Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2013
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1044632 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181731971334144 |
|---|---|
| author | Ma, Lia |
| author_facet | Ma, Lia Ma, Lia |
| collection | Education Resources Information Center |
| contents | Is Information Still Relevant? Ma, Lia Relevance (Education) Information Science Information Science Education Concept Formation Data Evidence Data Processing Best Practices Definitions Data Analysis Introduction: The term "information" in information science does not share the characteristics of those of a nomenclature: it does not bear a generally accepted definition and it does not serve as the bases and assumptions for research studies. As the data deluge has arrived, is the concept of information still relevant for information science? Analysis: Three conceptual constructs are examined for exploring how information may be a useful concept in information science discourse: "information as data", "information as processed data", and "information as justifiable claims". Conclusion: Information is relevant if it is understood as justifiable claims that shape and are shaped by the standards, rules, and best practices of data preservation, data curation, and other activities in the flood of data. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] |
| format | Recurso educativo Open Access |
| id | eric_EJ1044632 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | Is Information Still Relevant? Ma, Lia Relevance (Education) Information Science Information Science Education Concept Formation Data Evidence Data Processing Best Practices Definitions Data Analysis Is Information Still Relevant? Ma, Lia Relevance (Education) Information Science Information Science Education Concept Formation Data Evidence Data Processing Best Practices Definitions Data Analysis Introduction: The term "information" in information science does not share the characteristics of those of a nomenclature: it does not bear a generally accepted definition and it does not serve as the bases and assumptions for research studies. As the data deluge has arrived, is the concept of information still relevant for information science? Analysis: Three conceptual constructs are examined for exploring how information may be a useful concept in information science discourse: "information as data", "information as processed data", and "information as justifiable claims". Conclusion: Information is relevant if it is understood as justifiable claims that shape and are shaped by the standards, rules, and best practices of data preservation, data curation, and other activities in the flood of data. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] |
| title | Is Information Still Relevant? |
| topic | Relevance (Education) Information Science Information Science Education Concept Formation Data Evidence Data Processing Best Practices Definitions Data Analysis |
| url | https://eric.ed.gov/?id=EJ1044632 |