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Classification

323.44/5 22 (GBV;LoC)

DDC

323.44/5 22 (GBV;LoC)

Footnote

Rez. in: JASIST 58(2007) no.2, S.302 (L.A. Ennis):"This is an important and timely anthology of articles "on the normative issues surrounding information control" (p. 11). Using an interdisciplinary approach, Moore's work takes a broad look at the relatively new field of information ethics. Covering a variety of disciplines including applied ethics, intellectual property, privacy, free speech, and more, the book provides information professionals of all kinds with a valuable and thought-provoking resource. Information Ethics is divided into five parts and twenty chapters or articles. At the end of each of the five parts, the editor has included a few "discussion cases," which allows the users to apply what they just read to potential real life examples. Part I, "An Ethical Framework for Analysis," provides readers with an introduction to reasoning and ethics. This complex and philosophical section of the book contains five articles and four discussion cases. All five of the articles are really thought provoking and challenging writings on morality. For instance, in the first article, "Introduction to Moral Reasoning," Tom Regan examines how not to answer a moral question. For example, he thinks using what the majority believes as a means of determining what is and is not moral is flawed. "The Metaphysics of Morals" by Immanuel Kant looks at the reasons behind actions. According to Kant, to be moral one has to do the right thing for the right reasons. By including materials that force the reader to think more broadly and deeply about what is right and wrong, Moore has provided an important foundation and backdrop for the rest of the book. Part II, "Intellectual Property: Moral and Legal Concerns," contains five articles and three discussion cases for tackling issues like ownership, patents, copyright, and biopiracy. This section takes a probing look at intellectual and intangible property from a variety of viewpoints. For instance, in "Intellectual Property is Still Property," Judge Frank Easterbrook argues that intellectual property is no different than physical property and should not be treated any differently by law. Tom Palmer's article, "Are Patents and Copyrights Morally Justified," however, uses historical examples to show how intellectual and physical properties differ.

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Footnote

Rez. in: KO 34(2007) no.4, S. 264-265 (L.C. Howarth): "At a time when cataloguing code revision is continuing apace with the consolidation of the International Standard Bibliographic Description (ISBD), the drafting of RDA: Resource Description and Access, and the development of common principles for an international cataloguing code (International Meeting of Experts on an International Cataloguing Code [IME ICC]), the publication of a guide for cataloguing cultural objects is timely and purposeful. Compiling this data content standard on behalf of the Visual Resources Association, the five editors - with oversight from an advisory board - have divided the guide into three parts. Following a brief introduction outlining the purpose, intended audience, and scope and methodology for the publication, Part One, General Guidelines, explains both what the Cataloging Cultural Objects (CCO) guide is "a broad document that includes rules for formatting data, suggestions for required information, controlled vocabulary requirements, and display issues" (p. I) and is not "not a metadata element set per se" (p. 1). Part Two, Elements, is further divided into nine chapters dealing with one or more metadata elements, and describing the relationships between and among each element. Part Three, Authorities, discusses what elements to include in building authority records. A Selected Bibliography, Glossary, and Index, respectively, round out the guide.
As the editors note in their introduction, "Standards that guide data structure, data values, and data content form the basis for a set of tools that can lead to good descriptive cataloging, consistent documentation, shared records, and increased end-user access" (p. xi). The VRA Core Categories, for example, represent a set of metadata elements expressed within an XML structure (data structure). Likewise, the Art Architecture Thesaurus contains sets of terms and relationships, or defined data values. While much effort has been expended on developing both data structures and values, the editors argue, the third leg of the stool, data content, has received less attention. Unlike the library community with its Anglo-American Cataloging Rules [sic though RDA is referenced in the Selected Bibliography], or its archival equivalent, Describing Archives: A Content Standard (DACS), those in the domain of cultural heritage responsible for describing and documenting works of art, architecture, cultural artifacts, and their respective images, have not had the benefit of such data content standards. CCO is intended to address (or redress) that gap, emphasizing the exercise of good judgment and cataloguer discretion over the application of "rigid rules" [p. xii], and building on existing standards. ... Overall, Cataloging Cultural Objects with its attending guidelines for descriptive metadata and authority control for "one-of-a-kind cultural objects" should merit a place among the "well-established" data content standards of the library and archival communities that CCO references with obvious regard."

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Footnote

Rez. in: KO 32(2005) no.4, S.159-160 (G.J.A. Riesthuis): "This thesaurus is a revised edition of: ASIS thesaurus of information science and librarianship, edited by Jessica L. Milstead, 2nd ed. (1998). The change in the title is result of the change of the name of the ASIS (American Society of Information Science) into American Society for Information Science and Technology. Since 2002 the 2nd edition was used by Information Science Abstracts (now Information Science & Technology Abstracts). In the 2nd edition the goal of the thesaurus was formulated as "[include concepts from] information science and librarianship to a depth that will adequately support indexing in those fields with [...] related fields [...] computer science, linguistics and cognitive sciences [...]" (p. vii). The present editors started to update the thesaurus to reflect "the current state of the field and to implement it for indexing the Society's publications for the ASIS&T Digital Library" (p. v). The draft 3rd edition is used to index a great part of the Society's four publications. This means that the 3`1 edition is, more than its predecessors, based on literary warrant as far as this warrant is reflected in ASIS&T publications. The Netherlands have a descriptor, but Romania or Portugal not. The Bliss Bibliographic Classification is mentioned, but the far more often used Russian Library Bibliographical Classification (BBK) is missing. The thesaurus is presented in three parts: 1. An alphabetical listing of all terms. Here one finds the preferred and non-preferred terms with their relations denoted in the customary form (SN, BT, NT, RT, USE and UF). The ordering is word-byword. 2. An hierarchical display of the terms. This display contains the preferred terms only. 3. A permuted display of all terms. Unlike the 2nd edition, this list contains the non-preferred terms too. The thesaurus is like its predecessors a faceted one. There are seven main facets: 1. People and organizations, 2. Actions, events, and processes, 3. Physical objects, 4. Theoretical concepts and influences on information, 5. Information, information delivery formats and channels, 6. Methods of study, 7. Geographic information. The first five facets are subdivided in subfacets, the last have just one subfacet each. In total there arc 18 subfacets, referred to as "top terms" in the language of the thesaurus. This structure is not very different from the structure of the second edition, although the number of subfacets and the terminology has changed. There is one new facet "geographic information" with one subfacet: "countries and regions". In this facet one can see very clearly see that the thesaurus is based on literary warrant: only relatively few countries arc mentioned. The facet "methods of study" is expanded strongly. Under each of the top terms additional concepts are presented in a hierarchical structure. The maximum depth of the hierarchy is nine, although most subfacets have no more than four or five levels. The record for the "bibliometrics" entry shows clearly the changes. The domain and the main structure have not changed, but narrower terms not previously mentioned are added."

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Footnote

Rez. in: JASIST. 58(2007) no.4, S.606-607 (L.E. Harris): "Spanning is not a methodological "how-to"; rather it is a "how-tothink" book, intended for academicians and practitioners, on developing useful theory. Each chapter opens with a brief scenario, generally derived from Crowley's extensive personal experience as a librarian, university professor, and consultant, exemplifying the theme for that chapter. In chapter one, "Theorizing for Diverging Contexts: Why Research Results and Theory Development are So Little Used Outside the Campus," Crowley describes a doctoral candidate's experience in presenting her research at a national conference of working professionals. When the presentation is negatively received, the student's mentor rationalized the response by stating, "You have to remember, most of the people in the audience only have a master's degree" (p. 2). From this example, a cogent argument is distilled on how pervasive the theorypractice divide is in various academic domains, such as business, law, sociology, and LIS. What is useful research and theory for academicians seeking career and professional advancement does not translate into for practitioners engaged in specific institutional/organizational environments. Cultural pragmatism is introduced as an aid to researchers in both camps for its inclusion of context specificity and the need for testing a theory's usefulness through continually analyzed experience. Herein, the structural foundation for the bridge is constructed in the section on communication. The development of an interlanguage between academicians and practitioners will minimize incommensurability, "the perceived inability of humans to communicate effectively with one another due to a lack of common standards for meaning and other shared foundations" (p. 15). In this vein, Crowley presents five maxims, based on the works of John Stuart Mill, for developing useful, real world theory. The chapter ends, as do several others, addressing the divide specifically in the LIS domain. One of the most thought-provoking chapters is "Developing a Research Philosophy," which includes sections on inductive reasoning, how people really think, and a discussion of the battle between intellectual formations and internalized models. As a teacher of experienced and/or mature students in an LIS program, I instantly recognized the description of a reoccurring classroom event: what happens when introducing theory or research results that contradict students' experiences, and therefore, their internalized models of "how things really work in the field." Crowley suggests that in seeking a research philosophy, persuasion should not be a primary concern. This simple suggestion encouraged me to reconsider my posture when faced with this classroom issue. However, this chapter may be considered one of the weakest in the book, because of its rather slim treatment of considerations for selecting a useful research philosophy, despite the emphasis on the importance of the concept. Nevertheless, this chapter is foundational to the work presented in the remaining chapters.
In "The Revival of Pragmatism," the distinction between theory (how things work) and paradigm (how we look at the world) forms the basis for the exposition on competing paradigms. From Kuhn's traditional scientific paradigm (empiricism) to classical pragmatism, to the variants of modernism, specifically critical theory and feminism, the ability of cultural pragmatism to bridge the divide is promoted. The twelve core assertions and the role of religious beliefs in the creation of classical pragmatism are surely the stuff of which debates are made. While I was readily able to accept the first ten assertions, the eleventh ("Humans have the most opportunity to develop their capabilities in a democracy.") and twelfth ("Scientific and other knowledge progresses best in a democratic context that encourages freedom of inquiry.") certainly gave me pause (p. 60). Even Crowley admits, later in the text, that these two assertions may not be verifiable and indeed may conflict with the principle of freedom in research. In defining the applicability of cultural pragmatism to bridging the theory-practice gap, Crowley relates John Dewey's desire to rename his Experience and Nature to read Culture and Nature as a tribute to the power of readers' ability to understand the meaning of culture versus experience. Drawing on the work of Charles Sanders Peirce, cultural pragmatism treats "truth" as agreed-upon opinion, which is therefore continually tested and revised. The concepts of interlanguage and incommensurability are revisited, as they apply to the need to transcend cultural norms and create cross-cultural understandings. The increased complexity of modern work, partially related to the pervasiveness of technology, is established as an obvious factor. As a result, the validity and reliability of generalizing in a global environment is called into question. Cultural pragmatism does not demand an adherence to an objective reality. "For pragmatism, cultural complexity can be an intellectual positive, offering a seemingly endless source of remarkably interesting research questions" (p. 82). This chapter is highly recommended for LIS professionals interested in a brief yet coherent overview of the prevailing paradigms discussed and utilized in the field, as well as those who like to stir up lively discussions. A description of how the Maryland Division of Library Developments improved reference service by turning tacit knowledge into explicit knowledge opens the next chapter, "Tacit Knowledge: Bridging the Theory-Practice Divide." This example illustrates concretely the impact of an interlanguage on communication effectiveness within a library setting and as part of a research project. The role of time in the transformation of tacit into explicit knowledge, however, is apparent yet not fully explored. In this chapter, Crowley directly addresses the "how-to-think" issues and the role of a research philosophy as structural components of the bridge. Tacit knowledge becomes an integral component which researchers must recognize if they are to construct useful research and theory. The discussion of Georg Simmel's stranger as an analytical tool, however, seemed out of place.