ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;That's Not the Way I Was Taught Science at School!&quot; How Preservice Primary Teachers in Abu Dhabi, United Arab Emirates Are Affected by Their Own Schooling Experiences
Author: Dickson, M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Teacher Education,Educational Experience,Preservice Teachers,Learning Experience,Foreign Countries,Role Models,Teaching Methods,Educational Change,Comparative Analysis,Student Attitudes,Elementary School Students,Undergraduate Students,Questionnaires

Government schools in Abu Dhabi, as part of widescale educational reforms undertaken in the whole of the United Arab Emirates (UAE), have undergone significant change since 2007 across cycles and across subjects including science. Science had been taught historically in the UAE using fairly traditional &quot;chalk and talk&quot;, teacher-centered approaches. Nowadays, schools under Abu Dhabi Educational Council (ADEC) favour a modern approach towards teaching science, with new teachers being required to be proficient in teaching science skills such as inquiry-based learning in order to implement the curriculum effectively. However, there is a wide body of literature research to suggest that pre-service teachers hold beliefs about science education embedded from their own experience prior to their teacher-training, particularly from their own schooling experience, which can be difficult to overturn. In a didactic schooling system, Emirati pre-service teachers may have had few role models of the kind of teacher they will be required to be when they take up a post with ADEC upon graduation. We explored the schooling experiences of the first and fourth year pre-service teachers in our training college, comparing their teaching and learning experiences for differences due to the reforms in the UAE, and explored the ways in which these experiences may influence kind of science teacher they will become.
Documents, Dialogue and the Emergence of Tertiary Orality
Author: Turner, Deborah
Date: 2013-09-00
Type: Journal Articles
Subjects: Library Materials,Information Science,Oral History,Electronic Publishing,Video Technology,Journal Writing,Dialogs (Language),Diaries,Technology Uses in Education,Information Sources

Introduction: This investigation opens with a description of why studying non-traditional, oral documents can inform efforts to extend traditional library and information science practices, of description, storage, and retrieval, to artefacts made available through emerging media. Method: This study extends the method used to identify a document, by determining whether an artefact incorporates one or more properties of documents, to identify how a document can incorporate a dialogue. Analysis: One type of oral document, a managerial decree, a video blog, and an oral history, made up each of three cases. Analysis of one property that each document incorporates facilitates an explication of how dialogue contributes to evidence of that property emerges. Results are also analysed across cases. Results: Analysis reveals that dialogue contributes to a property of document in each of the three cases examined. Results lead to discussions regarding the extension of library and information science practices to information that becomes available in non-traditional media; formal and informal information sources; the information life cycle; oral information and context; and, the ideas of oral information literacy and tertiary orality. Conclusions: The author recommends future research to (1) determine whether the way in which dialogue occurs in the data analysed proves exemplary across other instances of oral information provision; (2) increase understanding of oral information and documents that become available in emerging formats; and (3) determine how to extend library and information science practices to that information. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
From Collections to Connections: Building a Revised Platform for Library and Information Science
Author: Audunson, Ragnar
Date: 2013-09-00
Type: Journal Articles
Subjects: Librarians,Library Role,Relevance (Education),Definitions,Information Science,Expertise,Futures (of Society)

Introduction: The paper discusses the often-repeated assertion that digitization makes libraries and librarians redundant by giving everyone access to the information they need without having to rely upon librarians as information middlemen. Method: Relevant articles both from research literature and from discussions in the public sphere preoccupied with the relationship between digitization and librarianship are summarised and discussed. Analysis: The essence of librarianship is discussed and we propose the following generic definition: librarians are professionals who, on the basis of organized collections of documents, initiate and stimulate social processes related to knowledge sharing, knowledge creation, learning and cultural experiences. The processes represent the mission, the collections the tool. Based on this definition the relevancy of librarianship in a digital world is discussed. Results: We suggest that, based on the generic understanding of librarianship, librarians will still be needed. The social processes implied in the discussion presupposes places in which those processes may unfold and these places might be called libraries. Conclusion: Librarians and libraries are not redundant, but they will have to change in order to stay relevant. One important change is to focus upon the mission instead of the tool. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Different Traditions in the Study of Disciplinarity in Science--Science and Technology Studies, Library and Information Science and Scientometrics
Author: Milojevic, Staša
Date: 2013-09-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Sciences,Technology,Library Services,Information Science,Bibliometrics,Classification,Concept Mapping

Introduction: Disciplinarity and other forms of differentiation in science have long been studied in the fields of science and technology studies, information science and scientometrics. However, it is not obvious whether these fields are building on each other&apos;s findings. Methods: An analysis is made of 609 articles on disciplinarity selected through a combination of automatic and manual methods published from 2000 to 2013. Analysis: Scientometric methods are used to determine how the different fields approach the study of disciplinarity. It seeks to establish how cognitively similar the approaches are, by exploring their use of knowledge base (derived from reference lists) and of the cognitive concepts used in the titles of works. Results: The three fields have very distinct communities of practitioners, but are similar cognitively. The three fields are using as their knowledge base similar authors, although not necessarily the same work by those authors. Both scientometrics and information science draw from the science and technology studies literature, which is not reciprocating. The similarity of terminology indicates that the three fields are studying the same objects, but other indicators suggest that they are actually interested in quite different aspects of those objects. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
&quot;Deep down Things&quot;: In What Ways Is Information Physical, and Why Does It Matter for Information Science?
Author: Bawden, David
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Science,Physical Sciences,Scientific Concepts,Library Science,Information Theory,Literature Reviews

Introduction: Rolf Landauer declared in 1991 that &quot;information is physical&quot;. Since then, information has come to be seen by many physicists as a fundamental component of the physical world; indeed by some as the physical component. This idea is now gaining currency in popular science communication. However, it is often far from clear what exactly this statement means; exactly how is information physical? And why this should matter for information science? The purpose of this paper is to clarify just what is meant by the physical nature of information, and the significance of these considerations for our discipline. Methods: A selective literature review and conceptual analysis, based on literature from both physical science and information science. Results: The prospect of attempting to make links between objective and subjective conceptions of information has been strongly advocated by some authors and doubted by others. The physical nature of information can be understood from three main perspectives: the relation between information and physical entropy; the strongly informational nature of the quantum view of nature; and the possibility of recasting physical laws in informational terms. Conclusions: Based on this analysis, we muse on the relevance of such issues to information science, with particular reference to emergent properties of information. Apart from the added public awareness of the i-word in a very different context from the norm, it may that that there are general laws and principles, or at least useful metaphors and analogies, linking the concept of information in the physical, biological and social domains. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Is Information Still Relevant?
Author: Ma, Lia
Date: 2013-09-00
Type: Journal Articles
Subjects: Relevance (Education),Information Science,Information Science Education,Concept Formation,Data,Evidence,Data Processing,Best Practices,Definitions,Data Analysis

Introduction: The term &quot;information&quot; in information science does not share the characteristics of those of a nomenclature: it does not bear a generally accepted definition and it does not serve as the bases and assumptions for research studies. As the data deluge has arrived, is the concept of information still relevant for information science? Analysis: Three conceptual constructs are examined for exploring how information may be a useful concept in information science discourse: &quot;information as data&quot;, &quot;information as processed data&quot;, and &quot;information as justifiable claims&quot;. Conclusion: Information is relevant if it is understood as justifiable claims that shape and are shaped by the standards, rules, and best practices of data preservation, data curation, and other activities in the flood of data. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Public Libraries as Places for Empowering Women through Autonomous Learning Activities
Author: Yoshida, Yuko
Date: 2013-09-00
Type: Journal Articles
Subjects: Public Libraries,Learning Activities,Active Learning,Empowerment,Womens Education,Womens Studies,Educational Environment,Lifelong Learning,Critical Theory,Independent Study,Library Role,Library Services,Literature Reviews,Citizen Participation,Library Development,Educational History,Cooperative Learning,Gender Issues,Community Action,Foreign Countries

Introduction. The purpose of this research is to investigate the significance of public libraries as educational institutions. The meaning of lifelong learning in public libraries from the perspective of women's autonomous activities is re-examined. Method. The literature of the grassroots library movement and that of the empowerment of women is analysed within the framework of critical theory. The focus is on the history of a specific study group. Results. The research shows public libraries as mechanisms for empowering women and their learning efforts affirm their identities as independent women learners. It also describes how their activities broke the relationship between libraries as providers and citizens as beneficiaries merely enjoying fixed library services. Conclusion. Women's autonomous learning shows the essential value of the public library's function of providing lifelong learning. It validates the existence of public libraries, which have a unique role in society. Public libraries are places where lifelong learning is fully achieved in relation to empowering women. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Socio-Cultural Innovation through and by Public Libraries in Disadvantaged Neighbourhoods in Denmark: Concepts and Practices
Author: Delica, Kristian
Date: 2013-09-00
Type: Journal Articles
Subjects: Public Libraries,Disadvantaged,Disadvantaged Environment,Neighborhoods,Innovation,Library Role,Library Services,Interviews,Qualitative Research,Observation,Workshops,Program Evaluation,Community Programs,Library Development,Case Studies,Community Development,Community Services,Educational Practices,Fundamental Concepts,Foreign Countries

Introduction: Our paper describes three examples of how public libraries in at-risk-neighbourhoods have worked with social innovations in order to develop and strengthen their services for minority groups. The libraries were chosen because they are frontrunners in the field of cultural diversity and social inclusion in Denmark. Method: The analysis relies first and foremost on data collected by the authors during the last decade. The methodological corroboration of the analysis is based on different elements of qualitative data such as interviews with staff, field observations, participation in workshops and evaluations of development projects in public libraries. Analysis: We examine different library services adopting theories of &quot;Innovation Communities&quot; and &quot;Integrated Area Development&quot;, which both represent a locally based approach to conceptual development and social transformation. Results: Conceptual innovations in public libraries are introduced as three different approaches to creating innovative solutions of social problems and mobilizing ideas and resources for cultural and social transformations. Each of them describes a central innovation path and together they illustrate how manifold and different the particular conditions of library services to minority groups are and how slowly conceptual changes and innovation processes took place. As a main result, we present libraries in at-risk-communities as a cultural institution with a social responsibility and suggest a new concept entitled library-based community centres. Conclusion: It seems likely that minority groups in at-risk-communities gain substantially from library-based community centres if centres are based on social needs and the groups are prepared to participate in innovation processes. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Metaphors of Time and Installed Knowledge Organization Systems: Ouroboros, Architectonics, or Lachesis?
Author: Tennis, Joseph T.
Date: 2013-09-00
Type: Journal Articles
Subjects: Organization,Time,Semantics,Information Science,Information Management,Change

Introduction: This paper presents three metaphors of time present in knowledge organization systems. Analysis: These three metaphors the architectonic, ouroboric, and lachesic, can be used as lenses to analyse extant or newly designed knowledge organization systems. Conclusion: A foundational view of evaluating and theorizing about knowledge organization systems must account for change and time in order for us to take a long view of improving knowledge organization and our understanding of knowledge organization systems, and these metaphors might be helpful. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Toward a Critique of the Information Age: Herbert Marcuse&apos;s Contribution to Information Science&apos;s Conceptions
Author: Cibangu, Sylvain K.
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Science,Information Science Education,Information Technology,Relevance (Education),Negative Attitudes,Privacy,Influence of Technology,Technological Advancement,Science and Society,Human Factors Engineering,Social Behavior,Mass Media Effects,Mass Media Role,Behavior Theories

Introduction: Just as we have created them, the new social media technologies have shaped every aspect of our societies. Meanwhile, information science has hardly addressed the ways in which these information technologies have shaped humans, and vice-versa. The major reason is the tendency and pressure to adjust (the needs of) humans to the ever changing (information) digital devices. The second, and perhaps most compelling, reason is the dominance of the cognitive viewpoint in information science, whereby machine user-centeredness becomes the end product of research. It follows that the information age outweighs our reason to the extent that we do not quite know where we are heading nor where humans are centered. Method: This paper proposes Marcuse&apos;s conception of modern technology to bring to light the irrationalities of the information age. The goal is to allow humans to be more thinkers and makers of their own destiny than optimal consumers of new information technologies and mediated interactions. A case illustration and ensuing consequences are provided. Conclusions: Marcuse&apos;s conception allows humans to be more thinkers and makers of their own destiny than optimal consumers of new information technologies and mediated interactions. Marcuse&apos;s conception can serve as a connection point of information science with the field of information and communication technologies for development. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Swapping Settings: Researching Information Literacy in Workplace and in Educational Contexts
Author: Lundh, Anna Hampson
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Literacy,Workplace Literacy,Educational Environment,Context Effect,Literature Reviews,Meta Analysis,Values,Norms,Comparative Analysis,Research Methodology,Research Design,Work Environment,Concept Formation,Educational Research,Educational Practices

Introduction: Information literacy research is characterised by a multitude of interests, research approaches and theoretical starting-points. Challenges lie in the relevance of research to professional fields where information literacy is a concern, and the need to build a strong theoretical base for the research area. We aim to lay a foundation for a discussion on how researchers may approach issues of norms and values in information literacy, through a comparison between selected studies in educational and workplace settings respectively. Method: Eight recent empirical studies on information literacy were selected for analysis; four of educational settings and four of workplace settings. Analysis: A comparison between the eight studies was made with a focus on conceptualisations of information literacy and approaches to issues of norms and values. Results: Two approaches to norms and values in relation to information literacy were identified in the eight studies. The studies conducted with students have a clear evaluative approach, while three of the workplace studies are characterised by an explorative approach. One workplace study has an intermediate position. The evaluative and explorative approaches are then swapped, to examine how relevant each approach is in the context of the other setting. In this way, we are able to discuss underlying perspectives that direct research. Conclusion: Our analysis suggests that well-chosen theoretical perspectives are necessary if information literacy researchers wish to influence professional practice. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]
Meta-Games in Information Work
Author: Huvila, Isto
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Information Science,Games,Information Systems,Libraries,Archives,Use Studies,Librarians,Interpersonal Relationship,Interaction,Museums,Qualitative Research,Semi Structured Interviews

Introduction: Meta-games and meta-gaming refer to various second-order conceptions of games and gaming. The present article discusses the applicability of the notions of meta-game and meta-gaming in understanding the patterns of how people use, misuse, work and work-around information and information infrastructures. Method: Twenty-two qualitative interviews of archives, library and museum professionals conducted in two Nordic countries in 2009-2011. The interviews were semi-structured and based on the thematic interview approach of Hirsjärvi and Hurme as a part of a larger study of the information work of such professionals. Analysis: An exploratory qualitative analysis based on constant comparative method was carried out on the interview data. Results. The analysis shows that the information work of the interviewed professionals contained a large number of examples of different types of meta-gaming. Conclusions: The analysis suggests that the notions of meta-games and meta-gaming can be used to explain peripheral and second-order information activities and to analyse the aspects of work that relate to gameplay and playfulness. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]