KO, KR, KM: Integrating the organization of information resources and knowledge
AuthorColeman, Anita Sundaram
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CitationKO, KR, KM: Integrating the organization of information resources and knowledge 2004-11,
AbstractThis presentation was made at the 30th Anniversary Celebrations of the Dept. of Management Information Science, Eller College, University of Arizona, held at the Hilton El Conquistador, Tucson, AZ, Nov. 3-5, 2004. Knowledge organization (KO), knowledge representation (KR) and knowledge management (KM) are described and methods used in the models classsification research project from these disciplines are described.
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Reinventing the wheel of LIS education in India for managing knowledge in the knowledge eraRao, Shivarama; Khoo, C.; Singh, D.; Chaudhry, A.S. (School of Communication & Information, Nanyang Technological University, 2006)The fast changing environment fueled by technology has caused a paradigm shift in the library and information science profession. While the traditional roles of the library and information professional in providing access to information continues to be important, the responsibilities of this group have extended beyond providing just access to helping in utilizing info in the right context at the right time. 'Knowledge' is considered to be the most valuable resource in organizations today. This implies not just access to info contained in documents but also implicit knowledge gained through human experience. Information professionals need to view themselves as performance support professionals.
Nine Principles of Knowledge Organization. Preprint of paper published in: Advances in Knowledge Organization, 1994, Vol. 4, pp 91-100. (Proceedings of the Third International ISKO Conference 20-24 June 1994 Copenhagen, Denmark).Hjørland, Birger (1994)The core problem in Information Science (IS) is in my opinion information seeking and "information retrieval", (IR), which is aimed at helping users become informed by helping them identify documents, which are the "best textual means to some end" (Wilson, 1968). Other problems, such as the design of information systems and knowledge organization (e.g. by classification and indexing) should be seen as means to that end. However, IS has ignored some fundamental problems, which questions the possibility of having a profession and a discipline trying to solve the above mentioned problems. Much research in IS has been based on certain problematic views of knowledge, and searched for principles of knowledge organization, which are independent of claims of subject-knowledge. In this paper, we shall look at the problems of knowledge organization based on a view of knowledge as a historical developed product in which principles of organization is tied to domain-specific criteria. The article is organized as an argumentation for nine principles on the organization of knowledge: Principle # 1: Naive-realistic perception of knowledge structures is not possible in more advanced sciences. The deepest principles on the organization on knowledge rest upon principles developed in and by scientific disciplines. Principle # 2: Categorizations and classifications should unite related subjects and separate unrelated subjects. In naive realism, subject relationships are based on similarity. Two things or subjects are seen as related if they are "alike", that is if they have common properties (descriptive terms) ascribed. Principle # 3 For practical purposes, knowledge can be organized in different ways, and with different levels of ambition: Principle # 4: Any given categorization should reflect the purpose of that categorization. It is very important to teach the student to find out the lie of the land and apply ad hoc classifications, pragmatic classifications or scientific classifications when each kind of classification is most appropriate. Principle # 5: Concrete scientific categorizations and classifications can always be questioned. Principle # 6: The concept of "polyrepresentation" (cf. Ingwersen, 1994) is important. Principle # 7: To a certain degree different arts and sciences could be understood as different ways of organizing the same phenomena. Principle # 8: The nature of disciplines varies. Principle # 9: The quality of the knowledge production in many disciplines is in great trouble
Cultural Knowledge and Resources: Three Studies on the Role of Cultural Knowledge in ConsumptionWallendorf, Melanie; Weinberger, Michelle; Lusch, Robert F.; Schau, Hope J.; Zavisca, Jane (The University of Arizona., 2009)Resources (natural, economic, social, and cultural) that people rely on for support are sources of power for social and economic actors, including consumers, households, and firms. Resources are created in the interaction of two component parts: cultural knowledge and latent materials. Human actors need to apply appropriate cultural knowledge to latent material (objects, experiences, and potential relationships) in order for them to be converted into resources; cultural knowledge needs to be applied to latent materials to render them meaningful and useful. In this sense, agency and power, one's ability to act in the world, rest not only in resources but also in these underlying components. As such, there is ample motivation for marketers to study and understand not only resources, but also the role of cultural knowledge as an activator in contemporary society.The introductory chapter conceptually develops the thesis that cultural knowledge governs the successful activation and use of latent materials to generate resources. Since understanding cultural knowledge is so important, the introduction then motivates three separate empirical studies on the dynamic role of cultural knowledge in consumers' lives. Each focuses on either how cultural knowledge is (1) accumulated by individual consumers post socialization, (2) deployed by individual consumers, or (3) deployed through collective consumption. Each empirical study is a self-contained project with its own theoretical development and contribution to the marketing and sociology literature, yet each contributes to an overall theoretical understanding of cultural knowledge.