Search

The term discovery applies herein to the successful outcome of inquiry in which a significant personal, professional or scholarly breakthrough or insight occurs, and which is individually or socially acknowledged as a key contribution to knowledge. Since discoveries culminate at fixed points in time, discoveries can serve as an outcome metric for both inquirers and the information professionals who support inquiry. First, the primacy of information seeking behavior is explored, particularly its key role in guiding the development of various kinds of supportive information architectures and services. Second, three models of the discovery process are presented, with suggested ways to accelerate discovery via each model. Last, a case is made for developing a strategic vision for LIS and iSchool education. This educational vision involves augmenting information behavior theory with a generalized art and science of search, research and accelerated discovery, and the development of systems and technologies to prompt discovery.

Focuses on understanding how investments in information technology are reflected in the income statements and balance sheets of firms. Shows that the relationship between information technology investments and corporate profitability is much better explained by using risk-adjusted measures of corporate profitability than using the same measures unadjusted for risk. (Author/AEF)

The concept of the learning organization and intellectual capital were instrumental in the beginning stage of knowledge management, about 1995. From the spontaneous combination of these two fields, the modern concept of knowledge management as a conceptual platform emerged. The seven main fields that are so far most intimately connected to knowledge management are discussed. (Contains 65 references.) (AEF)

Marketing consists of finding, diagnosing and filling the needs of relevant clientele through mutually beneficial exchange relationships, and doing so better than one's competitors. Marketing is important in the curriculum because the curriculum is a market offering to students, employers, funders, and other clientele. During the first half of the twentieth century, institutional and production models dominated the curriculum, despite an undercurrent marketing movement that centered on clientele research. Contemporary library and information science curricula are more marketing oriented, but have yet to bridge the divide between system-centered approaches and clientele-centered approaches. A stronger marketing orientation appears to be emerging in the avant-garde information schools, as they promote the development of information cybermarketing, digital libraries, effective human-computer interfaces, and user-centered paradigms. Ultimately, the objective of marketing is to fill clientele needs so directly that the promotion and selling of systems or services is rendered largely superfluous. [ABSTRACT FROM PUBLISHER]

No abstract available for this article. [ABSTRACT FROM PUBLISHER]

The emergence and development of information science within its wider disciplinary framework is interpreted. Information science is approached as one of a modern generation of communication or behavioral disciplines which emerged almost simultaneously around World War II. Consequently, an attempt is made to discern the evolution of relationships between information science and other modern generation disciplines. The internal development of information science is first sketched. Second, possible relationships and roles of information science within a potentially emergent suprasystem of knowledge are discussed. [ABSTRACT FROM AUTHOR]