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ERIC Number: EJ1074101
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0748-5786
Empowering Accelerated Personal, Professional and Scholarly Discovery among Information Seekers: An Educational Vision
Harmon, Glynn
Journal of Education for Library and Information Science, v54 n2 p81-93 Spr 2013
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.
Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail: office@alise.org; Web site: http://www.alise.org/jelis-2
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A