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Reading as dialogical document work: Possibilities for Library and Information Science
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Curtin University. (LinCS)ORCID-id: 0000-0002-4178-0563
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
2016 (Engelska)Ingår i: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 72, nr 1, s. 127-139Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose The purpose of this paper is to introduce a dialogically based theory of documentary practices and document work as a promising framework for studying activities that are often conceptualised as information behaviour or information practices within Library and Information Science (LIS).

Design/methodology/approach An empirical example – a lesson on how to read railway timetables – is presented. The lesson stems from a research project including 223 Swedish lessons recorded in Swedish primary schools 1967-1969. It is argued that this lesson, as many empirical situations within LIS research, can fruitfully be regarded as documentary practices which include document work such as reading, rather than instances of information behaviour.

Findings It is found that the theoretical perspective of dialogism could contribute to the theory development within LIS, and function as a bridge between different subfields such as reading studies and documentary practices.

Research limitations/implications The framework is yet to be applied on a larger scale. This would require a willingness to go beyond the entrenched idea of information as the core theoretical concept and empirical object of study within LIS.

Social implications The theoretical framework offers a view of the relations between individuals, documents, and social contexts, through which it is possible to explore the social significance of core LIS concerns such as reading, literacy, and document work.

Originality/value The theoretical framework offers an alternative to the monologist, information-based theories and models of people’s behaviours and practices prevalent in LIS.

Ort, förlag, år, upplaga, sidor
2016. Vol. 72, nr 1, s. 127-139
Nyckelord [en]
Reading, Dialogism, Document theory, Document work, Information behaviour, Information practices
Nationell ämneskategori
Biblioteks- och informationsvetenskap
Forskningsämne
Biblioteks- och informationsvetenskap; Biblioteks- och informationsvetenskap
Identifikatorer
URN: urn:nbn:se:hb:diva-8301DOI: 10.1108/JD-01-2015-0019OAI: oai:DiVA.org:hb-8301DiVA, id: diva2:890004
Projekt
Reading, traditions and negotiations: reading activities in Swedish classrooms 1967-1969
Forskningsfinansiär
Vetenskapsrådet, 2012-4140Tillgänglig från: 2015-12-30 Skapad: 2015-12-30 Senast uppdaterad: 2017-12-01Bibliografiskt granskad

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Lundh, Anna HampsonDolatkhah, Mats

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