Information in the knowledge acquisition process

Bosančić, Boris

doi:10.1108/jd-10-2015-0122

Cited by 24 publications

(18 citation statements)

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“…Historically, the most discussed epistemic framework in information science is the pyramid of data, information, knowledge and wisdom, but the verisimilitude and usefulness of this framework is questionable when it comes human knowing (Ma, ). In light of these shortcomings, some have sought to revise the pyramid (e.g., Bosancic, ).…”

Section: Understanding and Information Constellationsmentioning

confidence: 99%

Art and everyday information behavior: Sources of understanding

Gorichanaz

2018

Proc. Assoc. Info. Sci. Tech.

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In our efforts to design an ethical information future, we must develop a deeper understanding of the information phenomena in everyday lived experience. Based on work in cultural theory and philosophy, art seems to present an illuminating domain for the study of everyday life. This paper presents findings from an exploratory, phenomenology‐of‐practice study of the information behavior of artists. These findings serve as an entryway to information phenomena that have largely gone unexplored in information behavior. The study builds on the literature of everyday information behavior and artists' information behavior, and it draws on a nascent information behavior theory that recognizes understanding as an epistemic aim and conceptualizes understanding as an information constellation. In this study, seven local artists documented their process creating self‐portraits, and semi‐structured follow‐up interviews were conducted. This paper reports on the findings from four of these artists, demonstrating how memories, the lived environment, profound experiences, and online browsing were informative and contributed to the artists' understandings. It closes by discussing the meaning of these findings for the future of information science, suggesting that the information employed by artists might be recognized and appreciated more widely throughout society.

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Section: Understanding and Information Constellationsmentioning

confidence: 99%

Art and everyday information behavior: Sources of understanding

Gorichanaz

2018

Proc. Assoc. Info. Sci. Tech.

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“…The identity and reputation of the field might be strengthened if it were to settle on a single name. In LIS, a theoretical distinction is often made between "information" and "knowledge" [153], but this has been less commonly applied by those in the IO field; indeed, Hjørland rejects the claim for a theoretical distinction between IO and KO [154].…”

Section: Prospects For Io As a Field Of Studymentioning

confidence: 99%

The terminological and disciplinary origins of information and knowledge organization

Hider¹

2018

EFI

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The intellectual origins of information organization (IO) as a field of study are examined by tracing the use of the terms, "information organization", "knowledge organization", "bibliographic control", and their variants, and by surveying the educational texts dealing with the various component activities of IO, along with reports and discussions of corresponding curricula, across the twentieth century. Analysis reveals that the notion of a single, composite field covering cataloguing, classification, indexing and the other IO activities, only became established in the late twentieth century, mirroring the broadening of the Library and Information Science curriculum toward that advocated by the "iSchool" movement. Prior to this, three phases of curriculum development are identified: the teaching of cataloguing and classification as distinct fields in the initial decades of Library Science education; these two activities then being taught as the combined field of "cat and class"; and, a growing coverage of other activities of "bibliographic control" from the 1960s onwards, such as those emphasizing the "subject approach" to IO. This last phase can be seen as a precursor to the establishment of IO as a generic field of study. The validity and prospects of the field are discussed in light of the historical account. composite field through the period can thus be gauged; the way the field is conceived will affect the design of the curriculum in which it is taught. As well as "information organization" and its variants, the terms, "knowledge organization", "bibliographic control" and "bibliographic organization", and their respective variants (both in word form and spelling), are considered. Second, the coverage, as well as the terminology, of key educational texts pertaining to the main component activities of IO, published across the last century, is examined. These works provide an indication of how different elements of IO featured in the curriculum: as textbooks and other teaching resources, they likely represent popular ways of thinking about these elements, and tend to cover what are considered, at least by the authors, as discrete "fields". Third, reports of surveys, and contemporary discussions, of curricula and syllabi of relevant programs offered since the late nineteenth century, are compared to the findings from the survey of educational texts. A summary of the etymological analysis is first presented to confirm the relative newness of the concept of the broad field as covered by Taylor's book. The story of how this conceptualization was arrived at is then related, chronologically, through the survey of educational texts and curricular commentaries. 2.1 Etymological Analysis A systematic search was conducted on the bibliographic databases, Library and Information Science Abstracts and Library (LISA) and Library, Information Science & Technology Abstracts (LISTA), the author's University Library's discovery tool, Primo, and OCLC WorldCat. All available content was searched, which, in the case of LISA, LIST...

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“…Na osnovi takvih razmatranja M. Alavi i D. E. Leidner (2001, 109) zaključuju da se informacija pretvara u znanje kad se procesuira u ljudskom umu, a znanje u informaciju kad se artikulira i predstavlja u obliku teksta, slike i sl. Ključna je implikacija tog vidjeti u Bosančić (2016 tumačenja da pojedinci koji žele imati jednako razumijevanje određenih podataka i informacija moraju dijeliti i odgovarajuću bazu znanja. Isto tako sustavi informacijske tehnologije koji bi podržavali pretvorbu navedenih pojmova ne bi morali biti značajno različiti od već postojećih.…”

Section: Dikw-model Kao Simbol Procesa Stjecanja Znanjaunclassified

“…Ipak, valja voditi računa o tome da se u slučaju DIKW-hijerarhije prije svega radi o prikazu, a posredno i simbolu i metafori, koju je moguće, prema potrebi, izmijeniti kako bi ispunila svoju svrhu -u našem slučaju predstaviti proces stjecanja znanja i čovjeka i računala. Jedan takav pokušaj nedavno je predstavljen u radu Information in Libellarium, IX, 1 (2016): 31 -58 knowledge acquisition process (Bosančić 2016). U njemu se DIKW-piramida zamjenjuje DIKW-stablom, koje nakon metaforičke elaboracije zadobiva novo ime -stablo znanja.…”

Section: Dikw-model Kao Simbol Procesa Stjecanja Znanjaunclassified

“…level of abstraction) kao temeljnu metodu filozofije informacije, kojom se stvarnost može na taj način 'dohvatiti'. 17 Neke naznake ovog problema spominju se i u radu Information in the knowledge acquisition process (Bosančić 2016). Ukratko, u kontekstu Shannonove teorije informacije podaci znanstvenih Libellarium, IX, 1 (2016): 31 -58 4.…”

Section: Dikw-model Kao Simbol Procesa Stjecanja Znanjaunclassified

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Proces stjecanja znanja kao problem informacijskih znanosti

Bosančić

2016

libellarium

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Kroz perspektivu osobitoga, problemskog stajališta, u radu je dan osvrt na nekoliko problema informacijskih znanosti koji se eksplicite spominju u literaturi. Riječ je o problemima informacijske eksplozije i informacijske poplave te poplave podataka, zatim informacijskog pretraživanja i relevantnosti informacija te, na koncu, problemu znanstvene komunikacije. Svrha je rada obrazložiti zašto se i način stjecanja znanja, implementiran odgovarajućim procesom, može smatrati problemom informacijskih znanosti. U skladu s tim, postojeća teorijska osnova u okviru same informacijske znanosti-DIKW-hijerarhija-utemeljena na njezinim ključnim pojmovima-podatku, informaciji, znanju i mudrosti, u radu se prepoznaje kao simbolički prikaz i teorijsko utemeljenje procesa stjecanja znanja. Štoviše, čini se da je veza između DIKWhijerarhije i procesa stjecanja znanja od ključne važnosti za čvršće utemeljenje informacijske znanosti u 'tijelu' sveukupnog ljudskog znanja. Nadalje, dan je osvrt na povijest čovjekova i strojnog stjecanja znanja te iznesen prijedlog da DIKW-hijerarhija zauzme mjesto simbola općeg načina stjecanja znanja, koji bi se u jednakoj mjeri mogao odnositi na čovjekovo i strojno stjecanje znanja. Za ostvarenje tog cilja, temeljem iznesenih kritika, nužno je izmijeniti postojeći koncept DIKW-hijerarhije. Odgovarajuća izmjena koncepta DIKW-hijerarhije (od kojih je jedna u radu i spomenuta) mogla bi imati za posljedicu znatno čvršće teorijsko utemeljenje procesa stjecanja znanja, kao i informacijske znanosti u cjelini.

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Information in the knowledge acquisition process

Cited by 24 publications

References 50 publications

Art and everyday information behavior: Sources of understanding

Art and everyday information behavior: Sources of understanding

The terminological and disciplinary origins of information and knowledge organization

Proces stjecanja znanja kao problem informacijskih znanosti

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