50009 Information Cultures

UTS: Communication
Credit points: 8 cp
Result Type: Grade, no marks

Requisite(s): 50007 Creative Information Design

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

The subject enables students to:

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

Assessment item 1: Reflective Log (Individual)

Objective(s):	a, b, c
Weighting:	15%
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 item 2: Analytical Report (Individual)

Objective(s):	a, b, c
Weighting:	35%
Length:	Max. length 2,500 words
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 item 3: Pilot Research Project and Reflective Report (Individual and Group)

Objective(s):	a, b, c, d
Weighting:	35% (Group) and 15% (Individual) Total 50%
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. 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:	Assessment Criteria for Part A and Part B: Pilot Research Report (Group) – 35% 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 Assessment Criteria for Part C: Reflective Report (Individual) – 15% (Max. word length 1500 words) 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

There is no set textbook for this subject. Specific readings will be assigned on a week-by-week basis in class.
The reference list below is indicative of the texts we will be using in the course.

Barak, A. Ed. (2008). Psychological aspects of cyberspace: Theory, research, application. Cambridge, Cambridge University Press.

Bates, Marcia (2002) Toward an integrated model of information seeking and searching. The New Review of Information Behaviour Research. 3, 1-16.

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

Bradley, G. (2006). Social and community informatics: humans on the net. London, Routledge

Burkell, J., P. McKenzie, & D. Lajoie-Paquette (2005) Information provision for informed prenatal decision making. Annual Conference of the Canadian Association for Information Science held with the Congress of the Social Sciences and Humanities of Canada at the University of Western Ontario, London, Ontario, June 2-4, 2005. Available at www.cais-acsi.ca/proceedings/2005/burkell_2005.pdf

Case, D. O. (2002). Looking for information: a survey of research on information seeking, needs, and behavior. Amsterdam; New York : Academic Press.

Chowdhury, S. and Gibb, F. (2009). Relationship among activities and problems causing uncertainty in information seeking and retrieval. Journal of Documentation, 65, 3.

Dervin, B. (2006) "Researchers and practitioners talk about users and each other. Making user and audience studies matter—paper 1' " Information Research, 12(1) paper 286 Available at http://informationr.net/ir/12-1/paper286.html

Fielding, N., Lee, R. M. and Blank, G., eds. (2008) The Sage handbook of internet and online research methods. Thousand Oaks, CA : Sage,

Fowler, F. J. (2009). Survey research methods . Thousand Oaks : Sage Publications.

Gurstein, Michael (2003) Effective use: A community informatics strategy beyond the digital divide First Monday, 8 (12) http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1798/1678

Hersberger, J.A. (2003) Are the economically poor information poor? Does the digital divide affect the homeless and access to information? Canadian Journal of Information and Library Science 27(3) September: 44-63.

Hill, M. W. (2005). The impact of information on society: an examination of its nature, value and usage. Munchen, K.G. Saur

Kuhlthau, C.C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. 2nd ed. Westport, CN, Libraries Unlimited.

Mackay, H., Maples, W. and Reynolds, P. (2001). Investigating the information society. London, Routledge

Mansell, R. and Collins, B. S. Eds. (2005). Trust and crime in information societies. Cheltenham, Edward Elgar

Olsson, M. (2005) "Making Sense of Sense-Making: Information Behavior Researchers Construct an 'Author'"; Canadian Journal of Information & Library Science. Sep2005, Vol. 29 Issue 3, p315-334.

Olsson, M. (2005) "Meaning and authority: the social construction of an 'author' among information behaviour researchers."; Information Research, 10(2) paper 219 Available at http://informationr.net/ir/10-2/paper219.html

Olsson, M. (2007) Power/Knowledge: the Discursive construction of an Author. Library Quarterly . 77 (2), 219-240.

Olsson, Michael (2003) The Construction of the Meaning and Significance of an 'Author' among Information Behaviour Researchers. A Social Constructivist approach. Available via Australian Digital Theses Program at http://epress.lib.uts.edu.au/dspace/handle/2100/284

Olsson, Michael (2004) 'Understanding Users: Context, Communication and Construction'. ALIA 2004 Biennial Conference Gold Coast Convention & Exhibition Centre, Queensland, Australia, 21 -24 September 2004.

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

Talja, Sanna (2002) Information Sharing in academic communities: types and levels of collaboration in information seeking and use. The New Review of Information Behaviour Research . 3, 143-160.

Tredinnick, L. (2008). Digital information culture: the individual and society in the digital age. Oxford, Chandos Publishing.

Veltman, K. (2006). Understanding new media. Canada, University of Calgary Press.

Webster, Frank. (2002). Theories of the information society. London : Routledge, 2002.

Weinberg, D., ed. (2001). Qualitative research methods. Malden, MA : Blackwell Publishers.

Widén-Wulff, Gunilla (2000) "Business information culture: a qualitative study of the information culture in the Finnish insurance business" Information Research 5 (3) Available at: http://informationr.net/ ir/ 5-3/ paper77.html

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

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