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  • × author_ss:"Suominen, V."
  1. Friman, M.; Jansson, P.; Suominen, V.: Chaos or order? : Aby Warburg's library of cultural history and its classification (1995) 0.03 
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    Abstract
    The classification system of the Warburg Institute library, London, UK, is considered. First, a brief review of the scholary work of Aby Warburg and the history of this library is given to illustrate the background of the classification. The classification is described and its basic features are clarified with examples. Finally, the classification of the Warburg Institute library is contrasted with ordinary classification thinking in library and information science
    Source
    Knowledge organization. 22(1995) no.1, S.23-29
    Type
    a
  2. Suominen, V.: Linguistic / semiotic conditions of information retrieval / documentation in the light of a sausurean conception of language : 'organising knowledge' or 'communication concerning documents'? (1998) 0.00 
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    Abstract
    Argumentation consists of representation of the basic structuralist concepts of language/semiotic as a two-level form, as a form of expression and here especially form of content, and of application of these concepts to the phenomena of the representation of the contents of documents. On the basis of argumentation the paper questions the notion of "organizing knowledge", is it, or in what sense it is possible to organize knowledge. The paper bings out some reservations to viewing content representation as organizing knowledge in a strong sense and suggests that instead could be used a notion of (meta)documentation, characterized as communication concerning documents
    Type
    a
  3. Suominen, V.; Tuomi, P.: Literacies, hermeneutics, and literature (2015) 0.00 
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    Abstract
    With the development of new information and communication technologies, new concepts of extending the concept of literacy have emerged, such as media literacy, computer literacy, and information literacy. This paper addresses literary literacy as a form of extended literacies. The notion of literary here comprehends widely various fields of literature, with artistic literature as one, although in a sense paradigmatic, instance. The aspects of reading and literacy emphasized in this paper will have particular educational significance in contexts of general school education. Hermeneutics is a classical discipline of how we should read. It emphasizes aspects of appropriative, or Bildung-oriented, reading that we can oppose to the instrumental use of what one reads. Within hermeneutics, and particularly the sociological studies of literature, the paper also finds foundations for critical reading. There would be, however, a tension between the fundamentally hermeneutical appropriative literacy and critical questioning, and the notion of literary literacy should contain a dialect between them. The paper emphasizes the significance of literary literacy, since there is a danger that it disappears behind more instrumentally emphasized notions of literacy. Similarly, there is a risk that the everyday plausibility of the demand of being critical suffocates the appropriative aspects of literacy and reading.
    Type
    a

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