The Knowledge Lens: Equipping Information Professionals to Spark Innovation within Organizations and Society.
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| Title: | The Knowledge Lens: Equipping Information Professionals to Spark Innovation within Organizations and Society. |
|---|---|
| Authors: | Freeburg, Darin1 darinf@mailbox.sc.edu |
| Source: | Journal of Education for Library & Information Science. Oct2018, Vol. 59 Issue 4, p228-252. 25p. 1 Diagram, 2 Charts. |
| Subject Terms: | *Library schools, *Library education, *Curriculum change, *Library science, *Librarians |
| Abstract: | This article outlines the Knowledge Lens--a way of seeing more clearly the opportunities for knowledge creation within organizations and society. It is proposed as a model for schools of Library and Information Science (LIS) to follow when considering curriculum changes. Instead of producing two sets of graduates--those in information and those in knowledge, each lacking the insight of the other--this model provides a foundation for embedding knowledge throughout the curriculum to equip information professionals with the requisite skills and understanding to lead innovative knowledge work in whatever organization they join. It includes three groupings and six elements. The groupings bring into focus the complexity of organizational life, the power of conversation in knowledge creation, and barriers to the integration of information and the application of knowledge. The elements within these groups control for aberrations in the image of an organization due to a fuzzy view of human potential and agency, an illusion of perfection, a distorted view of power, excessive homogeneity, and barriers that limits the power of an organization's information and knowledge. This article does not contain a set of specific classes or learning outcomes; rather, it outlines a flexible model that can be used to contextually embed knowledge within the curriculum of schools of LIS and information. The librarians, data scientists, project managers, information architects, and others who graduate from these schools are uniquely positioned to lead this work; a curriculum based on the Knowledge Lens equips them to do so. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education for Library & Information Science is the property of Association for Library & Information Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 132882038 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Knowledge Lens: Equipping Information Professionals to Spark Innovation within Organizations and Society. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Freeburg%2C+Darin%22">Freeburg, Darin</searchLink><relatesTo>1</relatesTo><i> darinf@mailbox.sc.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Library+%26+Information+Science%22">Journal of Education for Library & Information Science</searchLink>. Oct2018, Vol. 59 Issue 4, p228-252. 25p. 1 Diagram, 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Library+schools%22">Library schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Library+education%22">Library education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Library+science%22">Library science</searchLink><br />*<searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article outlines the Knowledge Lens--a way of seeing more clearly the opportunities for knowledge creation within organizations and society. It is proposed as a model for schools of Library and Information Science (LIS) to follow when considering curriculum changes. Instead of producing two sets of graduates--those in information and those in knowledge, each lacking the insight of the other--this model provides a foundation for embedding knowledge throughout the curriculum to equip information professionals with the requisite skills and understanding to lead innovative knowledge work in whatever organization they join. It includes three groupings and six elements. The groupings bring into focus the complexity of organizational life, the power of conversation in knowledge creation, and barriers to the integration of information and the application of knowledge. The elements within these groups control for aberrations in the image of an organization due to a fuzzy view of human potential and agency, an illusion of perfection, a distorted view of power, excessive homogeneity, and barriers that limits the power of an organization's information and knowledge. This article does not contain a set of specific classes or learning outcomes; rather, it outlines a flexible model that can be used to contextually embed knowledge within the curriculum of schools of LIS and information. The librarians, data scientists, project managers, information architects, and others who graduate from these schools are uniquely positioned to lead this work; a curriculum based on the Knowledge Lens equips them to do so. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Education for Library & Information Science is the property of Association for Library & Information Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=132882038 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/jelis.59.4.2018-0024 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 228 Subjects: – SubjectFull: Library schools Type: general – SubjectFull: Library education Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Library science Type: general – SubjectFull: Librarians Type: general Titles: – TitleFull: The Knowledge Lens: Equipping Information Professionals to Spark Innovation within Organizations and Society. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Freeburg, Darin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 07485786 Numbering: – Type: volume Value: 59 – Type: issue Value: 4 Titles: – TitleFull: Journal of Education for Library & Information Science Type: main |
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