Information vs. knowledge: the role of intranets in knowledge management

Abstract

Knowledge has widely been acknowledged as one of the most important factors for corporate competitiveness, and we have witnessed an explosion of IS/IT solutions claiming to provide support for knowledge management (KM). A relevant question to ask, though, is how systems and technology intended for information such as the intranet can be able to assist in the managing of knowledge. To understand this, we must examine the relationship between information and knowledge. Building on Polanyi's theories, I argue that all knowledge is tacit, and what can be articulated and made tangible outside the human mind is merely information. However, information and knowledge affect one another. By adopting a multi-perspective of the intranet where information, awareness, and communication are all considered, this interaction can best be supported and the intranet can become a useful and people-inclusive KM environment.

Textual representations and knowledge support-systems in research intensive networks

“…In knowledge management there are almost as many definitions of knowledge as there are practitioners, to say nothing of arguments about relationships between data, information and knowledge (e.g. Land 2009;Stenmark 2002). Here we adopt Karl R. Popper's (1972) concept that 'knowledge is solutions to problems'-or at least claims towards solutions.…”

“…Finally, the many challenges outlined are exacerbated by the fact that even professional knowledge managers-an emergent professional domain that could well do much to mediate paradigmatic differencescannot agree on what it is they are supposed to be managing (Land 2009;Stenmark 2002;Wilson 2002).…”

Social Networking Tools for Knowledge-Based Action Groups

“…What "knowledge" and "information" mean in the organizational knowledge management discipline is contentious [46][47][48]. Here we adopt Karl Popper's [49] definition that knowledge is "solutions to problems", where the knowledge may be contained in thoughts, in speech, written on paper, or embodied in the structure of an artifact.…”

Towards an Understanding of Educational Indicators

“…Further, while information and knowledge differ, they are linked for the reason that the symbols we use for communication can be pre-arranged as information. Stenmark (2002) observed, 'Information ... requires knowledge to be created and to be understood' (p. 6). The fact that indicators and the documents that they are presented in are useful does not signify that indicators are knowledge.…”