-
Cohen, J.; Stewart, I.: ¬The information in your hand (1991)
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-
Gigliotti, C.: What children and animals know that we don't (1995)
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- Abstract
- "In this essay, I offer several significant examples of research that deal with animals' and children's perception. These examples come from social science, cognitive thology, and several camps in cognitive science"
-
Robertson, G.: What is information? (1996)
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- Source
- Managing information. 3(1996) no.6, S.22-23
-
Martin, W.J.: ¬The information society (1995)
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- Date
- 15. 7.2002 14:22:55
-
Claassen, W.T.: Transparent hypermedia? (1992)
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- Source
- Online information 92. Proc. of the 16th Int. Online Information Meeting, London, 8-10.12.1992. Ed. by David I. Raitt
-
Information literacy : a position paper on information problem solving; American Association of School Librarians Position Statement (1995)
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- Date
- 11. 4.1996 14:22:40
-
Infield, N.: Capitalising on knowledge : if knowledge is power, why don't librarians rule the world? (1997)
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- Source
- Information world review. 1997, no.130, S.22
-
Cawkell, T.: ¬The information age : for better or for worse (1998)
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- Date
- 3. 1.1999 14:40:22
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Oxbrow, N.: Information literacy : the final key to an information society (1998)
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- Date
- 22. 5.1999 19:55:13
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Dillon, A.; Vaughan, M.: "It's the journey and the destination" : shape and the emergent property of genre in evaluating digital documents (1997)
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- Date
- 6. 2.1999 20:10:22
-
Crowe, M.; Beeby, R.; Gammack, J.: Constructing systems and information : a process view (1996)
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- Date
- 25.12.2001 13:22:30
-
Large, A.: Multimedia and the acquisition of information (1992)
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- Source
- Online information 92. Proc. of the 16th Int. Online Information Meeting, London, 8-10.12.1992. Ed. by David I. Raitt
-
Verdi, M.P.; Kulhavy, R.W.; Stock, W.A.; Rittscho, K.A.; Savenye, W.: Why maps improve memory for text : the influence of structural information on working-memory operations (1993)
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- Date
- 22. 7.2000 19:18:18
-
Fujiwara, Y.; Gotoda, H.: Representation model for relativity of concepts (1995)
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- Source
- International forum on information and documentation. 20(1995) no.1, S.22-30
-
Allen, B.L.: Visualization and cognitve abilities (1998)
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- Date
- 22. 9.1997 19:16:05
-
Cole, C.: Activity of understanding a problem during interaction with an 'enabling' information retrieval system : modeling information flow (1999)
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- Date
- 22. 5.1999 14:51:49
-
Bruce, C.S.: ¬The relational approach : a new model for information literacy (1997)
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- Source
- New review of information and library research. 3(1997), S.1-22
-
Essers, J.; Schreinemakers, J.: ¬The conceptions of knowledge and information in knowledge management (1996)
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- Source
- Knowledge management: organization competence and methodolgy. Proceedings of the Fourth International ISMICK Symposium, 21-22 October 1996, Netherlands. Ed.: J.F. Schreinemakers
-
Enmark, R.: ¬The non-existent point : on the subject of defining library and information science and the concept of information (1998)
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- Abstract
- The primary purpose of this essay if the following: to criticise a discipline-defining concept of information that has its poit of departure in the uncomplicated cognitive metaphor's 'subject/object relationship'. In my understanding, the cognitive channel metaphor is equal to the sender/receiver model, with the addition of the receiver's understanding, as both physical and mental aspects are used in one and the same metaphor: the 'subject' so to speak meets the 'object'. In this essay I will state: (1) that the point at which the 'subject' specifically meets the 'object' does not exist; (2) that the study of that which the non-existing point symbolises is impossible to describe on an general level without becoming trivial; (3) that it is not possible to find an obvious relationship between the sender's statement and the receiver's understanding; and (4) that the study of the 'subject' and the study of the 'object' exist in different methodological and theoretical dimensions: This leads to the conclusion that the cognitive channel metaphorical definition of the discipline of library and information science must preferably be abandoned and that this should take place such: (1) that consideration is taken to the empirical research that is carried out in library and information science and (2) that the research removes itself from the profession's legitimate ambitions for usefulness
