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Footnote

Rez. in: Journal of documentation 48(1992) S.98-99 (P. Brown); Knowledge organization 20(1993) no.2, S.106-107 (dt.), no.3, S.172-173 (engl.) (R. Kuhlen)

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Content

The individual and hypermedia; human-computer interaction - hypertext - multimedia - the group and groupware; group and groupware principles - groupware applications; the organization and networks; the organization - networks and their applications; organizational case studies

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Abstract

Presents a study on hypertext examining the cognitive styles and spatial ability of users; the complexity of tasks; and the strucutre of information organization and the visualization of the structure. Future work on hypertext usability should emphasize task taxonomies along with longitudinal and ethnographic studies for a deep understanding of the interactions between users and hypertext

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Source

International journal of information management. 11(1991) no.1, S.14-22

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Source

Knowledge organization. 21(1994) no.2, S.88-93

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Source

Knowledge organization. 24(1997) no.3, S.154-162

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Abstract

Draws together research from a variety of disciplines to consider why and how information technology is qualitatively different from older technologies of information, and why this promotes changes at both the individual and the social level. Concludes from this analysis that there are 2 diverging directions for organizational and societal development: towards technocracy or towards the learning organization and the learning society. In both there will be roles that could be filled by librarians, but the learning organization's network structure would offer many more opportunities for active intermediary roles, and it is in accord with the social ethic of the library profession. In a technocracy, the librarian might assume the high status role of 'knowledge manager' but be out of touch with the ultimate users of information. Considers the pursuit of professional status by librarians as not being the best way to ensure the continuation of the 'social ethic' according to which librarians are educated. A new model of professionalism is needed along the lines suggested by D.A. Schon for the 'reflective practioner', in which knowledge and expertise are collaboratively developed in the interchange between the professional and the client