Search (14 results, page 1 of 1)

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Content

"This letter considers some main arguments in Professor Bates' article (2008), which is part of our former debate (Bates, 2005,2006; Hjoerland, 2007). Bates (2008) does not write much to restate or enlarge on her theoretical position but is mostly arguing about what she claims Hjorland (2007) ignored or misinterpreted in her two articles. Bates (2008, p. 842) wrote that my arguments did not reflect "a standard of coherence, consistency, and logic that is expected of an argument presented in a scientific journal." My argumentation below will refute this statement. This controversy is whether information should be understood as a subjective phenomenon (alone), as an objective phenomenon (alone), or as a combined objective and a subjective phenomenon ("having it both ways"). Bates (2006) defined "information" (sometimes, e.g., termed "information 1," p. 1042) as an objective phenomenon and "information 2" as a subjective phenomenon. However, sometimes the term "information" is also used as a synonym for "information 2," e.g., "the term information is understood to refer to one or both senses" (p. 1042). Thus, Professor Bates is not consistent in using the terminology that she herself introduces, and confusion in this controversy may be caused by Professor Bates' ambiguity in her use of the term "information." Bates (2006, p. 1033) defined information as an objective phenomenon by joining a definition by Edwin Parker: "Information is the pattern of organization of matter and energy." The argument in Hjoerland (2007) is, by contrast, that information should be understood as a subjective phenomenon all the way down: That neither the objective definition of information nor "having it both ways" is fruitful. This is expressed, for example, by joining Karpatschof's (2000) definition of information as a physical signal relative to a certain release mechanism, which implies that information is not something objective that can be understood independently of an observer or independently of other kinds of mechanism that are programmed to be sensitive to specific attributes of a signal: There are many differences in the world, and each of them is potentially informative in given situations. Regarding Parker's definition, "patterns of organization of matter and energy" are no more than that until they inform somebody about something. When they inform somebody about something, they may be considered information. The following quote is part of the argumentation in Bates (2008): "He contrasts my definition of information as 'observer-independent' with his position that information is 'situational' and adds a list of respected names on the situational side (Hjoerland, 2007, p. 1448). What this sentence, and much of the remainder of his argument, ignores is the fact that my approach accounts for both an observer-independent and a contextual, situational sense of information." Yes, it is correct that I mostly concentrated on refuting Bates' objective definition of information. It is as if Bates expects an overall appraisal of her work rather than providing a specific analysis of the points on which there are disagreements. I see Bates' "having it both ways": a symptom of inconsistence in argumentation.
Bates (2008, p. 843) further writes about her definition of information: "This is the objectivist foundation, the rock bottom minimum of the meaning of information; it informs both articles throughout." This is exactly the focus of my disagreement. If we take a word in a language, it is understood as both being a "pattern of organization of matter and energy" (e.g., a sound) and carrying meaning. But the relation between the physical sign and its meaning is considered an arbitrary relation in linguistics. Any physical material has the potential of carrying any meaning and to inform somebody. The physical stuff in itself is not information until it is used as a sign. An important issue in this debate is whether Bates' examples demonstrate the usefulness of her own position as opposed to mine. Her example about information seeking concerning navigation and how "the very layout of the ship and the design of the bridge promoted the smooth flow of information from the exterior of the ship to the crew and among the crewmembers" (Bates, 2006, pp. 1042-1043) does not justify Bates' definition of information as an objective phenomenon. The design is made for a purpose, and this purpose determines how information should be defined in this context. Bates' view on "curatorial sciences" (2006, p. 1043) is close to Hjorland's suggestions (2000) about "memory institutions," which is based on the subjective understanding of information. However, she does not relate to this proposal, and she does not argue how the objective understanding of information is related to this example. I therefore conclude that Bates' practical examples do not support her objective definition of information, nor do they support her "having it both ways." Finally, I exemplify the consequences of my understanding of information by showing how an archaeologist and a geologist might represent the same stone differently in information systems. Bates (2008, p. 843) writes about this example: "This position is completely consistent with mine." However, this "consistency" was not recognized by Bates until I published my objections and, therefore, this is an indication that my criticism was needed. I certainly share Professor Bates (2008) advice to read her original articles: They contain much important stuff. I just recommend that the reader ignore the parts that argue about information being an objective phenomenon."

Date

22. 3.2009 18:13:27

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Abstract

In spring 2002 I started teaching Knowledge Organization (KO) at the new master education at The Royal School of Library and Information Science in Copenhagen (MS RSLIS). I began collecting information about KO as support for my own teaching and research. In the beginning I made the information available to the student through a password protected system "SiteScape". This site was a great success, but I encountered problems in transferring the system for new classes the following years. Therefore I have now decided to make it public on the www and to protect only information that should not be made public. References freely available in electronic form are given an URL (if known).

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Date

21. 7.2006 14:11:22

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Pages

S.22-36

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Content

"In a new article published in Journal of Documentation, 2002, I claim that the special competency of information specialists and information scientists are related to "domain analysis." Information science grew out of special librarianship and documentation (cf. Williams, 1997), and implicit in its tradition has in my opinion been a focus an subject knowledge. Although domain analysis has earlier been introduced in JASIST (Hjoerland & Albrechtsen, 1995), the new article introduces 11 Specific approaches to domain analysis, which I Claim together define the Specific competencies of information specialists. The approaches are (I) Producing and evaluating literature guides and subject gateways, (2) Producing and evaluating special classifications and thesauri, (3) Research an and competencies in indexing and retrieving information specialties, (4) Knowledge about empirical user studies in subject areas, (5) Producing and interpreting bibliometrical studies, (6) Historical studies of information structures and Services in domains, (7) Studies of documents and genres in knowledge domains, (8) Epistemological and critical studies of different paradigms, assumptions, and interests in domains, (9) Knowledge about terminological studies, LSP (Languages for Special Purposes), and discourse analysis in knowledge fields, (10) Knowledge about and studies of structures and institutions in scientific and professional communication in a domain, (11) Knowledge about methods and results from domain analytic studies about professional cognition, knowledge representation in computer science and artificial intelligence. By bringing these approaches together, the paper advocates a view which may have been implicit in previous literature but which has not before been Set out systematically. The approaches presented here are neither exhaustive nor mutually exhaustve, but an attempt is made to present the state of the art. Specific examples and selective reviews of literature are provided, and the strength and drawback of each of these approaches are being discussed. It is my Claim that the information specialist who has worked with these 1 1 approaches in a given domain (e.g., music, sociology, or chemistry) has a special expertise that should not be mixed up with the kind of expertise taught at universities in corresponding subjects. Some of these 11 approaches are today well-known in schools of LIS. Bibliometrics is an example, Other approaches are new and represent a view of what should be introduced in the training of information professionals. First and foremost does the article advocates the view that these 1 1 approaches should be seen as supplementary. That the Professional identity is best maintained if Chose methods are applied to the same examples (same domain). Somebody would perhaps feel that this would make the education of information professionals too narrow. The Counter argument is that you can only understand and use these methods properly in a new domain, if you already have a deep knowledge of the Specific information problems in at least orte domain. It is a dangerous illusion to believe that one becomes more competent to work in any field if orte does not know anything about any domain. The special challenge in our science is to provide general background for use in Specific fields. This is what domain analysis is developed for. Study programs that allow the students to specialize and to work independent in the selected field (such as, for example, the Curriculum at the Royal School of LIS in Denmark) should fit well with the intentions in domain analysis. In this connection it should be emphasized that the 11 approaches are presented as general approaches that may be used in about any domain whatsoever. They should, however, be seen in connection. If this is not the case, then their relative strengths and weaknesses cannot be evaluated. The approaches do not have the same status. Some (e.g., empirical user studies) are dependent an others (e.g., epistemological studies).

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Date

17. 3.2011 19:22:55

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Abstract

This paper takes a second look at three prevailing main themes in knowledge organization: i) the academic disciplines as the main structural principle; ii) the fiction/non-fiction distinction; and iii) the appropriate unit of analysis in online retrieval systems. The history and origin of bibliographic classification [Dewey, Bliss, Mills, Beghtol] are discussed from the perspective of pragmatist philosophy and social studies of science [Kuhn, Merton, Reich]. Choices of structural principles in different schemes are found to rely on more or less implicit philosophical foundations, ranging from rationalism to pragmatism. It is further shown how the increasing application of faceted structures as basic structural principles in universal classification schemes [DDC, UDC] impose rationalistic principles and structures for knowledge organization which are not in alignment with the development of knowledge in the covered disciplines. Further evidence of rationalism in knowledge organization is the fiction/non-fiction distinction, excluding the important role of artistic resources for, in particular, humanistic research. Finally, for the analysis of appropriate bibliographic unit, it is argued that there is a need to shift towards a semiotic approach, founded on an understanding of intertextuality, rather than applying standard principles of hierarchical decomposition of documents. It is concluded that a change in classification research is needed, founded on a more historical and social understanding of knowledge

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Source

Context: nature, impact and role. 5th International Conference an Conceptions of Library and Information Sciences, CoLIS 2005 Glasgow, UK, June 2005. Ed. by F. Crestani u. I. Ruthven

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Abstract

The study on information science (IS) by Bates (2007) is an important contribution to the literature on browsing in IS. It is explicitly based on "behavioural science." I use this article as the point of departure for demonstrating how more social and interpretative understandings may provide fruitful improvements for research in information seeking, browsing, and related phenomena. It is part of my ongoing publication of articles about philosophical issues in IS and it is intended to be accompanied by analyses of other examples of contributions to core issues in IS. Although it is mainly formulated as a discussion based on a specific paper, it should be seen as part of a general discussion of the philosophical foundation of IS and as support for the emerging social paradigm in this field. The article argues that human browsing should not be conceptualized primarily in biological terms and should not be understood as random exploratory processes, but rather it should be seen as a kind of orienting strategy governed by people's metatheories or "paradigms." Information professionals should know how different metatheories are distributed in the information ecology and, thus, be able to help people developing fruitful browsing strategies.

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Date

22. 2.2013 11:49:13

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Source

Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik

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Date

18.11.2023 13:47:22