Epistemology, epistemic belief, personal epistemology, and epistemics: A review of concepts as they impact information behavior research

Abstract

A review of a range of epistemic concepts that are commonly researched was conducted with reference to conventional epistemology and with reference to foundational approaches to justification. These were assessed in relation to previous research undertaken linking information behavior and experience with paradigm, metatheory, and discourse. This research assesses how the epistemic concept is treated, both within information science and within disciplines that have affinities to the topics or agents that have been the subject of inquiry within the field. An attempt is made to clarify the types of connections that are associated with the epistemic concept and to provide a clearer view of how research focused on information behavior might consider the questions underpinning assumptions relating to knowledge and knowing. The symbiotic connection between epistemics and information science is advanced as a suitably nuanced conception of socially organized knowledge from which to define the appropriate level at which knowledge claims can be usefully advanced. It is proposed that fostering a better understanding of epistemics as a research practice might also provide for the development of a range of insights and methods that reflect the dynamic context within which the study of information behavior and information experience is located.

Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments

“…Epistemological orientations encompass an individual's beliefs and perspectives regarding the origin and acquisition of knowledge, and they have been extensively investigated in empirical studies [47][48][49][50]. The literature reveals a strong correlation between teachers' epistemological beliefs and their implementation practices in various disciplines [51][52][53]. Foundational principles for establishing knowledge-generation learning environments through an epistemological lens include orientations towards a rapidly evolving knowledge system, a dynamic curriculum that prioritizes student engagement, and the acquisition of subjective knowledge by connecting existing and new information derived from direct experiences [54,55].…”

Critical thinking, epistemological beliefs, and the science-pseudoscience distinction among teachers

“…Epistemological beliefs reflect an individual's beliefs about the nature of knowledge and knowing (Hofer, 2001;Schommer-Aikins, 1990). As an ephemeral concept, epistemological beliefs describe how knowledge is defined, how it is structured and evaluated, where it is located, and how it is known (Adak & Bakır, 2017;Kelly, 2021). They have been of particular interest to psychologists and educators since it was believed that epistemological beliefs were necessary for the production of knowledge (Liang & Tsai, 2010).…”