Meaning, Selection &amp; Narrative: The Information We See and the Information We Don’t

Ramage, Magnus

doi:10.3390/is4si-2017-03912

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…An underlying narrative that emerged during the series of workshops, and appeared explicitly in the language of later workshops, was that of narrative itself. Narrative may be defined as 'a story that we use to manage and make sense of multiple sources of information' [30], and the workshops were increasingly seen as forums for developing the narratives to use when discussing information. Furthermore, and self-referentially, the narratives of information themselves incorporated concepts of narrative.…”

Section: Dialogue and Narrativementioning

confidence: 99%

“…Information can only ever be provisional [63] because it is impossible to know, with complete certainty for all time, whether something is true, and, according to Floridi's veridicality thesis of information [4], information has to be true otherwise it is not information. Similarly, context affects truth-value [65]-truth is a moving target [69], and 'what seems to be an uncontested fact to one person might not even be noticed as a piece of information by another' [30].…”

Section: Information Is Provisionalmentioning

confidence: 99%

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When ‘The Difference That Makes a Difference’ Makes a Difference: A Bottom-Up Approach to the Study of Information

Chapman

Ramage

2021

Information

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The concept of information is foundational to many disciplines yet also problematic and contested. This article contributes to the understanding of information through discussion of the findings of the interdisciplinary Difference That Makes a Difference (DTMD) project. DTMD used international conferences and workshops to bring together individuals from a wide range of disciplines to share how their field understands information, to engage in interdisciplinary conversations, and to contribute to edited publications. A simple answer to the question ‘what is information?’ is not forthcoming, but, it is argued, should no more be expected than would be an answer to ‘what is matter?’. Nevertheless, through exploration of the areas of consensus that emerged from the bottom-up process of interdisciplinary dialogue, this paper offers ten assertions about the nature of information narratives for further debate. The assertions range from ‘information requires a body’, through ‘information always has meaning’ and ‘information cannot be stored or communicated’ to ‘information is always shaped by power, authority and hierarchy’. This article finishes by illustrating and testing the assertions against an information case study of a team of medical experts disseminating information to the general public about the COVID-19 virus.

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Section: Dialogue and Narrativementioning

confidence: 99%

Section: Information Is Provisionalmentioning

confidence: 99%

When ‘The Difference That Makes a Difference’ Makes a Difference: A Bottom-Up Approach to the Study of Information

Chapman

Ramage

2021

Information

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“…economics, it is far more common to see qualitative theory using models and frameworks constructed to explain contexts or relationships. There is an interesting connection with the emphasis on telling the stories to influence policy rather than presenting quantitative data (Ramage, 2017). This relates to our next anticipated characteristic of theory: "it will comprise either conceptual frameworks for understanding or process models".…”

Section: Kinds Of Theorymentioning

confidence: 99%

Open Access in Theory and Practice

Pinfield¹,

Wakeling²,

Bawden³

et al. 2020

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Open Access in Theory and Practice investigates the theory-practice relationship in the domain of open access publication and dissemination of research outputs. Drawing on detailed analysis of the literature and current practice in OA, as well as data collected in detailed interviews with practitioners, policymakers, and researchers, the book discusses what constitutes "theory", and how the role of theory is perceived by both theorists and practitioners. Exploring the ways theory and practice have interacted in the development of OA, the authors discuss what this reveals about the nature of the OA phenomenon itself and the theory-practice relationship. Open Access in Theory and Practice contributes to a better understanding of OA and, as such, should be of great interest to academics, researchers, and students working in the fields of information science, publishing studies, science communication, higher education policy, business, and economics. The book also makes an important contribution to the debate of the relationship between theory and practice in information science, and more widely across different fields of the social sciences and humanities.

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Elizabethan Parliamentary Oratory

Mack¹

2001

Huntington Library Quarterly

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--------------------P E T E R MACK P arliament was the highest public arena of debate in Elizabethan England. In Parliament gentlemen from the shires could hear the greatest officials of state explain their policies and legislative projects, sometimes in the face of critical arguments and counterproposals. Persuasion, explanation, and argument are the province of rhetoric, the main component of Tudor grammar school education. Parliamentary oratory thus enables us to examine the impact of humanist rhetorical training in practice. At the same time, rhetorical theory can help us understand the effect of individual speeches as well as the broader import of parliamentary discourse.Much of the Tudor grammar school curriculum was given over to studies and composition exercises connected with rhetoric. Boys learned to write commonplaces, themes, and theses. They were trained to analyze the rhetorical impact of texts, to collect pithy sayings for reuse in their own compositions, to amplify and abbreviate, to recognize and use tropes and figures of speech, and to adjust the subject matter and tone of letters to suit their correspondents. (London, 1612). These matters are discussed in more detail in my forthcoming book, Elizabethan Rhetoric (Cambridge, 2002 Many of the formal features of parliamentary speeches can be connected with rhetorical training. Long speeches draw on rhetorical doctrines (for example, about the organization of a speech and the contents of an introduction) as well as dialectical principles. Short deb~ting speeches, on the other hand, take their form entirely from dialectic and closely resemble interventions in university disputations. While the restrained style predominates in both kinds of speech, all the speakers employ amplification-adding detail or impressive language for emphasis-to mark important passages and to drive home arguments. Some speakers, especially later in the reign, cultivate a more elevated style throughout. Historical examples play a crucial role in longer speeches, with government speakers developing the contrast between Elizabeth's government and her inheritance from Mary, while other orators cite biblical and classical histories. Proverbs and moral sentences are very prominent in all types of speeches. Many arguments are also elaborated with commonplaces and lively descriptions. Several speakers use rhetorical principles to elaborate an individual ethos, or a persona, as a means of persuasion.A rhetorical approach may also enable us to rethink some questions about the political function of the Elizabethan Parliament and in particular about the significance of opposition to the Privy Council line. Since the 198os, revisionist historians have questioned the importance of Parliament, arguing that the House of Commons was essentially powerless because the queen could always reject legislation of which she disapproved. Sir Geoffrey Elton took the view that most parliamentary speech was "empty words," devoid of impact on policy or legislation. Where Sir John Neale had overemphasize...

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Meaning, Selection & Narrative: The Information We See and the Information We Don’t

Cited by 3 publications

References 11 publications

When ‘The Difference That Makes a Difference’ Makes a Difference: A Bottom-Up Approach to the Study of Information

When ‘The Difference That Makes a Difference’ Makes a Difference: A Bottom-Up Approach to the Study of Information

Open Access in Theory and Practice

Elizabethan Parliamentary Oratory

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