ethanporcaro/eric-fulltext-meta huggingface dataset:
Library and Information Science&apos;s Ontological Position in the Networked Society: Using New Technology to Get Back to an Old Practice
Author: Kåhre, Peter
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Science Education,Library Role,Library Services,Artificial Intelligence,Selection Tools,Social Systems,Theory of Mind,Relevance (Education),Information Seeking,Knowledge Management,Social Cognition,Social Theories,Conference Papers,Library Science,Influence of Technology,Library Development

Introduction: This paper concerns the ontological position of library and informations science in the networked society. The aim of the study is to understand library use and library functions in the age of Internet and artificial intelligent programmed search engines. Theoretical approach: The approach discusses so called sociocognitive tools in knowledge sharing and creation by the way social processes are described in Luhmann&apos;s systems theory. The capacity in these tools is mainly discussed by using the extended mind theory from cognitive science and theories of distributed and situated learning, which show how tools extend human capacity. The importance of tools as part of human development is also discussed by using theories of cultural evolution. Discussion and conclusions: Artificial intelligence tools in a distributed design have a capacity to independently be a part in social knowledge processes, because these programs are good at finding patterns. In this way they extend the human mind to such an extent that library and information science needs to rework its positions on topics such as relevance and meaning seeking. Practical implications are that libraries need to go back to its roots in the way libraries worked in the era before the information explosion. It was a period when more emphasis was on making the library itself capable to expose a lot of possibilities in the literature through knowledge organisation, and not so much on the librarian as a guide to information searching. [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.]
Perspectives on Information Literacy: A Framework for Conceptual Understanding
Author: Addison, Colleen
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Literacy,Concept Formation,Information Science Education,Educational Research,Literature Reviews,Educational Practices,Information Skills,Habit Formation,Access to Information,Synthesis,Multiple Literacies,Library Services

Information literacy, 40 years since the term was coined, remains a conceptually contested aspect of library and information science research. This paper uses a review of the literature related to the concept of information literacy to identify three different perspectives, their historical origins, and connection to library and information science practice. The three conceptualisations we identify from the literature are: 1) information literacy as the acquisition of &quot;information age&quot; skills, 2) information literacy as the cultivation of habits of mind, and 3) information literacy as engagement in information-rich social practices. The goal of this synthesis is the creation of a stronger, more united field of study, as well as a clearer alignment between information literacy and the formal and informal contexts where people employ and develop information literacy. [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.]
Bibliographic Records in an Online Environment
Author: Cossham, Amanda F.
Date: 2013-09-00
Type: Journal Articles
Subjects: Bibliographic Databases,Online Catalogs,Online Systems,Literature Reviews,Models,Database Design,Design Requirements,Task Analysis,Usability,User Needs (Information),Pretesting,Change Strategies,Performance Factors

Introduction: The IFLA functional requirements for bibliographic records model has had a major impact on cataloguing principles and practices over the past fifteen years. This paper evaluates the model in the light of changes in the wider information environment (especially to information resources and retrieval) and in information seeking behaviour online, rather than in terms of library catalogues per se. Approach: Using a critical analytic approach, it reviews a range of literature across library and information science, and analyses the implications of the changing information environment and information behaviour on usefulness of the model. Conclusion: The paper argues that although the functional requirements for bibliographic records model may be useful in terms of thinking about the bibliographic universe as constituted when the model was first developed, there have been major changes in the form, format, nature, publishing, and relationships of information resources, along with significant developments in users&apos; information seeking behaviour, understanding and expectations. The model may no longer be sufficient as a theoretical and conceptual basis for cataloguing rules and hence for library catalogues, nor for understanding the bibliographic universe. [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.]
Making Sense of Participation in Cultural Activities for Children
Author: Hultgren, Frances
Date: 2013-09-00
Type: Journal Articles
Subjects: Cultural Activities,Children,Participation,Cultural Context,Ethnography,Participant Observation,Interviews,Child Caregivers,Communities of Practice,Library Services,Library Research,Cultural Centers,Educational Environment,Meetings,Library Role,Foreign Countries,Interaction,Interaction Process Analysis

Introduction: This paper investigates participatory practices in library activities for young children and their care-givers in a specific cultural context. Method: Using an ethnographic approach data were collected through participant observations of songtimes for babies and toddlers, and interviews and group interviews with staff and care-givers. Analysis: With a theoretical departure point in communities of practice the data were analysed by searching for themes and connections to cultural contexts. Trustworthiness was ensured through triangulation: observations of children's activities were related to the interpretations of care-givers' through interviews; member checking through feedback from adult participants; and, ongoing discussions of interpretations between the researchers. Results: The study's findings show how library activities for children can serve as spaces where both a community of practice focused on &quot;mothering&quot; can develop as well as special child communities of practice. Participation is identified as work involving children, adults and professionals in interaction with place and promoted by a view of place as dynamic rather than static. Conclusions: We conclude that participatory practices in library activities for young children are situated and co-evolve through intergenerational dialogue; they are also partial and ongoing. By promoting intercultural dialogue, library activities for young children may become more socially inclusive. [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 Many Records to One Graph: Heterogeneity Conflicts in the Linked Data Restructuring Cycle
Author: Tallerås, Kim
Date: 2013-09-00
Type: Journal Articles
Subjects: Libraries,Internet,Web 2.0 Technologies,Metadata,Best Practices,Semantics,Graphs,Information Systems,Bibliographic Databases,Cataloging,Literature Reviews

Introduction: During the last couple of years the library community has developed a number of comprehensive metadata standardization projects inspired by the idea of linked data, such as the BIBFRAME model. Linked data is a set of best practice principles of publishing and exposing data on the Web utilizing a graph based data model powered with semantics and cross-domain relationships. In the light of traditional metadata practices of libraries the best practices of linked data imply a restructuring process from a collection of semi-structured bibliographic records to a semantic graph of unambiguously defined entities. A successful interlinking of entities in this graph to entities in external data sets requires a minimum level of semantic interoperability. Method: The examination is carried out through a review of the relevant research within the field and of the essential documents that describe the key concepts. Analysis: A high level examination of the concepts of the semantic Web and linked data is provided with a particular focus on the challenges they entail for libraries and their meta-data practices in the perspective of the extensive restructuring process that has already started. Conclusion: We demonstrate that a set of heterogeneity conflicts, threatening the level of semantic interoperability, can be associated with various phases of this restructuring process from analysis and modelling to conversion and external interlinking. It also claims that these conflicts and their potential solutions are mutually dependent across the phases. [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.]
Exploring Multiple Spaces and Practices: A Note on the Use of Ethnography in Research in Library and Information Studies
Author: Carlsson, Hanna
Date: 2013-09-00
Type: Journal Articles
Subjects: Ethnography,Information Science Education,Library Research,Research Methodology,Research Projects,Educational Practices,Guidelines,Learning Processes,Access to Education,Influence of Technology,First Aid,Research Design

Introduction: In recent years, there has been a growing interest in ethnographic research within the field of library and Information studies. Although ethnography has been used by information researchers for studying a wide variety of phenomena, discussions concerning methodological developments and directions, as well as ethnography&apos;s wider applicability within the field are rare. Our intent is to contribute to the such discussions. Method: The article draws on three on-going research projects to illustrate how the analytical and methodological concepts of following and translation are operationalized. Analysis: Particularly the article addresses the tension between the site specificity traditionally associated with ethnographic methodology, and the fluidity and place transcending but yet situated character of the objects of study in the field. Conclusion: The authors conclude that an ethnography of following and translation is a tool for handling the movability characterizing the phenomena studied in the field, thus turning the necessary uncertainty of inductive research into an advantage. This allows the researcher to stay open and let the object of study lead the way. [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.]
Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes
Author: Prado, Javier Calzada
Date: 2013-09-00
Type: Journal Articles
Subjects: Specialists,Information Scientists,Information Science,Graduate Students,Accreditation (Institutions),Educational Opportunities,Minimum Competencies,Educational Theories,Knowledge Management,Professional Associations,Teacher Competencies,Information Services,Teaching Skills,College Programs,Foreign Countries,Educational Supply,Curriculum Evaluation

Introduction: The role of library and information science professionals as knowledge facilitators is solidly grounded in the profession's theoretical foundations as much as connected with its social relevance. Knowledge science is presented in this paper as a convenient theoretical framework for this mission, and knowledge engagement services--knowledge brokering, knowledge readiness and knowledge promotion--as an area that might serve to reframe and expand traditional services such as reference, information literacy and outreach and cultural programming. A key competency for knowledge engagement specialists is mastering instruction, aimed at the efficient fostering of innovation and the creation of new knowledge within organizations and society. The purpose of this paper is to analyse current supply of courses covering instructional related competencies in accredited graduate programmes. Methods: Main professional competency standards and courses currently offered in accredited graduate programmes (United States, Canada, United Kingdom and Australia) are analysed. Results: Results suggest that although some relevant competencies have been included by professional associations in their competency standards for all types of information professionals, instructional competencies have not received much attention in graduate educational programmes other than in concentrations or tracks targeted at future school or academic librarians. Conclusion: It is concluded that further research on competencies and education for knowledge engagement is required in order to fully develop this role within the profession. [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.]
Creating Better Library Information Systems: The Road to FRBR-Land
Author: Mercun, Tanja
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Systems,Library Development,Library Services,Bibliographic Databases,Database Design,Database Management Systems,Models,Library Research,User Needs (Information),Needs Assessment,Usability,Access to Information,Information Processing,Cataloging,Research Needs,Influence of Technology

Introduction: To provide valuable services in the future, libraries will need to create better information systems and set up an infrastructure more in line with the current technologies. The &quot;Functional Requirements for Bibliographic Records&quot; conceptual model provides a basis for this transformation, but there are still a number of unresolved issues connected to its actual implementation. Method: Using conceptual analysis, the paper investigates three main aspects of future FRBR-related research and developments. Analysis: For each of the three areas, the paper describes its current position and identifies the questions that will need to be resolved in the broader library community. Results: The library community needs to rethink three key aspects connected to the creation and sharing of bibliographic data: what bibliographic data users need in their information seeking process, how this data should be presented and interacted with in bibliographic information systems and, last but not least, how this data should be encoded and managed. Conclusion: Implementation of the &quot;Functional Requirements for Bibliographic Records&quot; model is only at its beginning. The paper provides a roadmap for future work on FRBR implementation and the creation of better library information systems. [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.]
Cultural-Historical Activity Theory and Domain Analysis: Metatheoretical Implications for Information Science
Author: Wang, Lin
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Science,Social Theories,Intellectual Disciplines,Holistic Approach,Concept Formation,Foreign Countries

Background: Cultural-historical activity theory is an important theory in modern psychology. In recent years, it has drawn more attention from related disciplines including information science. Argument: This paper argues that activity theory and domain analysis which uses the theory as one of its bases could bring about some important metatheoretical implications for information science. Elabouration: After briefly reviewing the sociocultural historical theory and activity theory, this paper analyses the implications of these theories for information science, which includes reinterpretation of the goal of information science and a holistic view on user studies, on a metatheoretical level. It explains the lessons of broad information outlook in China from the perspective of the domain analytic paradigm in information science and provides some enlightenment about the disciplinary construction of information science. Conclusion: Metatheoretical implications of activity theory and domain analysis for information science discussed in this paper can provide guidelines for theory construction of information science. Domain analytic paradigm and its related theories in other disciplines are the most appropriate and fruitful orientation of information science at present and in the future. [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.]
Information Literacy Practices and Student Protests: Mapping Community Information Landscapes
Author: Špiranec, Sonja
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Literacy,Community Information Services,Student Reaction,Advocacy,Student Surveys,Questionnaires,Activism,Student Rights,Information Services,Statistical Analysis,Information Utilization,Qualitative Research,Citizen Participation,Cohort Analysis,Educational Environment,Information Sources,Undergraduate Students,Student Attitudes,Foreign Countries

Introduction: This paper provides a contribution to understandings of information literacy regarding context and transferability of information practices. Specifically, the paper analyses the subset of information practices in situations of student protests and addresses issues of transfer of information literacy practice from a highly formal landscape to a highly non-formal and unstructured landscape, such as the community information literacy landscape. Method: Data from 340 students was collected through a face-to-face survey consisting of a questionnaire that pertained to modes of obtaining information about student rights and information practices in situations of protests. Analysis: Quantitative analysis was used to explore specific understandings of information literacy and information as an impulse for making decisions about participating in student protests. Qualitative analysis was performed for investigating resource selection and information sharing and use during student protests. Results: Students who are protesting deploy different information practices in comparison with students who do not participate in protests. The results of the study have highlighted significant features that differentiate community information literacy landscapes in situations of civic engagement from common educational contexts. Conclusion: The findings confirm that information practices are context-dependent and not by default transferable. The results allow further characterizations of community information literacy landscapes. [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.]
An Integrated Model of Information Literacy, Based upon Domain Learning
Author: Thompson, Gary B.
Date: 2013-09-00
Type: Journal Articles
Subjects: Information Literacy,Models,Integrated Activities,Research Skills,Inquiry,Active Learning,Learning Theories,Information Science,Literature Reviews,Expertise,Novices,Achievement Gap,Information Skills,Learning Strategies

Introduction. Grounded in Alexander&apos;s model of domain learning, this study presents an integrated micro-model of information literacy. It is predicated upon the central importance of domain learning for the development of the requisite research skills by students. Method. The authors reviewed previous models of information literacy and inquiry-based learning to create a new model. A systematic review of research studies from cognitive development, learning theory and information science literature was conducted to demonstrate how domain learning provides the requisite knowledge and interest for students to apply the concepts and skills of information literacy. Results. Novices and experts exhibit marked differences in their information gathering and online searching capabilities and strategies based on their levels of domain knowledge and interest. Conclusions. The integrated information literacy model and research findings show how librarians and college faculty can collaborate in new partnerships to strengthen disciplinary information literacy in undergraduate curricula. Specific recommendations are given for how teaching techniques can be improved to enhance the development of information literacy skills for online searching and information evaluation and to foster greater domain learning. [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]
Facets: Ersatz, Resource and Tag
Author: Frické, Martin H.
Date: 2013-09-00
Type: Journal Articles
Subjects: Classification,Indexing,Information Science

Introduction: Faceted classification appears to be of utmost importance. Ersatz facets, resource faceting and tag faceting: The distinctions are drawn between facets and ersatz facets, and between faceted resources and faceted tags. Single tag resource faceting and multiple tag information object faceting: The basic features are explored of single tag tagging of physical resources and multiple tag tagging of information entities. Kaiser: Jerome Kaiser&apos;s work is identified as exemplifying a faceted theory but yet one that goes beyond ersatz faceting. Aspects: Considerations of &quot;aspects&quot; are used to extend faceting yet further. More general faceting: Ideas are offered on general faceting and its properties. Conclusions: Faceted classification can be developed considerably further than it has been thus far. [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.]