Search (14 results, page 1 of 1)

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Abstract

Purpose The purpose of this paper is to lay a theoretical foundation for identifying operational information units for library and information professional activities in the context of scholarly communication. Design/methodology/approach The study adopts a deduction-verification approach to formulate a typology of units for scholarly information. It first deduces possible units from an existing conceptualization of information, which defines information as the combined product of data and meaning, and then tests the usefulness of these units via two empirical investigations, one with a group of scholarly papers and the other with a sample of scholarly information users. Findings The results show that, on defining an information unit as a piece of information that is complete in both data and meaning, to such an extent that it remains meaningful to its target audience when retrieved and displayed independently in a database, it is then possible to formulate a hierarchical typology of units for scholarly information. The typology proposed in this study consists of three levels, which in turn, consists of 1, 5 and 44 units, respectively. Research limitations/implications The result of this study has theoretical implications on both the philosophical and conceptual levels: on the philosophical level, it hinges on, and reinforces the objective view of information; on the conceptual level, it challenges the conceptualization of work by IFLA's Functional Requirements for Bibliographic Records and Library Reference Model but endorses that by Library of Congress's BIBFRAME 2.0 model. Practical implications It calls for reconsideration of existing operational units in a variety of library and information activities. Originality/value The study strengthens the conceptual foundation of operational information units and brings to light the primacy of "one work" as an information unit and the possibility for it to be supplemented by smaller units.

Date

14. 1.2020 11:15:22

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Abstract

Data protection laws, including the European Union General Data Protection Regulation, regulate aspects of online personalization. However, the data protection lens is too narrow to analyze personalization. To define conditions for personalization, we should understand data protection in its larger fundamental rights context, starting with the closely connected right to privacy. If the right to privacy is considered along with other European fundamental rights that protect information and communication flows, namely, communications confidentiality; the right to receive information; and freedom of expression, opinion, and thought, these rights are observed to enable what I call a "personal information sphere" for each person. This notion highlights how privacy interferences affect other fundamental rights. The personal information sphere is grounded in European case law and is thus not just an academic affair. The essence of the personal information sphere is control, yet with a different meaning than mere control as guaranteed by data protection law. The personal information sphere is about people controlling how they situate themselves in information and communication networks. It follows that, to respect privacy and related rights, online personalization providers should actively involve users in the personalization process and enable them to use personalization for personal goals.

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Abstract

Purpose In line with the cognitive viewpoint on the phenomenon of information, the constructivist tradition based on Maturana and Varela's theory of knowing, and some aspects of Shannon's theory of communication, the purpose of this paper is to shed more light on the role of information, data, and knowledge in the cognitive system (domain) of the observer. Design/methodology/approach In addition to the literature review, a proposed description of the communication and knowledge acquisition processes within the observer's cognitive system/domain is elaborated. Findings The paper recognizes communication and knowledge acquisition as separate processes based on two roles of information within the observer's cognitive system, which are emphasized. The first role is connected with the appropriate communication aspects of Shannon's theory related to encoding cognitive entities in the cognitive domain as data representations for calculating their informativeness. The second role involves establishing relations between cognitive entities encoded as data representations through the knowledge acquisition process in the observer's cognitive domain. Originality/value In this way, according to the cognitive viewpoint, communication and knowledge acquisition processes are recognized as important aspects of the cognitive process as a whole. In line with such a theoretical approach, the paper seeks to provide an extension of Shannon's original idea, intending to involve the observer's knowledge structure as an important framework for the deepening of information theory.

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Abstract

Purpose Information scientists may find value in studying cultural information evolution and information diffusion through memetics. Information studies in memetics have often found datafication in memetics research difficult. Meanwhile, current memetic scholarship elsewhere is abundant in data due to their focus on Internet artifacts. This paper offers a way to close the datafication gap for information researchers by associating information data with "differences" between memetic documents. Design/methodology/approach This work offers a joint theory and methodology invested in information-oriented memetics. This methodology of differences is developed from a content analysis of difference on a collection of images with visual similarities. Findings The authors find that this kind of analysis provides a heuristic method for quantitatively bounding where one meme ends and another begins. The authors also find that this approach helps describe the dynamics of memetic media in such a way that the authors can datafy information or cultural evolution more clearly. Originality/value Here the authors offer an approach for studying cultural information evolution through the study of memes. In doing so, the authors forward a methodology of difference which leverages content analysis in order to outline how it functions practically. The authors propose a quantitative methodology to assess differences between versions of document contents in order to examine what a particular meme is. The authors also move toward showing the information structure which defines a meme.

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Abstract

This article presents a brief history of the term "information" and its different meanings, which are both important and difficult because the different meanings of the term imply whole theories of knowledge. The article further considers the relation between "information" and the concepts "matter and energy", "data", "sign and meaning", "knowledge" and "communication". It presents and analyses the influence of information in information studies and knowledge organization and contains a presentation and critical analysis of some compound terms such as "information need", "information overload" and "information retrieval", which illuminate the use of the term information in information studies. An appendix provides a chronological list of definitions of information.

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Date

18. 8.2022 19:22:57

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Abstract

Most information science (IS) definitions of information center individual rather than collective meaning-making. Because stories are constituted through narrative experience, and audiences are partly constitutive of the stories told to and with them, storytelling offers a framework for researching collective experiences of information. Stories are simultaneously empirical and socially constructed, bridging a key epistemological divide in IS. Storytelling as paradigm shift is explored and demonstrated in three sections that (a) define story and storytelling, (b) describe how story and storytelling can extend the data, information, knowledge, and wisdom (DIKW) pyramid, and (c) revise DIKW as a new storytelling S-DIKW framework. Future IS storytelling research should account for story and the dynamics of storytelling not merely as a subset of information or of information behavior, but as a fundamental information form.

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Abstract

Purpose The purpose of this paper is to analyze and re-direct recent schematic and empirical scholarship on Habermas' theory of the public sphere in library and information science (LIS). Design/methodology/approach This paper conducts a critical analysis of the relevant literature in light of Habermas' origination and use/purpose of the public sphere concept. Findings The authors examined here produced a schematic operationalization of the public sphere that thinned the concept, but in turn, that schematization has produced insight into the civil society functions and communications of libraries, both within and without. For this work to be meaningful, the considerations and contexts of democratic society must be reinserted. Research limitations/implications Further explorations of the relationship between the public sphere and civil society as they are manifested around and in libraries is called for. Additionally, Weigand's approach to producing data/evidence on the public sphere and libraries should be furthered. Practical implications Understanding the role and function of libraries in democratic societies is essential for libraries to play a productive democratic role in those societies and thus, in guiding them. Social implications This paper helps to situate the bewildering circumstances of libraries who face both popular support and broad political-social questioning of their role and place. Originality/value This paper arguably interjects a more sophisticated and nuanced theoretical picture of the public sphere than prior precis presented in the LIS literature have undertaken. It also engages a unique set of empirical-theoretical students from another perspective in order to deepen and shift that research discourse.

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Abstract

To ascertain the diffusion and influence of Savolainen's ELIS model and its use as a theoretical and/or methodological basis for research. Design/methodology/approach A context citation analysis was made of the work where this researcher published his model. Analysis covered the year of publication, the type of work and the subject matter of the citing documents concerned. In-context citations were analysed for their frequency in each citing text, style, location and content cited. Findings The ELIS model received 18.5 cites/year. 20.2 per cent of them corresponded to papers published in journals in other areas, mainly computer science. The average of cites per paper was 1.8; 64.5 percent of the citing works cited them only once. 60 per cent of the cites were considered essential. Only 13.7 per cent of these cites appear in theory or methods. 37 per cent of the citing documents contained no concept relating to the model. Research limitations/implications The method used focuses on the most direct context of a cite (sentence or paragraph), but isolates it from the general context (full document, other documents by the author or their social capital). It has, however, allowed this research issue to be dealt with under laboratory conditions and revealed nuances hidden by the absolute number of cites. Originality/value It has become evident that the dissemination and influence of the ELIS model are less than what the total number of cites indicates and that it has scarcely been incorporated into research design. Despite its popularity, it is not being validated and/or refuted by way of empirical data.

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Abstract

The present study contributes to the development of integrated models for information behavior and practices at the domain-specific level. To this end, the model for everyday information practices proposed by Savolainen in 2008 is enhanced by integrating the element of information creating, based on Thomson's recent 2018 study. The integration resulted in the expanded model for everyday information practices. Using conceptual analysis, the above model was examined in light of conventional (positivist and post-positivist) and interpretive (social constructivist) criteria for theory assessment. The findings suggest that the integrated model meets best the interpretive criteria such as meaningfulness and understandability, mutuality of concepts and descriptive logic, empirical verifiability, and usefulness. In contrast, theoretical potential of the model is fairly limited when weighed against the conventional criteria, such as generalization and prediction. Overall, the findings suggest that, in its current form, the expanded model cannot be regarded as a "genuine theory" of everyday information practices. However, the model does incorporate many of the qualities characteristic of social scientific theories, and thus exhibits considerable theoretical potential. This is even more so if the interpretive, naturalistic basis of the data in which the expanded model is based is considered.

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Date

18. 9.2021 13:22:27

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Date

13. 2.2020 18:22:13

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Date

30. 4.2020 21:03:22

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Date

22. 4.2023 19:27:56