Organising Knowledge In A Global Society

Organising Knowledge in a Global Society updates the successful first edition, which has been widely used as an introduction to the field of information organisation, both in Australia and overseas. The work reflects current practice and trends, paying particular attention to how libraries and other information services provide intellectual access to digital information resources through metadata. In this revision, the various information organisation components of the Web 2.0 phenomenon are discussed, including social tagging and folksonomies. The new edition also covers the latest developments in metadata standards, such as Resource Description and Access, and information retrieval systems such as the increasing support for faceted navigation. Examples and case studies have been updated throughout.

Updates Organising Knowledge in Australia by Ross Harvey which has proved to be a successful introduction to bibliographical organisation in libraries both in Australia and overseas.

The fourth edition of this standard student text, Organizing Knowledge, incorporates extensive revisions reflecting the increasing shift towards a networked and digital information environment, and its impact on documents, information, knowledge, users and managers. Offering a broad-based overview of the approaches and tools used in the structuring and dissemination of knowledge, it is written in an accessible style and well illustrated with figures and examples. The book has been structured into three parts and twelve chapters and has been thoroughly updated throughout. Part I discusses the nature, structuring and description of knowledge. Part II, with its five chapters, lies at the core of the book focusing as it does on access to information. Part III explores different types of knowledge organization systems and considers some of the management issues associated with such systems. Each chapter includes learning objectives, a chapter summary and a list of references for further reading. This is a key introductory text for undergraduate and postgraduate students of information management.

Annotation This book is an ambitious attempt to address issues of knowledge production and sharing through a better understanding of knowledge and learning processes at a sectorial level.

At the Conference on Environmentally & Socially Sustainable Development sponsored by the World Bank's Learning and Leadership Center and UNESCO, participants discussed developing nations seeking technology transfer, undertaking new partnerships with the private sector, and pursuing the development of their own scientific and technical capacities. As they do, the quality and content of academic endeavors and research agendas become critical in organizing and investing in knowledge. This volume is a compilation of the topics raised at the conference, which was assembled to pursue the important task of organizing knowledge that can help address key issues facing people around the world. Issues in the book concern survival of the species and the environment and the well-being of the world's children.

As the third millennium progresses, we are faced with increasing pressures relating to climate change and the sustainability of life on Earth. Concerned citizens are realizing that the responsibility to respond is both local and global. There is an increasing sense of urgency about the need to reform the processes of schooling and curriculum to better prepare students for global citizenship. Educators, policy makers and the wider community are seeking information about how to proceed with this reform effort, particularly how alternative and integrated approaches to curriculum can be used to engage students with the important issues of our time. Knowledge that Counts in a Global Community explores the potential contribution of curriculum integration in a context where school curricula are typically segregated by discipline. It offers curriculum integration as a powerful tool for educating young citizens so that they can understand and respond to global concerns. It argues for an informed citizenry who can think broadly across disciplines, and contribute sensibly and pragmatically to local problems with an eye on how this translates to making a global difference. In its examination of the twin themes of global knowledge and curriculum integration, the book explores: the nature of curriculum integration the nature of knowledge the nature of learning The authors reflect on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships among curriculum integration, knowledge and learning. Throughout the book, the authors emphasize the central curriculum question, what kinds of outcomes do we want for students of the twenty-first century? This book will provide a valuable resource for academic educators, researchers, teachers and others interested in educational policy reform.

Barry Buzan proposes a new approach to making International Relations a truly global discipline that transcends both Eurocentrism and comparative civilisations. He narrates the story of humankind as a whole across three eras, using its material conditions and social structures to show how global society has evolved. Deploying the English School's idea of primary institutions and setting their story across three domains - interpolity, transnational and interhuman - this book conveys a living historical sense of the human story whilst avoiding the overabstraction of many social science grand theories. Buzan sharpens the familiar story of three main eras in human history with the novel idea that these eras are separated by turbulent periods of transition. This device enables a radical retelling of how modernity emerged from the late 18th century. He shows how the concept of 'global society' can build bridges connecting International Relations, Global Historical Sociology and Global/World History.

This book establishes constructivist, interpretivist, and linguistic approaches based on conventions about the nature of qualitative and text data, the author’s influence on text interpretation, and the validity checks used to justify text interpretations. Vast quantities of text and qualitative data in organizations often go unexplored. Text analytics outlined in this book allow readers to understand the process of converting unstructured text data into meaningful data for analysis in order to measure employee opinions, feedback, and reviews through sentiment analysis to support fact-based decision making. The methods involve using NVivo and RapidMiner software to perform lexical analysis, categorization, clustering, pattern recognition, tagging, annotation, memo creation, information extraction, association analysis, and visualization. The methodological approach in the book uses innovation theory as a sensitizing concept to lay the foundation for the analysis of research data, suggesting approaches for empirical exploration of organizational learning, knowledge management, and innovation practices amongst geographically dispersed individuals and team members. Based on data obtained from a private educational organization that has offices dispersed across Asia through focus group discussions and interviews on these topics, the author highlights the need for integrating organizational learning, knowledge management, and innovation to improve organizational performance, exploring perspectives on collective relationships and networks, organizational characteristics and structures, and tacit and overt values which influence such innovation initiatives. In the process, the author puts forward a new theory which is built on three themes: relationship and networks, knowledge sharing mechanisms, and the role of social cognitive schema that facilitate emergent learning, knowledge management, and innovation.