50009 Information Cultures

Faculty of Humanities and Social Sciences: Information and Knowledge Management
Credit points: 8 cp
Result Type: Grade, no marks

Handbook description

In this subject students develop a critical understanding of the complex interrelationship between people, information, knowledge and culture. The subject introduces students to theories and empirical research from across a range of disciplines, including information behaviour, communication theory, philosophy and sociology. In addition, students are introduced to a range of research methodologies for exploring and analysing both individual and collective information/knowledge behaviour and practices. Students then apply their theoretical and methodological learning to the development of a pilot research project. The subject considers the central role of theory and research in effective professional practice in the information, communication and creative industries.

Subject objectives/outcomes

On completion of this subject students are expected to be able to

Demonstrate a range of intellectual skills including analysis, synthesis and critical reflection.
Demonstrate a critical understanding of a range of theoretical approaches to understanding the interrelationship between people, information, knowledge and culture.
Demonstrate a critical awareness of a range of research methodologies appropriate to the application of these approaches in practice-based research.
Apply theoretical and methodological learning to the development of a pilot research project.
Work collaboratively on the development and management of a project

Contribution to graduate profile

This subject will contribute to student learning in relation to the following graduate attributes:

Develop a critical understanding of the interplay of people, information and media, culture and technologies.

Understand how knowledge and information are constructed, represented and used by individuals and groups.
Design and develop information and media content and structures using a wide variety of processes and technologies for diverse audiences in the workplace and society.
Work collaboratively and strategically to manage projects and implement creative solutions to information problems in the workplace and the broader community.
Develop reflective capabilities that underpin innovative information practice and life-long learning.
Have an understanding of and a commitment to ethical information practice, community engagement and social responsibility.

Teaching and learning strategies

These focus on interactive and constructive approaches to learning. Each session provides a range of learning experiences that are designed to integrate formal input, personal and professional experiences, discussion, reflection and action. Included in the learning activities are lectures/presentations by the Subject Coordinator and/or guest lecturers, class discussions and exercises designed to develop students' understanding of the theoretical and methodological approaches they will be introduced to. Assessment incorporates both individual and group-based work designed to develop students' understanding of how to apply their learning in a range of professional and research contexts.

Content

Theoretical approaches to understanding the complex interrelationship between people, information, knowledge and culture relevant to professional practice in the information, communication and creative industries: Students will critically review a range of theoretical approaches drawn not only from information/knowledge research but also a variety of other disciplines including philosophy, communication, cognitive science, education/learning theory, and sociology of knowledge. These approaches will be examined and critiqued in terms of a number of dimensions, such as constructions of information and knowledge; information behaviour, including seeking and utilisation; approaches to research; historical underpinnings; assumptions; and implications for professional practice. Theoretical works will be supplemented by examination of a range of empirical studies and case studies.

Research methodologies appropriate for exploring and analysing both individual and collective information/knowledge behaviour and practices: In conjunction with their examination of the above conceptual frameworks, students will critically examine a range of related research methodologies appropriate for their application in their professional practice, such as sense-making, cognitivist, ethnographic, phenomenological and discourse analytic approaches. They will be introduced to a range of research methods, including various approaches to interviewing, participant observation and focus groups; there will be an emphasis on ethical research practice. Different approaches to the analysis of empirical research findings will also be examined.

Assessment

P class=MsoNormal style="MARGIN: 0in 0in 0pt">Assessment 1: Reflective Log (Individual)

Due Date: Week 6

Value: 15%

Objectives: 1-3

Task: Students are required to keep a weekly log, reflecting on their learning in relation to the subject. Entries should include discussion of the student's reading, as well as insights gained from the lectures and tutorial discussions and activities. Entries may take a variety of forms: critical analysis of key concepts; personal reflections; non-textual elements, such as concept maps, cartoons etc.; sets of questions to ask in class; discussion of class exercises; and so on. The reflective log must be more than simply a summary of the student's reading but rather should reflect their critical engagement with and reflections on their learning

Assessment criteria:

Critical engagement with the ideas and issues introduced through the semester through evaluation and synthesis of discussions, texts and other materials.
Evidence of reflective skills, including the ability to reflect on their own learning.
Development of an appropriate format and style.

Assessment 2: Analytical Report (Individual)

Max. length 2,500 words

Due Date: Week 8

Value: 35%

Objectives: 1-3

Task: In this assignment, students will explore and critically analyse a particular concept, theory or issue relating to the content covered during the first half of the semester and discuss the implications for theory and practice. This assignment will assess students' ability to understand and critically analyse the key ideas and issues relevant to their topic, focusing particularly on the theoretical and empirical literature engaged with through the semester.

Assessment criteria:

Wide and relevant reading
Coherent analysis, synthesis and critique of key ideas relevant to the chosen topic
Assessment of the implications of the chosen concept, theory or issue for information and knowledge research and professional practice/s
Appropriateness of style and structure of the report, including clarity of expression
Correct citation practices

Assessment 3: Pilot Research Project and Reflective Report (Individual and Group)

Due Date: Part A – Week 11; Part B, Part C – Week 14

Value: 35% (Group) and 15% (Individual) Total 50%

Objectives: 1-4

Task: In small groups, students will develop pilot research projects in relation to the information/knowledge behaviours and practices of a particular community/ecology and individually write a reflective report on the process. The deliverables from the project are:

Part A and Part B: Pilot Research Report (Group) – 35%

As a group, students will develop a report on a scenario-based research project in two parts. In Part A, they will describe and justify their research design decisions using theoretical and empirical literature; in Part B, they will present their preliminary findings and discuss the implications for future research and for professional practice.

Assessment criteria:

· Critical analysis of relevant theoretical and the empirical literature including discussion of implications for the design of the current project

· Identification and justification of an appropriate conceptual and methodological framework for the project

· Development of an appropriate research instrument

· Appropriate analysis and presentation of preliminary findings

· Discussion of implications of findings for professional practice and future research

· Correct citation practices

Part C: Reflective Report (Individual) – 15% (Max. word length 1500 words)

Individually, students will also develop a report refecting on their learning experiences and collaborative work practices during the pilot research project. Also, in the report they will critically analyse the strengths and weaknesses of their group's research design and implementation, and make recommendations as to how the research instrument and analysis processes might be improved were the research project to proceed.

Assessment criteria:

· Ability to reflect on own learning experience during the pilot research project

· Critical analysis of strengths and weaknesses of research design and implementation

· Demonstrated understanding of collaborative work practices in relation to project management

· Appropriateness of style and structure of the reflective report including clarity of expression

· Correct citation practices

Minimum requirements

Class discussion and participation in activities form an integral part of this subject; students are expected to attend, arrive punctually and actively participate in classes. Active participation at all stages will be essential for successful completion of this subject. Students will be expected to prepare for class discussions, using readings and participating in the online discussions as required. Students who have a reason for extended absence from class (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives. To pass in this subject, students must submit all components of assessment and reach a satisfactory level overall.

Indicative references

Belkin, N. 1990, The cognitive viewpoint in information science. Journal of Information Science. 16: 11-15.

Brookes, Bertram 1980, The foundations of information science. Part 1: Philosophical aspects. Journal of Information Science 2: 125-133.

Brown, John Seely and Duguid, Paul 1991, Organizational Learning and Communities-of-Practice: Towards a Unified View of Working, Learning and Innovation Organization Science 2 (1), 40-57.

Bryman, Alan 2004, Social Research Methods, 2nd Edition, Oxford University Press, Oxford UK.

Buckland, M. 1991, Information as Thing. Journal of the American Society for Information Science. 42 (5), 351-360. Available On-line at http://www.sims.berkeley.edu/~buckland/thing.html

Chatman, E. 2000, Keynote Address: Framing Social Life In Theory And Research, Information Seekng in Context: Proceedings of the 3rd International Conference on Research in Information Needs, Seeking and Use in Different Contexts; 2000 August 16-18; Gotheburg Sweden. L. Hoglund.

Choo, C-W. 2007, Information seeking in organizations: epistemic contexts and contests Information Research, 12(2) paper 298. Available at http://InformationR.net/ir/12-2/paper298.html

Dervin, B. 1992, From the Mind's Eye of the User: the sense-Making qualitative-quantitative methodology. In: J. Glazier and R. Powell. Qualitative Research in Information Management. Englewood, Co.: Libraries Unlimited: 61-84.

Dervin, B. 2003, Human studies and user studies: a call for methodological inter-disciplinarity, Information Research, 9 (1) paper 166 Available at http://InformationR.net/ir/9-1/paper166.html

Foucault, Michel 1984, What is an Author? In Rabinow, Paul (1984) The Foucault Reader London; Penguin Books, 101-120.

Pettigrew, K.E., Fidel, F.and Bruce, H. 2001, Conceptual frameworks in information behavior. Annual Review of Information Science and Technology: 43-78.

Poster, Mark.1995, The mode of information and postmodernity. The second media age, Polity Press, Cambridge, MA., 57-77.

Williamson, K. 2002, Research methods for students, academics and professionals : information management and systems, 2nd ed., Centre for Information Studies, Charles Sturt University, Wagga Wagga, N.S.W.

Wilson, T. 2000, Human Information Behaviour. Informing Science 3 (1), 49-55.