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Abstract

Literature on the systematifier is remarkably limited in knowledge organization. Dahlberg created the procedure in the seventies as a guide for the construction of classification systems and showed its applicability in systems she developed. According to her initial conception, all disciplines should be structured in the following sequence: Foundations and theories-Subjects of study-Methods-Influences-Applications-Environment. The nature of the procedure is determined in this study and the concept is situated in relation with the domain analysis methodologies. As a tool for the organization of the map of a certain domain, it is associated with a rationalist perspective and the top-down design of systems construction. It would require a reassessment of its scope in order to ensure its applicability to multidisciplinary and interdisciplinary domains. Among other conclusions, it is highlighted that the greatest potential of the systematifier is given by the fact that-as a methodological device-it can act as: i)an analyzer of a subject area; ii)an organizer of its main terms; and, iii)an identifier of links, bridges and intersection points with other knowledge areas.

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Abstract

Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.