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Abstract

LIS professionals use structures for organizing knowledge when they catalog and classify objects in the collection, when they develop databases, when they design customized taxonomies, or when they search online. Structures for Organizing Knowledge: Exploring Taxonomies, Ontologies, and Other Schema explores and explains this basic function by looking at three questions: 1) How do we organize objects so that they make sense and are useful? 2) What role do categories, classifications, taxonomies, and other structures play in the process of organizing? 3) What do information professionals need to know about organizing behaviors in order to design useful structures for organizing knowledge? Taking a broad, yet specialized approach that is a first in the field, this book answers those questions by examining three threads: traditional structures for organizing knowledge; personal structures for organizing knowledge; and socially-constructed structures for organizing knowledge. Through these threads, it offers avenues for expanding thinking on classification and classification schemes, taxonomy and ontology development, and structures. Both a history of the development of taxonomies and an analysis of current research, theories, and applications, this volume explores a wide array of topics, including the new digital, social aspect of taxonomy development. Examples of subjects covered include: Formal and informal structures Applications of knowledge structures Classification schemes Early taxonomists and their contributions Social networking, bookmarking, and cataloging sites Cataloging codes Standards and best practices Tags, tagging, and folksonomies Descriptive cataloging Metadata schema standards Thought exercises, references, and a list of helpful websites augment each section. A final chapter, "Thinking Ahead: Are We at a Crossroads?" uses "envisioning exercises" to help LIS professionals look into the future.

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Abstract

The issue of how teens choose social networks and information communication technologies (ICT's) for personal communication is complex. This study focused on describing how U.S. teens from a highly technological suburban high school select ICT's for personal communication purposes. Two research questions guided the study: (a) What factors influence high school seniors' selection of online social networks and other ICT's for everyday communication? (b) How can social network theory (SNT) help to explain how teens select online social networks and other ICT's for everyday communication purposes? Using focus groups, a purposive sample of 45 teens were asked to discuss (a) their preferred methods for communicating with friends and family and why, (b) the reasons why they chose to engage (or not to engage) in online social networking, (c) how they selected ICT's for social networking and other communication purposes, and (d) how they decided whom to accept as online "friends." Findings indicated that many factors influenced participants' ICT selection practices including six major categories of selection factors: relationship factors, information/communication factors, social factors, systems factors, self-protection factors, and recipient factors. SNT was also helpful in explaining how "friendship" was a major determining factor in their communication media and platform choices.

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