and data strategies of organizations. Students are expected to become familiar with the use of a processing register for personal data, as well as a risk assessment for data processing. Students will work with practical assignments in cooperation with various organizations. Please note that the course is taught biannually. Next taught in spring semester of 2028, 2030 etc.

This course focuses on the variety of approaches and methods found within  research. Five qualitative approaches to inquiry are mainly in focus, namely; case study, narrative research, ethnography, phenomenology and grounded theory. Students gain a deeper experiences in data collection and in use of different methods for analyzing their qualitative data. They also gain experience in presenting their findings in written form. Additionally, students have the opportunity to reflect on their own research practices and on themselves as qualitative researchers.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course reviews the literature on organizational theory and behavior with an emphasis on its application in the public sector. The course includes discussion on leadership, organizational culture, teamwork, organizational structure and change, decision making processes, strategic planning and performance management systems.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will be used for this purpose. Students will structure a mission statement, identify strategic issues, establish a performance management system and they will be introduced to tools for organizational change and reassessment.

The societal role of museums will be discussed from several angles: economic, political, cultural, social and last but not least in an international context. Examples of topics that will be discussed in the course are the role of museums in building the concept of the nation; the legal environment of museums; how museums are run; the status and role of the main museums; museums owned and run by local authorities and other museums; the financing of museums, and the policies of authorities regarding museums. Both national and foreign examples will be taken. 

Work format

Teaching will take the form of lectures and discussions.

The aim of the seminar is to aid students who are writing their thesis. We will discuss how to approach a final thesis and the students will have the opportunity to discuss their research issues. This seminar creates a forum for master students to discuss their research projects and receive support, encouragement and feedback in the work process. The seminar will be flexible to meet the needs of the group of students attending at each time.

In the seminar each student works or their own project and the teaching method is built on a “shut up and write!” ideology. The instructor has a short introduction in each meeting followed by some productive writing of the students in a supportive environment.   In the second part of the seminar each student will present and discuss their project for about 20 minutes.

Taught every other week.

Einkunn: Staðið/Fall

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

The course is built on two interwoven pillars: information retrieval and digital dissemination. On the one hand, it addresses how to access, evaluate, and utilize information in a dynamic environment, with special emphasis on using artificial intelligence to refine searches and process text. On the other hand, the focus is on digital communication and strategy, where the use of social media for knowledge dissemination is at the forefront. The objective is for students to acquire comprehensive skills in finding reliable information and communicating it to diverse groups in a clear and responsible manner.

Contemporary societies depend on trusted information, transparent documentation, and citizens’ ability to navigate complex information landscapes. This course introduces the democratic and social roles of libraries, archives/records management, and related knowledge institutions across the public, cultural, governmental, and private sectors, as key infrastructures underpinning democratic life in a time of digital transformation, artificial intelligence, and widespread misinformation. The course brings together policy, professional practice, and theory to examine how libraries, archives, and information services support citizens’ engagement with information across different phases and spheres of life. It explores how governance frameworks, institutional practices, and professional roles shape public trust, social inclusion, accountability, and democratic processes. Drawing on interdisciplinary and Nordic research, the course provides a shared conceptual foundation in library and information science and archives/records management, preparing them for advanced study and professional practice.

This course is designed to enhance students' competence in information and records management, also known as information management, as well as in electronic and digital governance. The course addresses the methods, purpose, and objectives of information and records management. Icelandic legislation, regulations, and rules on information, records, and archives are reviewed. The interplay between information and records management and quality management will be examined in accordance with the quality standard for records management ÍST ISO 15489-1:2016. Emphasis will be placed on the organisation of data regardless of format. Various types of software will be discussed that can be utilised for data organization, registration, storage, and retrieval. The course will cover needs assessment and the implementation of records management and recordkeeping systems in workplace settings. Students must be able to design classification systems for information and records. Students will practise the mapping of information and records in organisations and the development of records retention schedules will be discussed. Long-term preservation of electronic and digital data will be examined, along with the preparation and processing of electronic archival versions, including process descriptions and procedural guidelines. Study visits to various archives will be conducted, and a workshop on classification schemes will be held. Students will complete both group projects and individual assignments during the semester.

The course aims to provide insight into information architecture and the fundamentals of web management. Emphasis is placed on information architecture, including site structure, navigation systems, naming systems, labeling, and user information behavior. Methodologies for organizing information on websites are discussed, along with considerations for meeting user needs. The course also addresses other aspects of web management, such as needs analysis, user testing, and accessibility.

Effective information management contributes to compliance with requirements concerning documentary evidence, the reliability of records, their provenance, integrity, and usability in relation to both internal and external requirements. Without effective information management, it is essentially impossible to ensure the protection and security of an organization's information. The course addresses the operational security of information systems, their legal environment, as well as the organization of information. Quality matters and quality management will be examined in detail, and various standards that work well with ISO 15489 will be discussed, such as the ISO 9000 management standard, ISO 14000 environmental standard, and ISO 27001 information security standard. Students must possess knowledge of the development of quality manuals, quality records, procedures, and work instructions in quality systems, and be able to evaluate the quality of these documents. Knowledge management and the interplay between knowledge and information management will be discussed, including the documentation of employees' personal knowledge and experience. Students must know and understand theories and models in knowledge management, as well as the connections between human resource management and knowledge management in relation to information management. Various methods for communicating and disseminating data, information, and knowledge will be addressed. Students will receive an introduction to an information system specifically designed to manage information and records and its integration with other practical systems in the workplace. Iceland's digital development will be discussed and contextualized in relation to information management.

How people seek, use, share, and make sense of information depends on who they are, what they are doing, and the contexts in which they act. This course introduces central theories and research traditions in information studies that explain information behaviour, information and digital literacies, and the mediation of information in diverse social and technological contexts. It provides a theoretical foundation for understanding information practices across everyday life, education, work, and civic participation. The course examines how information practices are shaped by social, cultural, technological, and structural conditions, with particular attention to inequality, exclusion, and the digital divide. It explores how different groups encounter barriers to information access and use, and how institutions, technologies, and intermediaries influence opportunities for participation and engagement. Drawing on classic and contemporary research in information science, the course emphasizes critical engagement with theories, models, and empirical studies, supporting the interpretation and application of research to professional, institutional, and societal contexts.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

The organization of knowledge is a core foundation of library, archive, and records management practice, shaping how information is described, structured, accessed, and used across institutions. This course introduces key theories, principles, and standards for organizing knowledge in professional information environments, with attention to both international developments and national practices. The course begins with a shared theoretical foundation, introducing central concepts in knowledge organization, metadata, standardization, interoperability, and information retrieval. It then branches into two professional tracks: Library and Archives and Records Management. The library track focuses on bibliographic description, metadata standards, cataloguing, indexing, and subject access, while the archives and records management track addresses records and information management systems, digitization, governance, quality management, and information security. Across both tracks, the course examines international cooperation, shared infrastructures, and emerging developments in networked and digital information systems.

Libraries increasingly operate at the intersection of migration, integration policy, and everyday encounters in diverse societies. This course examines the role of libraries in supporting the inclusion, participation, and well-being of immigrants and refugees, with particular attention to how library programmes and services respond to newly arrived populations and shifting societal needs. Combining theoretical perspectives, policy analysis, and practice-based inquiry, the course explores how libraries function as inclusive meeting places, information infrastructures, and arenas for learning, dialogue, and community building. An interdisciplinary approach draws on library and information science, migration studies, anthropology, and sociology to examine integration, acculturation, social inclusion, and intergroup contact. The course engages with international, national, and local policy frameworks, professional guidelines, and empirical research, and applies these to concrete library programmes and services. Through case-based analysis, it develops an understanding of professional roles, institutional responsibilities, and strategic choices involved in supporting integration in diverse communities.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

The course will examine human resource management (HRM) in the public sector. Civil service systems will be discussed in a historical context. Employment-related laws, regulations and procedures are reviewed. The students will be exposed to job functions of HRM professionals, including staffing, recruiting, performance appraisal and compensation. The strategic HRM approach is introduced and the procedure of formulating an HRM policy.

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

Constant technological development and emphasis on digital solutions has brought about frequent and numerous changes in the role of the webmaster. In this course, Efforts will be made to provide students with good insight into the main aspects of the webmaster's work. The writings of experts and scholars will be examined, and students will be introduced to the necessary tools and equipment. Professionals in the field will visit and share their experience with students.

The job of a web editor is often integrated with general web management. Students get a good insight into web editing and writing for digital media. The main aspects that a webmaster / web editor needs to be able to master will be discussed, such as information architecture, writing for the web, presentation of images, fundamentals in web design, accessibility, usability, security, analytics, content management systems (CMS), and basic web interface technology.

Students set up their own websites and use a CMS of their choice, e.g., WordPress or Wix, which are both available in free versions, and some of the assignments are submitted on there. In this way, students gain training in setting up a simple website. Particular attention is drawn to the fact that instruction in the use of the CMS is not part of the course. Those who have no or limited experience, in the use of CMS, are advised that YouTube has numerous videos where you can learn about the systems, from the basics to much more complex aspects that are expected in this course.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Usually taught every second year.

The objective of the course is to allow students to examine more closely than is done in the introductory course Graphical User Interface Programming  HBV201G specific factors of HCI. The factors covered are user interface design using prototyping, programming of smart devices and users‘ acceptability of the software. There will be emphasis on different techniques and tools to develop prototypes. Also, on the design of user interfaces and native programming for smart phones or pads. The development process will be aimed at ensuring accessibility and acceptability of users. Students work on small projects individually, or on larger projects in groups. 

Local authorities are one of two main branches of Icelandic government. The aim of the course is to give students insights into Icelandic local governments, administration and processes. In the course students will be introduced to Icelandic local governments, their legal and constitutional status in public administration, their tasks and responsibilities according to law. The main political theories on local governments will be introduced and discussed, with emphasis on the relationship between size, effectiveness and democracy. State and local government relations are briefly discussed, including the division of tasks and revenues.

The course addresses various practical aspects of information technology that are of use in policy and decision-making within the field of information management. It also describes concepts and definitions related to programming, design, and construction of information systems. Furthermore, data security, long-term preservation of digital data, the use of AI within systems, and built-in privacy protection. The course will also address database management systems, data organization, and the SQL query language. An emphasis is placed on enhancing students' skills in information and records management, as well as data processing, across various information systems and databases. The students will gain insight into the definitions, methods, and essentials of information technology, enabling them to make informed choices about systems and engage in productive discussions and cooperation with other experts in information management. They would thereby be able to help ensure that the systems used for information and records management are user-friendly, safe, and accessible to those certified to use them. An emphasis will be laid on the solution of practical issues in cooperation with various organizations. Please note that the course is taught biannually. Next taught in spring semester of 2028, 2030 etc.

Libraries, archives, and museums operate within shared societal, cultural, and institutional landscapes, yet they address these through different professional traditions, practices, and mandates. This course offers an in-depth, theme-based exploration of practice across libraries, archives, and museums (LAM), grounded in direct engagement with institutions and critical reflection on professional work. The course is structured around a self-selected theme developed in consultation with the course supervisor. Based on this theme, students plan and conduct a series of visits to relevant libraries, archives/records management, museums, and, where appropriate, other information and cultural institutions. Through meetings with staff members and systematic observation, the course examines how policies, professional practices, and organizational contexts are enacted in practice. Empirical insights from institutional visits are combined with extensive scholarly reading, forming the basis for analytical reflection and comparison. The course emphasizes the ability to connect theory, research, and professional practice, and to critically examine how LAM institutions respond to contemporary challenges and societal expectations.

Libraries are entrusted with ensuring access to knowledge, supporting education and lifelong learning, and safeguarding cultural heritage as a core societal responsibility. This course explores how these responsibilities are translated into professional practice through the organization, management, and development of library services. It addresses core aspects of library operations, including leadership and strategic planning, policy-making, collections and service development, and technological innovation. Central to the course is knowledge mediation: the professional work through which libraries connect people with information, knowledge, and cultural resources. This includes mediated services such as reference and advisory work, learning and reading support, exhibitions, programmes, and other forms of user-facing interaction in physical and digital environments. The course examines professional practice across different library types—including public, academic, school, research, and special libraries—and considers how institutional mandates, user communities, and organizational contexts shape library work. Particular attention is given to libraries’ social and educational roles in fostering participation, inclusion, and equal access.

Please note that the course is taught biannually. Next taught in spring semester of 2026, 2028, 2030 etc. 

In this course, the students will get an insight into the professional challenges that information professionals are faced with while managing information due to GDPR. Important changes in the legislation relating to the protection of privacy and the General Data Protection Regulation that took effect in Iceland in July 2018 will be presented. The effects of the legislation on Icelandic organizations are examined in relation to other acts. Terms and procedures related to GDPR are explained, such as the different responsibilities of data processors and data controllers, proportionality when organizing data, the right to be forgotten, informed consent, personal data and sensitive personal data, risk analysis, and contracts with data processors. The role of a Data Protection Officer in organizations will be explained as well as that of Information professionals. The course focuses on the role of information and records management in an environment of GDPR, safeguarding of information, recent regulations, the use of social media, cloud computing, and information and data strategies of organizations. Students are expected to become familiar with the use of a processing register for personal data, as well as a risk assessment for data processing. Students will work with practical assignments in cooperation with various organizations. Please note that the course is taught biannually. Next taught in spring semester of 2028, 2030 etc.

This course focuses on the variety of approaches and methods found within  research. Five qualitative approaches to inquiry are mainly in focus, namely; case study, narrative research, ethnography, phenomenology and grounded theory. Students gain a deeper experiences in data collection and in use of different methods for analyzing their qualitative data. They also gain experience in presenting their findings in written form. Additionally, students have the opportunity to reflect on their own research practices and on themselves as qualitative researchers.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course reviews the literature on organizational theory and behavior with an emphasis on its application in the public sector. The course includes discussion on leadership, organizational culture, teamwork, organizational structure and change, decision making processes, strategic planning and performance management systems.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will be used for this purpose. Students will structure a mission statement, identify strategic issues, establish a performance management system and they will be introduced to tools for organizational change and reassessment.

The societal role of museums will be discussed from several angles: economic, political, cultural, social and last but not least in an international context. Examples of topics that will be discussed in the course are the role of museums in building the concept of the nation; the legal environment of museums; how museums are run; the status and role of the main museums; museums owned and run by local authorities and other museums; the financing of museums, and the policies of authorities regarding museums. Both national and foreign examples will be taken. 

Work format

Teaching will take the form of lectures and discussions.

The aim of the seminar is to aid students who are writing their thesis. We will discuss how to approach a final thesis and the students will have the opportunity to discuss their research issues. This seminar creates a forum for master students to discuss their research projects and receive support, encouragement and feedback in the work process. The seminar will be flexible to meet the needs of the group of students attending at each time.

In the seminar each student works or their own project and the teaching method is built on a “shut up and write!” ideology. The instructor has a short introduction in each meeting followed by some productive writing of the students in a supportive environment.   In the second part of the seminar each student will present and discuss their project for about 20 minutes.

Taught every other week.

Einkunn: Staðið/Fall

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

The course is built on two interwoven pillars: information retrieval and digital dissemination. On the one hand, it addresses how to access, evaluate, and utilize information in a dynamic environment, with special emphasis on using artificial intelligence to refine searches and process text. On the other hand, the focus is on digital communication and strategy, where the use of social media for knowledge dissemination is at the forefront. The objective is for students to acquire comprehensive skills in finding reliable information and communicating it to diverse groups in a clear and responsible manner.

Contemporary societies depend on trusted information, transparent documentation, and citizens’ ability to navigate complex information landscapes. This course introduces the democratic and social roles of libraries, archives/records management, and related knowledge institutions across the public, cultural, governmental, and private sectors, as key infrastructures underpinning democratic life in a time of digital transformation, artificial intelligence, and widespread misinformation. The course brings together policy, professional practice, and theory to examine how libraries, archives, and information services support citizens’ engagement with information across different phases and spheres of life. It explores how governance frameworks, institutional practices, and professional roles shape public trust, social inclusion, accountability, and democratic processes. Drawing on interdisciplinary and Nordic research, the course provides a shared conceptual foundation in library and information science and archives/records management, preparing them for advanced study and professional practice.

This course is designed to enhance students' competence in information and records management, also known as information management, as well as in electronic and digital governance. The course addresses the methods, purpose, and objectives of information and records management. Icelandic legislation, regulations, and rules on information, records, and archives are reviewed. The interplay between information and records management and quality management will be examined in accordance with the quality standard for records management ÍST ISO 15489-1:2016. Emphasis will be placed on the organisation of data regardless of format. Various types of software will be discussed that can be utilised for data organization, registration, storage, and retrieval. The course will cover needs assessment and the implementation of records management and recordkeeping systems in workplace settings. Students must be able to design classification systems for information and records. Students will practise the mapping of information and records in organisations and the development of records retention schedules will be discussed. Long-term preservation of electronic and digital data will be examined, along with the preparation and processing of electronic archival versions, including process descriptions and procedural guidelines. Study visits to various archives will be conducted, and a workshop on classification schemes will be held. Students will complete both group projects and individual assignments during the semester.

The course aims to provide insight into information architecture and the fundamentals of web management. Emphasis is placed on information architecture, including site structure, navigation systems, naming systems, labeling, and user information behavior. Methodologies for organizing information on websites are discussed, along with considerations for meeting user needs. The course also addresses other aspects of web management, such as needs analysis, user testing, and accessibility.

Effective information management contributes to compliance with requirements concerning documentary evidence, the reliability of records, their provenance, integrity, and usability in relation to both internal and external requirements. Without effective information management, it is essentially impossible to ensure the protection and security of an organization's information. The course addresses the operational security of information systems, their legal environment, as well as the organization of information. Quality matters and quality management will be examined in detail, and various standards that work well with ISO 15489 will be discussed, such as the ISO 9000 management standard, ISO 14000 environmental standard, and ISO 27001 information security standard. Students must possess knowledge of the development of quality manuals, quality records, procedures, and work instructions in quality systems, and be able to evaluate the quality of these documents. Knowledge management and the interplay between knowledge and information management will be discussed, including the documentation of employees' personal knowledge and experience. Students must know and understand theories and models in knowledge management, as well as the connections between human resource management and knowledge management in relation to information management. Various methods for communicating and disseminating data, information, and knowledge will be addressed. Students will receive an introduction to an information system specifically designed to manage information and records and its integration with other practical systems in the workplace. Iceland's digital development will be discussed and contextualized in relation to information management.

How people seek, use, share, and make sense of information depends on who they are, what they are doing, and the contexts in which they act. This course introduces central theories and research traditions in information studies that explain information behaviour, information and digital literacies, and the mediation of information in diverse social and technological contexts. It provides a theoretical foundation for understanding information practices across everyday life, education, work, and civic participation. The course examines how information practices are shaped by social, cultural, technological, and structural conditions, with particular attention to inequality, exclusion, and the digital divide. It explores how different groups encounter barriers to information access and use, and how institutions, technologies, and intermediaries influence opportunities for participation and engagement. Drawing on classic and contemporary research in information science, the course emphasizes critical engagement with theories, models, and empirical studies, supporting the interpretation and application of research to professional, institutional, and societal contexts.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

 A master's thesis is the final project in a master's program and is based on independent research or a work-related research and development project. The final project for the master's degree must be an individual project. The aim of the final project is to train students in independent academic work.

MIS thesis is 30 credits.

Master's students have supervisors from the group of lecturers, docents or professors. A supervisor guides with a final project for a master's degree. The supervising teacher and the instructor are usually the same person. It is allowed to hire a co-supervisor, but that hiring is subject to the approval of the department.

The length of master's theses depends on the type of project, its number of units and the subject matter. It should be assumed that a 60-unit master's thesis is generally 30,000–40,000 words, a 40-unit essay is around 25,000–30,000 words, and a 30-unit essay is between 20,000–25,000 words.

The examiner must always evaluate the master's student's final project together with the supervisor. The study program nominates an examiner and the nomination is confirmed by the faculty council.

The organization of knowledge is a core foundation of library, archive, and records management practice, shaping how information is described, structured, accessed, and used across institutions. This course introduces key theories, principles, and standards for organizing knowledge in professional information environments, with attention to both international developments and national practices. The course begins with a shared theoretical foundation, introducing central concepts in knowledge organization, metadata, standardization, interoperability, and information retrieval. It then branches into two professional tracks: Library and Archives and Records Management. The library track focuses on bibliographic description, metadata standards, cataloguing, indexing, and subject access, while the archives and records management track addresses records and information management systems, digitization, governance, quality management, and information security. Across both tracks, the course examines international cooperation, shared infrastructures, and emerging developments in networked and digital information systems.

Libraries increasingly operate at the intersection of migration, integration policy, and everyday encounters in diverse societies. This course examines the role of libraries in supporting the inclusion, participation, and well-being of immigrants and refugees, with particular attention to how library programmes and services respond to newly arrived populations and shifting societal needs. Combining theoretical perspectives, policy analysis, and practice-based inquiry, the course explores how libraries function as inclusive meeting places, information infrastructures, and arenas for learning, dialogue, and community building. An interdisciplinary approach draws on library and information science, migration studies, anthropology, and sociology to examine integration, acculturation, social inclusion, and intergroup contact. The course engages with international, national, and local policy frameworks, professional guidelines, and empirical research, and applies these to concrete library programmes and services. Through case-based analysis, it develops an understanding of professional roles, institutional responsibilities, and strategic choices involved in supporting integration in diverse communities.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

The course will examine human resource management (HRM) in the public sector. Civil service systems will be discussed in a historical context. Employment-related laws, regulations and procedures are reviewed. The students will be exposed to job functions of HRM professionals, including staffing, recruiting, performance appraisal and compensation. The strategic HRM approach is introduced and the procedure of formulating an HRM policy.

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

Constant technological development and emphasis on digital solutions has brought about frequent and numerous changes in the role of the webmaster. In this course, Efforts will be made to provide students with good insight into the main aspects of the webmaster's work. The writings of experts and scholars will be examined, and students will be introduced to the necessary tools and equipment. Professionals in the field will visit and share their experience with students.

The job of a web editor is often integrated with general web management. Students get a good insight into web editing and writing for digital media. The main aspects that a webmaster / web editor needs to be able to master will be discussed, such as information architecture, writing for the web, presentation of images, fundamentals in web design, accessibility, usability, security, analytics, content management systems (CMS), and basic web interface technology.

Students set up their own websites and use a CMS of their choice, e.g., WordPress or Wix, which are both available in free versions, and some of the assignments are submitted on there. In this way, students gain training in setting up a simple website. Particular attention is drawn to the fact that instruction in the use of the CMS is not part of the course. Those who have no or limited experience, in the use of CMS, are advised that YouTube has numerous videos where you can learn about the systems, from the basics to much more complex aspects that are expected in this course.

This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.

Usually taught every second year.

The objective of the course is to allow students to examine more closely than is done in the introductory course Graphical User Interface Programming  HBV201G specific factors of HCI. The factors covered are user interface design using prototyping, programming of smart devices and users‘ acceptability of the software. There will be emphasis on different techniques and tools to develop prototypes. Also, on the design of user interfaces and native programming for smart phones or pads. The development process will be aimed at ensuring accessibility and acceptability of users. Students work on small projects individually, or on larger projects in groups. 

Local authorities are one of two main branches of Icelandic government. The aim of the course is to give students insights into Icelandic local governments, administration and processes. In the course students will be introduced to Icelandic local governments, their legal and constitutional status in public administration, their tasks and responsibilities according to law. The main political theories on local governments will be introduced and discussed, with emphasis on the relationship between size, effectiveness and democracy. State and local government relations are briefly discussed, including the division of tasks and revenues.

The course addresses various practical aspects of information technology that are of use in policy and decision-making within the field of information management. It also describes concepts and definitions related to programming, design, and construction of information systems. Furthermore, data security, long-term preservation of digital data, the use of AI within systems, and built-in privacy protection. The course will also address database management systems, data organization, and the SQL query language. An emphasis is placed on enhancing students' skills in information and records management, as well as data processing, across various information systems and databases. The students will gain insight into the definitions, methods, and essentials of information technology, enabling them to make informed choices about systems and engage in productive discussions and cooperation with other experts in information management. They would thereby be able to help ensure that the systems used for information and records management are user-friendly, safe, and accessible to those certified to use them. An emphasis will be laid on the solution of practical issues in cooperation with various organizations. Please note that the course is taught biannually. Next taught in spring semester of 2028, 2030 etc.

Libraries, archives, and museums operate within shared societal, cultural, and institutional landscapes, yet they address these through different professional traditions, practices, and mandates. This course offers an in-depth, theme-based exploration of practice across libraries, archives, and museums (LAM), grounded in direct engagement with institutions and critical reflection on professional work. The course is structured around a self-selected theme developed in consultation with the course supervisor. Based on this theme, students plan and conduct a series of visits to relevant libraries, archives/records management, museums, and, where appropriate, other information and cultural institutions. Through meetings with staff members and systematic observation, the course examines how policies, professional practices, and organizational contexts are enacted in practice. Empirical insights from institutional visits are combined with extensive scholarly reading, forming the basis for analytical reflection and comparison. The course emphasizes the ability to connect theory, research, and professional practice, and to critically examine how LAM institutions respond to contemporary challenges and societal expectations.

Libraries are entrusted with ensuring access to knowledge, supporting education and lifelong learning, and safeguarding cultural heritage as a core societal responsibility. This course explores how these responsibilities are translated into professional practice through the organization, management, and development of library services. It addresses core aspects of library operations, including leadership and strategic planning, policy-making, collections and service development, and technological innovation. Central to the course is knowledge mediation: the professional work through which libraries connect people with information, knowledge, and cultural resources. This includes mediated services such as reference and advisory work, learning and reading support, exhibitions, programmes, and other forms of user-facing interaction in physical and digital environments. The course examines professional practice across different library types—including public, academic, school, research, and special libraries—and considers how institutional mandates, user communities, and organizational contexts shape library work. Particular attention is given to libraries’ social and educational roles in fostering participation, inclusion, and equal access.

Please note that the course is taught biannually. Next taught in spring semester of 2026, 2028, 2030 etc. 

In this course, the students will get an insight into the professional challenges that information professionals are faced with while managing information due to GDPR. Important changes in the legislation relating to the protection of privacy and the General Data Protection Regulation that took effect in Iceland in July 2018 will be presented. The effects of the legislation on Icelandic organizations are examined in relation to other acts. Terms and procedures related to GDPR are explained, such as the different responsibilities of data processors and data controllers, proportionality when organizing data, the right to be forgotten, informed consent, personal data and sensitive personal data, risk analysis, and contracts with data processors. The role of a Data Protection Officer in organizations will be explained as well as that of Information professionals. The course focuses on the role of information and records management in an environment of GDPR, safeguarding of information, recent regulations, the use of social media, cloud computing, and information and data strategies of organizations. Students are expected to become familiar with the use of a processing register for personal data, as well as a risk assessment for data processing. Students will work with practical assignments in cooperation with various organizations. Please note that the course is taught biannually. Next taught in spring semester of 2028, 2030 etc.

This course focuses on the variety of approaches and methods found within  research. Five qualitative approaches to inquiry are mainly in focus, namely; case study, narrative research, ethnography, phenomenology and grounded theory. Students gain a deeper experiences in data collection and in use of different methods for analyzing their qualitative data. They also gain experience in presenting their findings in written form. Additionally, students have the opportunity to reflect on their own research practices and on themselves as qualitative researchers.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course reviews the literature on organizational theory and behavior with an emphasis on its application in the public sector. The course includes discussion on leadership, organizational culture, teamwork, organizational structure and change, decision making processes, strategic planning and performance management systems.

The course deals with description of Icelandic authorities (the executive), the basic structure of the Icelandic administrative system, main tasks of public authorities, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act. 

The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will be used for this purpose. Students will structure a mission statement, identify strategic issues, establish a performance management system and they will be introduced to tools for organizational change and reassessment.

The societal role of museums will be discussed from several angles: economic, political, cultural, social and last but not least in an international context. Examples of topics that will be discussed in the course are the role of museums in building the concept of the nation; the legal environment of museums; how museums are run; the status and role of the main museums; museums owned and run by local authorities and other museums; the financing of museums, and the policies of authorities regarding museums. Both national and foreign examples will be taken. 

Work format

Teaching will take the form of lectures and discussions.

The aim of the seminar is to aid students who are writing their thesis. We will discuss how to approach a final thesis and the students will have the opportunity to discuss their research issues. This seminar creates a forum for master students to discuss their research projects and receive support, encouragement and feedback in the work process. The seminar will be flexible to meet the needs of the group of students attending at each time.

In the seminar each student works or their own project and the teaching method is built on a “shut up and write!” ideology. The instructor has a short introduction in each meeting followed by some productive writing of the students in a supportive environment.   In the second part of the seminar each student will present and discuss their project for about 20 minutes.

Taught every other week.

Einkunn: Staðið/Fall

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

 Aim: For students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in the field of library and information services.

Course description: The student becomes familiar with the operation of the library where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at a library and experiences as many sections of the library as possible.

Course requirement:

Students works at a library or in RIM department for an organization for at least 40 hours and does the assignments that the supervising librarian or records manager gives to her/him. At the end of the practical training the student is to hand in a report (approximately 2500-3000 words) to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising librarian or the records manager in the practical training has to sign the report for the student before it is handed in.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

For the student to gain an understanding of the purpose and aims of the operation of different types of libraries, records management programmes and archives for the immediate users and the society; for students to have a clear view of the regulatory environment of the library, records management programme or archive; for students to have a clear view of all the major operations of the workplace where the practical training takes place and how these are co-ordinated; for students to realise how that particular workplace is connected to other institutions within the country, and in a wider context its connections to foreign institutions and international institutions in the field where the practical training takes place.

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

The course is based on students' independent work who undertake a defined project in the field of information behavior and information and media literacy, e.g. within a library or information center, or in the field of information management in cooperation with a private or public organization. The project is intended to respond to a specific need within information studies and is not part of the daily work of the students concerned. Students can initiate the project. Likewise, teachers and organizations that wish to involve students in specific projects in the subject area can propose a project. Subjects and reading materials are decided jointly by the teacher and the student. Students who initiate a project contact the desired teacher for guidance on the project.

The scope of a project is counted in units. The ECTS university credit system is based on the estimated workload of students in specific courses, so that each credit is equivalent to approx. 25-30 hours study work and includes reading, attendance, projects, processing projects and other related things. The work contribution of the students in the practical project course is in accordance with the number of units. (2 ECTS) is about 50-60 hours. (5 ECTS) is about 125-150 hours (10 ECTS) is about 250-300 hours. 

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.

Supervision: Permanent faculty members in the Information Science program.

Students must have finished a minimum of 30 ECTS before starting a 10 ECTS practical project.

It is necessary to obtain teacher approval before the project begins. The topic and reading materials are determined jointly by the teacher and student. Students can, however, take the initiative for the project but they must contact the teacher they wish to have as supervisor for the project and get their approval beforehand. Similarly, teachers and organizational units that wish to have student involved in specific projects in the field can propose projects.

The course is based on independent student work where students undertake a defined project in the field of information behavior, such as within a library or information center, or in the field of information management, such as on behalf of a company or institution. The project is intended to address a specific need within information science and is not part of the students' daily work.

The maximum number of credits for a practical project in the MIS program is 10 ECTS credits, but students in the MA program can take a maximum of 15 credits.

The scope of the project is measured in credits. The ECTS university credit system is based on the estimated workload of students in specific courses so that each credit equals approximately 25-30 hours of study work, including reading, class attendance, assignments, project processing, and other related activities. The student workload in the practical project course corresponds to the number of credits as can be seen below:

(2 ECTS) is about 50-60 hours.
(5 ECTS) is about 125-150 hours
(10 ECTS) is about 250-300 hours.