Interdisciplinarity and Postgraduate Teaching of Knowledge Organization (KO): Elements for a Necessary Dialogue

IF 0.6 4区 管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE
Mario Barité, Varenka Parentelli, Natalia Rodríguez Casaballe, María Verónica Suárez
{"title":"Interdisciplinarity and Postgraduate Teaching of Knowledge Organization (KO): Elements for a Necessary Dialogue","authors":"Mario Barité, Varenka Parentelli, Natalia Rodríguez Casaballe, María Verónica Suárez","doi":"10.5771/0943-7444-2023-3-227","DOIUrl":null,"url":null,"abstract":"Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.","PeriodicalId":46091,"journal":{"name":"Knowledge Organization","volume":null,"pages":null},"PeriodicalIF":0.6000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Knowledge Organization","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5771/0943-7444-2023-3-227","RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 0

Abstract

Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowl­edge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
跨学科与研究生知识组织教学:必要对话的要素
跨学科意味着学科领域的先前存在,而不是它们的解体。作为总体目标,我们建议在伊比利亚-美洲大学中,通过负责以KO为重点或与KO相关的研究生课程的教学人员,建立一种强调KO教学中跨学科的初步方法。为了进行研究,提出了针对教师的调查的框架和分配,基于四个行动线:1。教师管理跨学科概念的方式。2. 教师们在KO中给予跨学科的地位。3.对教师纳入研究生课程的跨学科内容进行评估。4. 教师使用的一套教学策略和资源,以包括KO教学中的跨学科性。该研究分析了22份回复。初步结果表明,KO教师认识到其他学科在概念、理论、方法和应用方面的影响,但对于哪些学科和作者是建立跨学科桥梁的人尚未达成共识。在其他结论中,该研究强烈表明,环境和社会紧张关系反映在主体表征中,特别是在具有跨学科愿景的友好知识组织系统的构建中,以及在寻求信息的表达中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Knowledge Organization
Knowledge Organization INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
1.40
自引率
28.60%
发文量
7
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信