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- Talja, Sanna, et al.
(författare)
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Challenges for Future Research on Learning, Literacies and Information Practices
- 2010
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Ingår i: Challenges for Future Research on Learning, Literacies and Information Practices. - : Centre for Information Studies, Charles Sturt University. - 9781876938796 ; , s. 357-364
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This volume has put forward new ways of understanding the phenomena of learning and schooling, the nature of literacy, and the role of various sources and types of information in the development of expertise. It has highlighted various ways in which information literacy as a social practice is spoken about, acted upon and inextricably tied with the specific activity setting in which information and knowledge are used and produced. Many of the chapters in this book indicate that the situated and dialogic theories of learning and literacies necessarily disrupt the traditional educational discourse through which we, as practitioners and researchers, have learned to build our understanding of the nature of knowledge, schooling and learning. How can we then continue to design new research agendas to make it easier for us to overcome in practice our traditional assumptions concerning relationships between information, learning, and knowing? In this final section, we summarize some insights arising from the chapters in this volume. We translate these insights into research themes that will continue to form permanent challenges in learning, literacies and information practice research, and we point out emerging themes and questions that deserve to be studied in greater depth in the future.
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| 2. |
- Talja, Sanna, et al.
(författare)
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Integrating Theories of Learning, Literacies and Information practices
- 2010
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Ingår i: Practicing Information Literacy: Bringing Theories of Learning, Practice and Information Literacy Together. - : Centre for Information Studies, Charles Sturt University. - 9781876938796
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Franssila, Helja, et al.
(författare)
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The formation of coordinative knowledge practices in distributed work : towards an explanatory model
- 2012
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Ingår i: Journal of Knowledge Management. - : Emerald. - 1367-3270 .- 1758-7484. ; 16:4, s. 650-665
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The paper proposes a model aiming at the explanation of the formation of coordinative knowledge practices in distributed work. Findings from a pilot study aiming at the preliminary testing of the model are presented and discussed.Design/methodology/approach - The explanatory model was developed by combining concepts and findings developed in studies of social capital, knowledge sharing and computer supported cooperative work. The empirical data were gathered in 2007-2008 in a multi-unit Finnish chemical company production site. The methods used were structured observation of work processes, semi-structured interviews and a web-based questionnaire.Findings - The model suggested that coordinative knowledge practices are shaped by four major factors: work coupling, social capital, spatio-temporality and affordances of collaboration technologies. The empirical study showed that these concepts can be successfully applied in empirical research to better understand and support the development of coordinative knowledge practices. Practical implications - The findings can be utilized in the analysis and assessment of coordinative knowledge practices between distributed work groups in multi-unit organizations. The findings can also be used in the development of solutions for knowledge sharing and communication in distributed work organizations and communities.Originality/value - The model developed provides a novel perspective for the study of knowledge practices in the context of distributed group work. The model proposes that varying degrees in work coupling intensity, social capital, spatio-temporality and affordances of collaborative technologies explain the emergence of coordinative knowledge practices. The study shows how coordinative knowledge practices can be studied empirically The empirical study resulted in a typology of coordinative knowledge practices.
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| 4. |
- Limberg, Louise, et al.
(författare)
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Teoretiska perspektiv på informationskompetens
- 2009
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Ingår i: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker. - 9789173312509 ; , s. 36-65
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Limberg, Louise, et al.
(författare)
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Three Theoretical Perspectives on Information Literacy
- 2012
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Ingår i: Human IT. - : Högskolan i Borås. - 1402-1501 .- 1402-151X. ; 11:2, s. 93-130
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Tidskriftsartikel (refereegranskat)abstract
- The concept of information literacy refers to purposeful information practices in a society characterized by almost limitless access to information and where information practices in digital environments shape and constitute important elements in most people’s lives in our part of the world. The meaning of the term information literacy varies according to the theoretical lens from which it is approached. Theoretical starting points are not always clearly stated in, for instance, information literacy definitions, standards, research or educational practices. Regardless of whether the underlying theory is made explicit or not, it will nevertheless have a profound impact on the ways in which we teach or research information literacy. This article discusses alternative theoretical understandings of information literacy and their consequences for educational practices. Three theoretical perspectives are presented that represent different understandings of information literacy; phenomenography, sociocultural theory and Foucauldian discourse analysis. According to all three theoretical lenses, information literacy is embedded in and shaped by as well as shaping the context in which it is embedded. In consequence, we propose the notion of information literacies in the plural. The three perspectives offer different insights on information literacies, on both empirical and theoretical levels. However, a sociocultural perspective also involves particular theoretical assumptions about the ways in which digital environments and tools reshape conditions for learning.
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| 7. |
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| 8. |
- Sköld, Olle, 1983-
(författare)
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Documenting Videogame Communities : A Study of Community Production of Information in Social-Media Environments and its Implications for Videogame Preservation
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Drawing on the disciplines of library and information studies and archival studies, this study seeks to explore the production of information in online videogame communities and to elucidate how such insights can offer practical and conceptual support to the knotty issue of how to preserve those sociocultural aspects of videogames that exist 'beyond' the code and audiovisual data resources of the videogame itself. This is accomplished in two principal moves: (i) by delving into the current state of socioculturally-focused videogame preservation and; (ii) by inquiring into the production of information carried out by videogame communities in what arguably is one of their most important interfaces of interaction—discussion forums, wikis, and other social-media services. The study is based on four papers (I–IV). Paper I develops the theoretical framework of the study on the basis of practice theory and document theory. Papers II and III report on field-studies of videogame-community information production in the context of two processes of importance in community social life: memory-making (II) and knowledge production (III). Paper IV offers a qualitative systematic review of videogame-archiving literature, allowing Papers I–III to be situated in an archival context. The study employs multiple methods and encompasses several empirical sites of inquiry and was inspired by the framework of exploratory research and of 'bricolage' research strategies.The results of the study add to the present state of knowledge on how information in the social-media environments of the large and influential present-day videogaming domain emerges as a result of community practices of production, and how videogame-community social life is entangled with information production in such spaces. The study also furthers archival inquiry on the topic of videogame preservation by providing a description and analysis of what information objects videogame-related social media plausibly hold, and by what communal practices and processes they have been brought into existence. Furthermore, the study examines the consequences of collecting community-produced social media and framing it as documentation of the sociocultural aspects of videogames—a key issue in videogames preservation.
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