Search (3 results, page 1 of 1)

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Abstract

Purpose - To show that the neo-pragmatist position of Richard Rorty, when combined with a sociocultural perspective, provides library and information science (LIS) with a forceful epistemological tool. Design/methodology/approach - Literature-based conceptual analysis of: historical development of pragmatism in relation to other epistemological positions; neo-pragmatism as a non-dualist, both purpose and communication oriented, epistemology; and a sociocultural perspective within pedagogy, originated from the Russian researcher Lev Vygotsky. Findings - Brought together, a neo-pragmatist, sociocultural perspective contributes to a focus on people's actions through the use of linguistic and physical tools. As a tangible example of how neo-pragmatism can be applied as an epistemological tool within LIS, information seeking seen as communicative participation is discussed. This article unites a perspective on information seeking as communicative participation with the neo-pragmatist concepts of "tools" and "communities of justification". The article is concluded by an assessment of neo-pragmatism as an epistemological position within LIS, including those research issues that arise from this position and that are introduced along the way. Practical implications - In its focus on usability, the neo-pragmatist position provides a possible bridge between academic and other professional practices in the field of LIS. Originality/value - Provides, through the means of neo-pragmatism, an argument for the necessity of epistemological argumentation within LIS.

Type

a

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Abstract

The aim of this article is to contribute to the development of the domain analytical approach by using tools from the theory of professions. This is accomplished by showing how the symbolic values of professional information can create, sustain, and alter professional interests, power relations, and occupational identities. By taking this approach, the importance of considering the issues of power and knowledge use as a social practice is highlighted - two themes that only to a certain extent have been attended to within domain analysis. The aim is accomplished through a study of nursing literature that reveals how Professional information is regarded within the Swedish nursing profession. These are analyzed in relation to changes and development within the profession's applied knowledge domain over time. It is argued that the knowledge domain of nursing has shifted from a primarily practical orientation towards an increasingly theoretical orientation. Its previous subordination to medical expertise has been replaced by an aspiration towards professional autonomy. This shift is seen as a result of a professional strategy where the specialist literature, libraries and databases of the occupational community play an important symbolic role.

Type

a

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Abstract

Purpose - The purpose of this paper is to show how different approaches to information literacy, such as are mediated through web-based tutorials, are used as tools in negotiating the information-seeking expertise of university librarians. Design/methodology/approach - A textual analysis of 31 web-based Scandinavian tutorials for information literacy has been conducted. The similarities and differences identified are analysed as linguistic expressions of different approaches to information literacy. The approaches are seen as constructions based on a dialogue between the empirical data and the theoretical departure points. Findings - Four approaches to information literacy emerge in the results: a source approach, a behaviour approach, a process approach, and a communication approach. The approaches entail different perspectives on information literacy. They impart diverging understandings of key concepts such as "information", "information seeking" and the "user". Practical implications - A reflective awareness of different approaches to information literacy is important for both researchers and LIS practitioners, since the approaches that come into play have practical consequences for the operation of user education. Originality/value - The present study supplements the information literacy research field by combining empirical findings with theoretical reflections.

Type

a