Dilemmas in the Study of Information: Exploring the Boundaries of Information Science

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Greenwood Publishing Group, 1992 - 184 من الصفحات
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This thought-provoking book identifies the limits of the field of information science, and thus raises very real problems of the discipline in the context of people using, misusing, and abusing information. S. D. Neill provides many examples of the uses of information to illustrate how difficult it is to work with. In particular, he highlights problems of information scientists using information to study information. It is the author's contention that information use problems are, in certain instances, insoluble dilemmas, for they are grounded in human nature and can be solved only by altering that nature.

Neill analyzes certain events to show that while sufficient information was available, it wasn't used--either because of greed, personality, or judgement. Information is power if, and only if, you have enough knowledge to understand it, the will to use it, and the ability to communicate it. The dilemmas are found in the control of information for retrieval, the use of data originally collected for other purposes, and research methods in library and information science.

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1 The Dilemma of the Subjective in Information Organization and Retrieval
The Role of the Body in Thinking
Character Values and Personality
Argumentation with Selected Evidence
An Incremental Death
Managing in the Information Society
The Enigma of Complexity
Is Information Science a Science Social Science or Humanity?
The Dilemma of Debate
Bibliographical Essay
Name Index
Subject Index
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الصفحة 163 - Tasting of Flora and the country green, Dance, and Provencal song, and sunburnt mirth! O for a beaker full of the warm south, Full of the true, the blushful Hippocrene, With beaded bubbles winking at the brim, And purple-stained mouth ; That I might drink, and leave the world unseen, And with thee fade away into the forest dim.
الصفحة 88 - This terribly clear, clear picture of the Fat Lady formed in my mind. I had her sitting on this porch all day, swatting Hies, with her radio going full-blast from morning till night. I figured the heat was terrible, and she probably had cancer, and — I don't know. Anyway, it seemed goddam clear why Seymour wanted me to shine my shoes when I went on the air. It made sense.
الصفحة 131 - ... given" is taken to mean given to a single mind which deliberately solves the problem set by these "data." It is rather a problem of how to secure the best use of resources known to any of the members of society, for ends whose relative importance only these individuals know. Or, to put it briefly, it is a problem of the utilization of knowledge which is not given to anyone in its totality.
الصفحة 131 - The whole acts as one market, not because any of its members survey the whole field, but because their limited individual fields of vision sufficiently overlap so that through many intermediaries the relevant information is communicated to all.
الصفحة 37 - Speaking as a wheelwright," he replied, "I look at the matter in this way; when I am making a wheel, if my stroke is too slow, then it bites deep but is not steady; if my stroke is too fast, then it is steady, but does not go deep. The right pace, neither slow nor fast, cannot get into the hand unless it comes from the heart. It is a thing that cannot be put into words; there is an art in it that I cannot explain to my son. That is why it is impossible for me to let him take over my work, and here...
الصفحة 22 - In all the work, philosophical theory and accuracy have been made to yield to practical usefulness. The impossibility of making a satisfactory classification of all knowledge as preserved in books, has been appreciated from the first, and nothing of the kind attempted.
الصفحة 33 - It would be very misleading, however, to assert that secondary-school, and even older, students can never profit either from the use of concreteempirical props to generate intuitive meanings, or from the use of inductive discovery and deductive problem-solving techniques to enhance such meanings. As previously suggested, generally mature students tend to function at a relatively concrete or intuitive level when confronted with a particularly new subject-matter area in which they are as yet totally...

نبذة عن المؤلف (1992)

S. D. NEILL is one of the founding faculty members of the School of Library and Information Science at the University of Western Ontario. He has published widely on many aspects of librarianship and information science. His main teaching areas are reference work, storytelling for children, and the philosophy of the profession.

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