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This theoretical article examines the conceptual premises of the research and practice of information literacy (IL) in the workplace in relation to research on knowledge creation in the fie...

The purpose of this recommendation is to provide research organisations and their funders as well as other organisations operating in the interface of the civil society with principles and guidelines for promoting citizen science. The recommendation provides answers to questions on how to make citizen science projects more appealing to researchers and how citizen science methods give researchers recognition and merits. The recommendation concerns specific issues in citizen science and provides ways of establishing citizen science as an equal scientific method with other scientific methods in use. The aim of this recommendation is to provide a basis for ensuring the quality of citizen science research in the Finnish scientific community.

Syftet med denna rekommendation är att ge forskningsorganisationer och deras finansiärer samt andra organisationer som verkar i vetenskapssamfundets gränssnitt principer och anvisningar för att främja medborgarforskning. Rekommendationen ger svar på frågor om hur medborgarforskningsprojekt kan göras mer lockande för forskare och hur medborgarforskningsmetoder ger forskare erkännande och meriter. Rekommendationen behandlar specialfrågor inom medborgarforskning och erbjuder sätt att etablera medborgarforskning som en jämbördig vetenskaplig metoder. Syftet med denna rekommendation är att erbjuda en grund för säkerställande av kvaliteten på medborgarforskningen i det finländska vetenskapssamfundet.

The aim of this study is to contribute to the understanding of Information Literacy (IL) in relation to knowledge creation in organizational settings. IL is understood as a practice realized in the course of action, emphasizing the social and interactive aspects of the phenomenon. There is a need to increase understanding of the role of IL in knowledge processes and develop methods for empirical examination. We suggest an approach for examining IL in knowledge creation and present results of a qualitative study on interaction in a multidisciplinary research consortium. The findings suggest that knowledge creation relates to the abilities of using various sources of information and understanding the relevance of the suggested information in the discussions. The outcomes can be used in developing the methods of examining IL and in enhancing abilities to create new knowledge and collaborate in organizations.

PurposeThe purpose of this paper is to examine knowledge-creating interaction in developing an innovation in a multidisciplinary research community with hermeneutic phenomenology, to understand how previous experiences and future prospects shape the process and to examine the circumstances, which support or limit knowledge creation.Design/methodology/approachThe approach of this study is phenomenological and the empirical case study has been conducted using ethnography. The data consist of field notes, videos, interviews and documents of a BCDC energy consortium, developing energy weather forecast (EWF) in a new type of research environment.FindingsThe results indicate that the role of actual interactive events was crucial in the development of EWF. Hermeneutic approach illustrated that the roots of that event were in the past experiences of the participants and the circumstances, which promoted the development of the innovation, but the acknowledgment of the future prospects was crucial in finalizing the process. The role of a leader organizing the interaction and collaborative work was also substantial.Practical implicationsThe results of this study could be used to plan and organize knowledge creation processes in organizations, especially in universities and research communities, striving to create multidisciplinary research environments and practices.Originality/valueThis study proposes a new approach based on hermeneutic phenomenology to examine it in a unified way, by focusing on the key aspects of elements affecting knowledge-creating interaction.

Covid-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the Covid-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers (nexperienced = 127; ninexperienced = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools. peerReviewed

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When the American Library Association developed and approved the Framework for Information Literacy in Higher Education, librarians at many institutions began to attempt implementation. The Framework marked a conceptual and practical break from the past of information literacy standards, so substantial re-tooling become necessary. The present paper applies phenomenology to some specific concepts of the Framework to assist with interpreting ideas and implementing those ideas into practice. The phenomenological analysis actually forms a critique (not criticism) of three of the concepts in particular and uses the work of Edmund Husserl and Maurice Merleau-Ponty as foundations to facilitate information literacy work.

Purpose – The purpose of this paper is to examine the experiential nature of knowledge creating interaction and to introduce a framework to explore it theoretically coherently with hermeneutic phenomenology and Hans-Georg Gadamer’s concept of play. Design/methodology/approach – This paper presents a literature-based conceptual analysis of the concept of play. Gadamerian conception is related with the descriptions of knowledge creating interaction in the research of knowledge management and with the uses of the concept of play in the field of Library and Information Science (LIS). Theoretical analysis is applied in this study to structure the argumentation. Findings – This study illustrates how the preconceptions of experiences and different modes of being in interaction are implicitly present in the research of knowledge creation (KC) in the descriptions of interaction and human factors enhancing KC. A framework for examining KC in organizational circumstances is developed based on the hermeneutic phenomenology and Gadamer’s concept of play, which provide a basis for understanding KC as being together in interaction. Research limitations/implications – This theoretical study develops a framework for examining the process of KC also empirically. In this study the examination of hermeneutic phenomenology is limited to the conceptions of play, authenticity and everydayness; phenomenology offers means for further explication of human being and experience. Originality/value – This study provides a new view on KC based on hermeneutic phenomenology and play, and contributes to the examination of interactive knowledge processes in the field of LIS.

This entry provides an overview of knowledge creation and information use within the organizational context. It is claimed that research focusing on these issues is still underdeveloped within library and information science (LIS). Research on information use within organizational settings belongs to the research field of information behavior and information seeking, but it has not gained much attention apart from research on the information needs and uses of different professions and tasks. Research on knowledge creation, in turn, is related to the multidisciplinary field of knowledge management (KM) and more focus has been placed on it within the field of organization theory and management studies. This entry first highlights the distinctive nature of the concepts of information and knowledge and presents the main types of organizational knowledge. Information management (IM) and KM as fields of LIS and their research traditions are discussed. Research on information use is reviewed, with particular emphasis placed on information use environments. Moreover, a model of organizational information use that includes knowledge creation is examined, and the main models of knowledge creation are presented. Finally, these models are compared to highlight their potential relationships, and future research trends are outlined.

Recent research of knowledge creation suggests, that knowledge is created in interaction, especially in the events of interaction between two or more persons. Research has indicated, that the atmosphere and form of these events is crucial—they determine if knowledge is created or not. While the importance of the event of interaction has been acknowledged, it has not, thus far, been the focus of empirical studies.