Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 52: 1-42 (2004)

原著論文Original Article

図書館・情報学諸領域における「知識」の位置付けHow ‘Knowledge’ is situated in some research areas of library and information science

筑波大学大学院図書館情報メディア研究科Graduate School of Library, Information and Media ◇ 〒305-8550 茨城県つくば市春日一丁目2番地 ◇ Kasuga 1-2, Tsukuba, Ibaraki 305-8550, Japan

受付日:2004年8月19日Received: August 19, 2004
受理日:2005年3月20日Accepted: March 20, 2005
発行日:2005年7月25日Published: July 25, 2005

‘Knowledge’ is closely related to the notion of ‘information’, which is one of the central notions in Library and Information Science, and is itself one of the most important notions in this field. In order to study how the notion ‘knowledge’ is situated in Library and Information Science, various articles and books which involve this notion were selected from reference books and textbooks in Library and Information Science. In examining those articles and books, 10 research areas which involve the notion ‘knowledge’ were selected. Based on the ethnographic methods, such as ‘coding’ and categorization, each of the articles and books was coded as to what kind of notion is assumed under the term ‘knowledge’, and how it is used. This sequence of coding produced 5 main analytical points to examine the notion and usage of ‘knowledge’ in each of the research areas. These analytical points are (1) how the term ‘knowledge’ is related with the term ‘information’, (2) how far it is generalized, (3) whether it is held as ‘being personal’ or as ‘being shared’, (4) in what way it is evaluated, and (5) where it is conceptually located.

The notion and usage of ‘knowledge’ in each of the research areas were then explicated through these analytical points, and how ‘knowledge’ is situated in Library and Information as a whole was further inferred based on the analysis. Finally, some unexplored aspects of this notion are pointed out, and some direction within the study of ‘knowledge’ is suggested for Library and Information Science.

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