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The Educational, Recreational, and Informational Infrastructure

The Educational, Recreational, and Informational Infrastructure. LIS 5020: Foundations of LIS Penny Beile (note: these slides were adapted from Stephanie Race’s Course Materials). Information.

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The Educational, Recreational, and Informational Infrastructure

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  1. The Educational, Recreational, and Informational Infrastructure LIS 5020: Foundations of LIS Penny Beile (note: these slides were adapted from Stephanie Race’s Course Materials)

  2. Information • Although there may not be a single, all-encompassing and agreed upon definition of information, we can still come up with useful conceptualizations of information. • For an excellent description of the debate on defining information and what this means for studying information needs, use and behavior, and other phenomena, please see: • Case, D. (2002). Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior. Academic Press: New York.)

  3. Information Defined • Distinctions between main, related concepts : • Data • Information • Knowledge

  4. Data • What information is made of; doesn’t necessarily contain meaning. • 98.6 degrees Fahrenheit, out of any context, is more or less meaningless. It could be how warm you should keep chili simmering, OR the average temperature of the human body. However, if you put this in the context of a clinical encounter, where a physician is trying to determine what is ailing a child, and then it has meaning. It means that one of the signs the doctor is checking is reported as normal… • Rubin, R. (2010). Foundations of Library and Information Science. Neal-Schuman Publishers, Inc., New York.

  5. Information • Has meaning, it is communicated to transfer meaning. • Can be viewed, then, as “information-as-process,” a nominalization of the verb, to inform. (Allen). For the informant, information then would be an activity that is accomplished. For the receiver, it could mean something that happens to him or her. • “Information-as-thing” is a popular concept, promoted by Michael Buckland (we’ll revisit him in later ahead) and others. Basically, one can imagine that almost any thing can have informational value. Sure, why not? An apple can be informative given the right context, so can sunlight shining through a window. • Allen, B. (1996). Information tasks: Toward a User-Centered Approach to Information Systems. Academic Press. • Buckland, M. (1991). Information as Thing. JASIS 42(5), 351-360.

  6. Knowledge • Is generally meant to mean that of which we know. • Often, information and knowledge are used synonymously, but most recognize that knowledge is intangible and individualized. What we know and how we know it are major concerns for epistemologists and other philosophers, who take issue with terms like “Knowledge Management”. It is too difficult to get into here, but you should know that managing knowledge sounds ridiculous to some because of its individualized and intangible nature. It can be represented, however. • Consider the filming of an event. The film is NOT the event, but a representation of it.

  7. More on Information • As Budd notes: “Information does not produce knowledge; its presence does not necessarily lead to new knowledge. Knowledge may be increased, however, by the assimilation of information, by the structuring of information into something meaningful.” • Budd, J.M. (1992). The Library and Its Users: The Communication Process. Greenwood: New York.

  8. Buckland:Main Uses of the Term Information • Information-as-Process • Information-as-Knowledge • Information-as-Thing • Buckland, M. (1991). Information as Thing. JASIS 42(5), 351-360.

  9. Information-as-Process • Nominalization of the verb, to inform; the act of informing someone, or of one being informed • for the informant—information is an activity that is accomplished • for the user/receiver—it is a process; something that happens to the user

  10. Information-as-Knowledge • That which is imparted in information-as-process; sometimes to reduce uncertainty • Might be that which reduces uncertainty, but sometimes information increases uncertainty. • Intangible—can’t touch or measure in a direct way [this is why knowledge management makes some upset; we can’t touch beliefs, knowledge, opinion, etc., so how can you manage it? Can measure someone’s ability to answer something, but this is indirect…

  11. Information-as-Thing • Used attributively for objects that are viewed as being informative (documents); stuff that informs: data, documents, objects—things that inform or have some informational value • Tangible; objectification of information, ability to measure in some ways, has important implications for information systems design and use--Often, in library talk, this is what is handled: objects, books, bytes. • These may INFORM (process) and knowledge might be imparted but what is handled and operated upon are information things • We also engage in information processing—manipulation, representation, etc. in ways to make other things • We make catalogs and indexes, and other value-added products as we perform the work of an information professional.

  12. Information-as-Thing • Distinguishing between knowledge in a pure sense (what an individual knows) and more metaphorical senses (representations of knowledge, knowledge management, knowledge base, etc.) is of critical importance to information studies.” • Buckland also notes: • “Recorded knowledge is knowledge in much the same way that a written biography is a life...” AND “The distinction between something, often something intangible, and representations is an essential feature of the study of information and information systems. Unfortunately, careless failure to remember the difference between a work and what it is used to represent is common in the literature and accounts for major problems in the study of information systems” • Allen, B. (1996). Information tasks: Toward a User-Centered Approach to Information Systems. Academic Press. • Buckland, M. (1991). Information as Thing. JASIS 42(5), 351-360.

  13. Other Commonly Accepted Aspects of “Information” • There are other ways to look at the aspects of information. • Syntactic-refers to the grammar, structure, or syntax of the information (or data; the pure syntactic aspect of information may be just data until interpreted) for storage, description, or transmission of a message • Language - letters, terms, grammar • Codes - maybe for the classification of things or for transmission • Semantic-refers to meaning. Not concerned with how information is obtained, but what it means. Context is important because of the possibility of multiple interpretations of information (especially if presented out of context). • Pragmatic-the goal of the information being transmitted or communicated. Maybe it is to lessen uncertainty (although more information can actually increase uncertainty). • van Bemmel, J. H., & Musen, M. A. (Eds.). (1997). Handbook of Medical Informatics. Bohn: Springer.

  14. Information Defined…Finally?? • Understanding information in any single way is at the very least complex. • For the purpose of moving forward in this course and our careers, let’s agree that information is something that has at least the potential for providing meaning to someone; that it can take many forms; and, that context is important in that the successful transmission and reception of information relies on context. • In fact, after a brief look at the information infrastructure, let’s look at a very simple communication model that is relevant to information professionals in general…

  15. The Information Infrastructure • Rubin presents a nice discussion of the information infrastructure (what it is, various components, the vastness of sources of information, where libraries and information professionals fit in, etc.) • Throughout this course, and other courses in your degree, and as you continue to advance as a professional, you should continue to critically reflect upon the field and your own experiences in it. • What is your role? • Which areas are more important to you than other areas? • What do you need to know and continue to learn about these? • What else?

  16. Communication and Libraries • There are a number of ways in which we communicate: • Verbally, written, non-verbally • Interpersonally and to large audiences • In its essence, the library communicates with users in a variety of ways. • The library, and other information agencies are intermediaries between the world of knowledge and the information needs of user communities of all kinds

  17. Information and Libraries • As outlined in Budd, there are various objectives (which are constantly in flux and interweaving as communication occurs) of communication: • From the Sender’s viewpoint, the objective may be to: • Inform • Teach • Please • Propose or persuade • From the Receiver’s viewpoint, the objective may be to: • Understand • Learn • Enjoy • Dispose or Decide

  18. Communication and Libraries • Communication is complicated by a number of social and individual issues, as well as issues related to the information being transmitted and the channels through which it is transmitted. • However, even a general understanding of the library’s role in the communication process can help in your perspective of its role, even more generally, in the information infrastructure.

  19. Communication and Libraries • So, the library has a role in communication: Between creators of information (trying to reach some audience) and the audience. • But let’s not forget other players in this: publishers, distributors, etc. • How do we enhance this role? • Catalogs: facilitating access through description and classification • Reference services: interpersonal communication between librarians and users • Other access: place of library, online access, etc.

  20. Communication and Libraries • Like so much communication, however, successful transmission and understanding or acquisition of knowledge may be impeded by any number of confounding factors. Look at these in library terms: • Misunderstanding of language can impede access (information that is inaccessible has zero value). • Subject headings - Controlled terminologies are difficult for users to use properly. • Classification systems – are not easily understood by users • Socio-economic factors • The digital divide - there are those who do not have Internet access • Physical layout of the library can communicate to the user • Is this a welcoming place or a place of fear and confusion?

  21. Food for Thought • You are about to become an information professional. As such, you • Might concern yourselves with the primary study of information. • Should consider where you fit into the overall information infrastructure. • Are expected to be active participants in the infrastructure: • through providing access to information • adding value to this in various ways (one of which is to enhance “communication” of the library with users), • and critical reflection of the role of the library and librarian in society.

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