Information and contemplation: a call for reflection and action

Abstract

PurposeAmericans increasingly feel a sense of wonder at the universe; meditation and yoga are on the rise; and a field known as Contemplative Studies has emerged. These indicators, among others, suggest a groundswell of interest in contemplative practice and contemplative experience and raise intriguing questions for information and Information Studies. Against this backdrop, this paper asks: How might Information Studies contribute to these developments? What is the relationship between information and contemplation? What can be explored on this research frontier?Design/methodology/approachThis conceptual paper is based upon a synthesis of recent writings from the field of Contemplative Studies as well as conceptual analysis of selected papers and themes in Information Studies. It draws from discussion that occurred at a Session for Interaction and Engagement at the 2018 iConference, entitled “Contemplating Information in the Pleasurable and the Profound” (Latham et al., 2018). The authors' creative thinking and personal contemplative practices also infuse and fortify the work.FindingsPopular and academic contemplative movements are afoot, and Information Studies has an opportunity to participate or be left behind. The field of Contemplative Studies has established the foundational concepts that can serve as contextual material for information research into contemplation. Upon closer inspection, Information Studies has already broached the topic of contemplation at various points in its history, theory, institutional practices, and information behavior research. The conceptual points of departure for a research frontier are articulated.Originality/valueBeyond data, information, and knowledge are deeper and more profound aims, such as wisdom, which is related to contemplation. This paper supplies a rationale, scholarly community, conceptual resources, historical precedents, and guiding questions for bridging information and contemplation.

Contemplative Inquiry

“…Potential future avenues to extend CI within information science include investigation of questions such as those posed by Latham, Hartel, and Gorichanaz (2020):…”

“…Information science has broached the subject of contemplation at various points in its history, theory, methodology, information behaviour research, and institutional practices (Latham, Hartel & Gorichanaz 2020). From the Latin contemplatio ('to look at,' 'to observe') and related to the Greek theoria, contemplation has within a broad comparative framework and pluralistic context some rough correspondence to contemplative practice and/or meditation (Komjathy 2018).…”

Holistic information research: From rhetoric to paradigm

“…There is a third rhetorical role for holistic , which is to embellish arguments for greater attention to mindfulness, contemplation, and spirituality. For example, Latham, Hartel, and Gorichanaz (2020) describe a “holistic IS” that, in addition to examining people's information practices, is also “ transformative ,” attendant to “spiritual growth, rich identity formation, and deep self‐understanding” (p. 10, emphasis original). Going further, Block and Proctor (2020) draw on The Yoga Sutras of Patañjali and servant leadership to articulate a “new philosophical model of librarian‐patron interaction,” which they name “holistic advocacy” (p. 550).…”

Finding Sanctuary and Strength in the LIS Classroom

“…The panel presenters (Jenna Hartel, Kiersten Latham, Beck Tench, Hailey Siracky, and Roger Chabot) and moderator (Hugh Samson) are LIS educators and researchers with more than 50 combined years of teaching and research experience. For the past decade, we have been exploring contemplative pedagogy (Hartel et al, 2017a;Hartel et al, 2017b;Browning et al, 2018;Lenstra & Latham, 2019;Kinane et al, 2019;Hartel, in press) and its research-oriented counterpart contemplative inquiry in both scholarly (Latham et al, 2020;Gorichanaz & Latham, 2019;Samson, 2021) and personal contexts (Siracky, 2013;Chabot, 2019). In the spirit of contemplative pedagogy, this panel will unfold principally through storytelling and embodied learning (Christensen, 2004).…”