Search (3 results, page 1 of 1)

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Date

22. 6.2005 15:12:11

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Abstract

We surveyed the classes on women's studies in different editions in the LCC (from the 1980 to the 2010 edition) to determine what the main classes consisted of and how they changed over that period. We broke down the main subtopics on women's studies, doing a statistical analysis at the class and subclass level, and then selected several typical examples for in-depth examination. The goal was to show the relationship between the disciplinary development of women's studies and classes on this topic in the LCC. We found that studies about women historically interweaved with family and marriage, but its development should have its own avenue. We found six patterns in the revising of classes associated with women's studies: synthesis, analysis, new creation, expansion, class name change, and removal. Through the comparison and analysis of classes with the additions and revisions to LCCs, supplemented by the bibliographic records from the LC online catalog, we determined that: historic revisions of a certain class show its disciplinary development; synthesis, analysis, comparison, and deduction played important roles in revisions and reflected the discipline's self - understanding on a subject; and a threshold, in terms of number of titles (or "sub-sub topics"), can be established for the creation of a new class . We concluded that a well-systematized classification system facilitates predictions concerning new directions in a discipline. Also, revisions of classification, based on the development of a discipline, will influence that discipline's future development.

Type

a

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Abstract

The authors review five paradigms from the discipline of community sociology (functionalism, evolution, conflict, interactionism, and exchange) to assess their potential utility for understanding everyday life information behavior and technology use. Their analysis considers the ways in which each paradigm defines the concepts of community, information, and technology. It also explores the insights offered by each paradigm regarding relationships between community and both information and technology. Accordingly, the authors highlight the ways in which existing information behavior and informatics scholarship draws from similar conceptual roots. Key insights drawn from this research, as well as remaining gaps and research questions, are examined. Additionally, they consider the limitations of each approach. The authors conclude by arguing for the value of a vigorous research program regarding information behavior and technology use in communities, particularly that which takes the community as the central unit of analysis. They consider key questions that could drive such a research program, as well as potentially fruitful conceptual and methodological approaches for this endeavor.

Type

a