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Hjoerland, B.: Information seeking and subject representation : an activity-theoretical approach to information science (1997)
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- Classification
- Z695.H694 1997
- LCC
- Z695.H694 1997
- Year
- 1997
-
Albrechtsen, H.; Hjoerland, B.: Information seeking and knowledge organization : the presentation of a new book (1997)
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- Source
- Knowledge organization. 24(1997) no.3, S.136-144
- Year
- 1997
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Hjoerland, B.; Christensen, F.S.: Work tasks and socio-cognitive relevance : a specific example (2002)
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- Date
- 21. 7.2006 14:11:22
-
Hjoerland, B.: Theories of knowledge organization - theories of knowledge (2017)
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- Pages
- S.22-36
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Hjoerland, B.: ¬The importance of theories of knowledge : indexing and information retrieval as an example (2011)
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- Date
- 17. 3.2011 19:22:55
-
Hjoerland, B.: User-based and cognitive approaches to knowledge organization : a theoretical analysis of the research literature (2013)
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- Date
- 22. 2.2013 11:49:13
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Hjoerland, B.: Classical databases and knowledge organisation : a case for Boolean retrieval and human decision-making during search (2014)
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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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Hjoerland, B.: Table of contents (ToC) (2022)
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- Date
- 18.11.2023 13:47:22
-
Hjoerland, B.: ¬The special competency of information specialists (2002)
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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).
-
Hjoerland, B.: ¬The controversy over the concept of information : a rejoinder to Professor Bates (2009)
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- Date
- 22. 3.2009 18:13:27
