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In the present study, a bibliometric analysis was carried out on cyanolichens, using the ISI Web of Science (WoS) as a database. A total of 244 documents were retrieved, published in the period from 1991 to 2022, and 79 studies published from 2016 to 2022. Considering the entire period analyzed, there was an increase in studies with cyanolichens, with 2013 being the most productive year (21 studies), followed by 2019 (18). The studies were carried out by scientists from 47 countries, with the US, Canada, Germany, Norway and Sweden as the most productive. The bibliometric network of keywords was grouped into four classes: the first and most isolated included taxonomy, evolution and selectivity of symbiotic partners, while the other three classes were associated with ecology, physiology, diversity and conservation of cyanolichens, the latter arranged in a closer relationship, showing that these aspects are often studied together. Analyzing only the period from 2016 to 2022, most of the studies cited show a growing interest in studying nitrogen fixation, functional ecology, associated microbiota and macroevolution of cyanolichens. The bibliometric analysis was effective in demonstrating the state of the art of the study of cyanolichens in a global context, and highlighted the main topics of interest to the scientific community, as well as the countries, researchers, studies and journals that stood out. En el presente estudio se realizó un análisis bibliométrico sobre cianolíquenes, utilizando como base de datos el ISI Web of Science (WoS). Se recuperaron un total de 244 documentos, publicados en el período de 1991 a 2022, y 79 estudios publicados de 2016 a 2022. Considerando todo el período analizado, hubo un aumento de estudios con cianolíquenes, siendo 2013 el año más productivo (21 estudios), seguido de 2019 (18). Los estudios fueron realizados por científicos de 47 países, siendo Estados Unidos, Canadá, Alemania, Noruega y Suecia los más productivos. La red bibliométrica de palabras clave se agrupó en cuatro clases: la primera y más aislada incluyó taxonomía, evolución y selectividad de socios simbióticos, mientras que las otras tres clases se asociaron con ecología, fisiología, diversidad y conservación de cianolíquenes, esta última ordenada de manera más estrecha. relación, lo que demuestra que estos aspectos a menudo se estudian juntos. Analizando solo el período de 2016 a 2022, la mayoría de los estudios citados muestran un interés creciente por estudiar la fijación de nitrógeno, la ecología funcional, la microbiota asociada y la macroevolución de los cianolíquenes. El análisis bibliométrico fue efectivo para demostrar el estado del arte del estudio de los cianolíquenes en un contexto global, y destacó los principales temas de interés para la comunidad científica, así como los países, investigadores, estudios y revistas que se destacaron. No presente estudo foi realizada uma análise bibliométrica sobre cianoliquens, utilizando como base de dados a ISI Web of Science (WoS). Um total de 244 documentos foram recuperados, publicados no período de 1991 a 2022, e 79 estudos publicados de 2016 a 2022. Considerando todo o período analisado, observou-se um aumento nos estudos com cianoliquens, sendo o ano de 2013 o mais produtivo (21 estudos), seguindo de 2019 (18). Os estudos foram feitos por cientistas de 47 países, com EUA, Canada, Alemanha, Noruega e Suécia como os mais produtivos. A rede bibliométrica das palavras-chave foi agrupada em quatro classes: a primeira e mais isolada incluiu a taxonomia, evolução e seletividade dos parceiros simbióticos, enquanto as outras três classes foram associadas com ecologia, fisiologia, diversidade e conservação de cianoliquens, estas últimas dispostas em uma relação mais próxima, evidenciando que muitas vezes estes aspectos são estudados juntos. Analisando apenas o período de 2016 à 2022, a maioria dos estudos citados apresentam um interesse crescente em estudar a fixação de nitrogênio, ecologia funcional, microbiota associada e macroevolução dos cianoliquens. A análise bibliométrica foi eficaz em demonstrar o estado da arte do estudo dos cianoliquens em um contexto global, e evidenciou os principais tópicos de interesse da comunidade científica, assim como os países, pesquisadores, estudos e revistas que se destacaram.

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Introduction Recent research into student learning has developed the notion that certain aspects of a concept are educationally critical to the development of a depth of understanding felt appropriate by the teacher for a particular learning situation. Without identifying the critical aspects in a research process and emphasising them in learning experiences, the development of an appropriate depth of understanding is, logically, highly unlikely (Booth, 1997; Cope, 2000a; Marton & Booth, 1997). A review of the IS education research literature revealed that an appropriate depth of understanding of the concept of an IS for new graduates has not been explicitly described and the educationally critical aspects of this understanding not researched. Indeed, the development of a deep understanding of the concept of an IS is not emphasised in IS undergraduate curricula, textbooks or teaching. Consequently, there is the possibility that IS graduates are entering practice without an appropriate depth of understanding of the concept at the core of the discipline. This is a serious concern as an argument has been made for a logical link between the lack of emphasis on the concept of an IS in undergraduate curricula, an inadequate understanding of the concept of an IS in new graduates as prospective professionals, poor communication with clients during requirements gathering in practice, and the possible failure of information systems (Cope, 2000a; Cope & Horan, 1998; Cope, Horan & Garner, 1997; Weber, 1996). Lack of knowledge about the educationally critical aspects of the concept of an IS would appear to be a significant problem for IS education and practice. The aim of this paper is to report an empirical study which sought to address this lack of knowledge. Theoretical Background The notion that a concept like an IS has educationally critical aspects has been developed in the work of Booth (1994, 1997), Cope (2000a), Marton (1998) and Marton and Booth (1996, 1997). Underlying the notion is a consistent finding of phenomenographic research into the different ways particular phenomena can be understood and the interpretation of these findings in terms of the analytical framework of a structure of awareness. A Consistent Finding of Phenomenographic Studies Phenomenographic research approaches were designed in the early 1970s to qualitatively investigate the different ways that phenomena in the world can be perceived, conceptualised and understood (Marton, 1986). Phenomenographic studies take a second order research perspective. A first order perspective involves a researcher making statements about the world. A second order perspective involves a researcher making statements about other peoples' experiences of the world (Marton, 1981). One of the consistent findings of phenomenographic studies is that a group of individuals will understand the same phenomenon in a limited number of distinctly different ways. Importantly the different understandings have been found to be related hierarchically based on logical inclusiveness and increased level of understanding. An example is needed to illustrate this finding. A study of variation in understanding of the nature of computer programming was conducted by Booth (1992). Three distinctly different levels of understanding were identified among a group of Swedish undergraduate computer science students. Computer programming was perceived variously as a computer oriented activity, a problem solving activity, and a product producing activity. The three levels of understanding formed a hierarchy based on logical inclusiveness. An understanding of computer programming as a product producing activity was found to include the notions that the product solved a problem and used a computer to do it. The product producing orientation was considered to be the deepest level of understanding identified and the level of understanding appropriate for the students. …