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  • 1.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    A time and place for everything?: social visualisation tools and critical literacies2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to analyse mutual enactments of critical literacies and social visualisation tools as information resources. The central concept of critical literacies as used here extends and redefines prior critical literacy definitions to denote the pluralistic situated enactments of meaning through which study participants identify, question and transform bias, restrictions and power related aspects of access, control and use in relation to the tools. The study is based on two critical ethnography inspired case studies involving observations, interviews, and contextual inquiry and located in professional settings. Case 1 is centred on how a geographic information system (MapInfo) is used for analysing and preventing traffic accidents. Case 2 is centred on how a dynamic time series animating chart (Trendalyzer) is used for analysing and spreading knowledge about the world’s development. The results demonstrate co-existing critical literacies described in terms of three main directionalities as reactive, proactive, and adaptive, of which the adaptive varieties seem thus far largely overlooked. On the basis of these findings, it is suggested that dominant cognitivist and positivist narratives of visualisations should be replaced with more nuanced alternatives that emphasise the potentials of visualisation tools as evocative and non-blackboxed information resources; i.e., as encouraging new questions and allowing alternative analyses, rather than constructing them as enunciative tools providing true answers. As theoretical contributions, the dissertation argues for a conceptualisation of visualisation tools as representational artefacts and a species of documents actuating information organisation related problems of representation. It also presents a new theoretical construct for the analysis and understanding of the mutual shaping of critical literacies and information resources that includes both cultural practices and actor interests through a combination of sociocultural theories on tools and sociotechnical theories on inscriptions.

  • 2.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Berättelser i gränssnittet: kritiska kompetenser och interaktiva informationsresurser2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker / [ed] Jenny Hedman, Anna Lundh, Carlsson Bokförlag, 2009, p. 235-267Chapter in book (Other academic)
  • 3.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    Biblioteken och "den nya oljan": data och visualiseringar2014In: Medie- och informationskunnighet - en forskningsantologi / [ed] Johanna Rivano Eckerdal, Olof Sundin, Svensk biblioteksförening , 2014, p. 77-90Chapter in book (Other academic)
  • 4.
    Johansson, Veronica
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Bortom källkritik i nya informationslandskap2015In: Vidgade vyer, djupare kunskap: om bildning här och nu / [ed] Atlestam, Ingrid, Kindgren, Hans, Källgren, Bengt, Lekholm, Per, Wockatz, Kerstin & Öberg, Johan, Göteborg: Kultur i Väst , 2015, p. 75-79Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    Digital Data Curation and the Construction of Research Subjects2006Conference paper (Other academic)
  • 6.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    Electronic Publishing Ventures in the 21st Century: Calls for Future Research2003In: Information Policy and the European Union: Proceedings of the 11th bobcatsss symposium, Amsterdam : Instituut voor Media en Informatie Management , 2003Conference paper (Other academic)
  • 7.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    Elektroniska dokument i informationspolitisk belysning. en fråga om makt, kontroll och förhandlingar2004In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 7, no 7Article in journal (Other academic)
  • 8.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    Public Libraries as Democratic Intermediaries: Some Examples from Sweden2004In: New Library World, ISSN 0307-4803, E-ISSN 1758-6909, Vol. 105, no 1196/1197, p. 47-59Article in journal (Refereed)
  • 9.
    Johansson, Veronica
    University of Borås, Swedish School of Library and Information Science.
    The Map and the Time Axis as Mediating Tools in Interactive Information Resources2008Conference paper (Refereed)
  • 10.
    Johansson, Veronica
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Seeking critical literacies in information practices: Reconceptualising critical literacy as situated and tool-mediated enactments of meaning2017In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 22, no 1, article id 1611Article in journal (Refereed)
    Abstract [en]

    Introduction. This paper argues for a reconceptualisation of critical literacy into critical literacies as a merger of respective strengths in two traditions: the elaborate politicised conceptions of critical in associated literacy traditions, and the attention to situated enactments of meaning expressed in literacies approaches. 

    Method. Firstly, a selective conceptual review forms basis for the reconceptualisation of critical literacies. Secondly, this reconceptualisation is used to reinterpret a small convenience sample of information practices studies. 

    Analysis. Information practices studies are re-interpreted with particular attention to two main aspects of the critical literacies reconceptualisation in terms of evaluative and transformative enactments of meaning. 

    Results. The individual studies analysed can be reinterpreted as also describing critical literacies although, due to their alternative framings, not naming them as such and merely comprising a limited range of possible aspects. 

    Conclusion. Focus on situated enactments of critical literacy (critical literacies) can provide a topical addition to the analytical focus and explanatory realm of information practices studies. These studies in turn can help further explore the critical literacies concept and formulate relations between normative definitions and local practices. This requires, however, explicit and comprehensive attention to critical literacies beyond and across sites, tools and users in new ways.

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