User:KYPark/2000

John Brown

 * The Social Life of Information
 * (with Paul Duguid)


 * Lisay O'Malley of the University of Limerick reviewed the book for the Journal of Marketing [2002, 66(4): 124-127]. "The book," she argued, "carries a simple message: Information does not and cannot exist in a vacuum but is socially, spatially, and historcally situated."
 * Tom Zillner reviewed the book for Information and Technology Libraries [200 19(4) pp. 209-211], and concluded that "All in all, The Social Life of Information is a good read for all of us who work with information. In particular, technologists will benefit from the copious reminders that information without context is often not very useful and is someverdana worthless. This point is brought home over and over, and reinforced with plenty of pointers to research."
 * Alex Soojung-Kim Pang, a historian and Web developer at the Stanford University Library (and designer of the "Making the Macintosh" online exhibition), reviewed the book for the Los Angeles Times. (The article appeared on the cover of the book review on September 3, 2000.) In arguing that The Social Life of Information set the "age of information" in social and historical context, the review, called "The Human Touch," also set the book in its own social and historical context.
 * David McIntosh reviewed the book for the Ernst & Young  Center for Business Innovation. The review (  available as a pdf download) concluded, "The Social Life of Information makes a real contribution to our collective knowledge. ... We believe that war is too important to be left to the generals. Similarly, this book suggests, the information revolution is too important to leave to the technologists. Communicating the content is easy, while understanding the context is harder. And there is a lot more social context out there than any of us had realized.
 * The Asia Wall Street Journal and the Wall Street Journal On Line reviewed the book on March 27th, 2000. It called the book "indispensable" as "a cool and lucid examination of the way technology and people interact" that shows how "forces unseen by futurists will emerge from the social webs that people weave."
 * Excerpts from http://people.ischool.berkeley.edu/~duguid/SLOFI/About_the_book.htm


 * cf. The Social Function of Science 1939#John Bernal
 * John Seely Brown, Allan Collins and Paul Duguid (1989)
 * Especially thanked by Allan M. Collins (1975) Intelligent CAI (Final report)
 * John Seely Brown Symposium on Technology and Society
 * The first held at the University of Michigan School of Information (the subsequent: 2002, 2006, 2008)

Barry Buzan

 * The Mind Map Book
 * co-authored with Tony Buzan, who in 1975 began teaching mind maps with Peter Russell, the author of The Global Brain (1982)
 * Barry Buzan's wife, Deborah, is an artist, and the youngest daughter of psychologist B. F. Skinner.

James Gillies

 * How the Web was Born: The Story of the World Wide Web
 * Oxford University Press, 2000 (with Robert Cailliau)
 * Dedicated: To the Memory of Mike Sendall and Donald Davies


 * ``The World Wide Web is like an encyclopaedia, a telephone directory, a record collection, a video shop, and Speakers' Corner all rolled into one and accessible through any computer. It has become so successful that to many it is synonymous with the Internet; but in reality the two are quite different. The Internet is like a network of electronic roads criss-crossing the planet -- the much-hyped information superhighway. The Web is just one of many services using that network, just as many different kinds of vehicle use the roads. On the Internet, the Web just happens to be by far the most popular. The arrival of the Web in 1990 was to the Internet like the arrival of the internal combustion engine to the country lane. Internet transport would never be the same again.`` (opening paragraph, p. 1)
 * Cf. Tim Berners-Lee (1999) Weaving the Web: The Original Design and Ultimate Destiny of the World Wide Web (with Mark Fischetti and Michael L. Dertouzos)
 * Cf. What Are We Calling This Thing? (Chapter 5)
 * Cf. Amazon.com

Robert Jacobson

 * Information Design
 * (ed.) amazon.com


 * Foreword -- Richard Saul Wurman


 * 1) Introduction: Why information Design Matters -- Robert Jacobson
 * 2) Information Design: The Emergence of a New Profession -- Robert E. Horn
 * 3) Chaos, Order, and Sense-Making: A Proposed Theory for Information Design -- Brenda Dervin
 * 4) Human-Centered Design -- Mike Cooley
 * 5) Sign-Posting Information Design -- Romedi Passini
 * 6) The Uniquesness of Individual Perception -- Roger Whitehouse
 * 7) Information Design in Informal Settings: Museums and Other Public Spaces  -- C. G. Screven
 * 8) Graphic Tools for Thinking, Planning and Problem Solving -- Yvonne M. Hansen
 * 9) Visual Design in Three Dimensions -- Hal Thwaites
 * 10) Collaborative Information Design: Seattle's Modern Odyssey -- Judy Anderson
 * 11) Information Interaction Design -- Nathan Shedroff
 * 12) Interactivity and Meaning -- Sheryl Macy, Elizabeth Anderson, and John Krygier
 * 13) The Role of Ambiguity in Multimedia Experience -- Jim Gasperini
 * 14) Sculpting in Zeroes and Ones -- Steve Holtzman
 * 15) Personal Reflection on the Development of Cyberspace -- Simon Birrell
 * 16) Rationalizing Information Representation -- Jep Raskin

Norman Johnson

 * Subplane Covered Nets
 * Google book


 * ``The ideas encountered in this monograph are amalgamations of ideas of T.G. Ostrom, A.A. Albert, D.R. Hughes, G. Rosati, J. Cofman, A. Barlotti, D.A. Foulser, R.C. Bose, R.H. Bruck, M. Hall, J.A. Thas, F. De Clerck, V. Jha, P.J. Cameron, N. Knarr, A. Bruen, J.C. Fisher, G. Lunardon, M. Walker, H. Luneburg, M. Biliotti, and T. Grundhofer, to mention a few who contributed to this area and related disciplines.  While I am enourmously indebted to each of these mathematicians for their insights, these ideas have also been twisted and interwoven to fit into my scheme of doing things, so I accept full responsibility for any distortions.`` -- Preface (page v)

Shalom Lappin

 * The Structure of Unscientific Revolutions
 * Natural Language and Linguistic Theory 18: 665–671 (with Robert Levine and David Johnson)


 * ... Lappin et al. argue that the Minimalist Program is a radical departure from earlier Chomskian linguistic practice, but is not motivated by any new empirical discoveries, but rather by a general appeal to "perfection" which is both empirically unmotivated and so vague as to be unfalsifiable. They compare the adoption of this paradigm by linguistic researchers to other historical paradigm shifts in natural sciences and conclude that the adoption of the Minimalist Program has been an "unscientific revolution", driven primarily by Chomsky's authority in linguistics. The several replies to the article in Natural Language and Linguistic Theory Volume 18 number 4 (2000) make contradictory defenses of the Minimalist Program, some claiming that it is not in fact revolutionary or not in fact widely adopted, while others concede these points but defend the vagueness of its formulation as not problematic.

Robert Putnam

 * Bowling Alone: The Collapse and Revival of American Community
 * Simon & Schuster, New York


 * Robert Putnam (1995), "Bowling Alone: America's Declining Social Capital," Journal of Democracy, 6(1), 65-78.
 * Communitarianism

Robertson
Stephen E. Robertson
 * Salton Award Lecture on theoretical argument in information retrieval
 * ACM SIGIR Forum, Volume 34 Issue 1, April 2000. ACM

Jorgen Sandberg

 * Understanding Human Competence at Work&#58; An Interpretative Approach
 * Academy of Management Journal, 2000, vol. 43, no. 1, pp. 9-25.
 * http://www.lerenvandocenten.nl/files/sandberg.pdf
 * http://74.125.155.132/scholar?q=cache:QeqEojtpc5sJ:scholar.google.com/&hl=en&as_sdt=2000

[...] although the rationalistic approaches differ in the ways they identify competence, they provide similar theories of competence at work: they all regard competence as an attribute-based phenomenon. More specifically, within the rationalistic approaches, human competence is described as constituted by a specific set of attributes that workers use to accomplish their work. Hence, those who perform their particular work more competently than others are regarded as possessing a superior set of attributes. Furthermore, attributes are primarily seen as context-independent. That is, a specific attribute, such as communication skills, is regarded as having a fixed meaning in itself; it is viewed as independent of context and thus as able to be adopted in a range of work activities.

[...]

In contrast to the prevailing rationalistic approaches to the study of competence, this study is based on an interpretative approach, namely phenomenography. The empirical findings and the approach adopted provide a new understanding of, and a new method for, identifying and describing what constitutes human competence at work. The most central finding generated by the phenomenographic approach is that human competence is not primarily a specific set of attributes. Instead, workers' knowledge, skills, and other attributes used in accomplishing work are preceded by and based upon their conceptions of work. More specifically, the findings suggest that the basic meaning structure of workers' conceptions of their work constitutes human competence. It is the workers' ways of conceiving work that make up, form, and organize their knowledge and skills into distinctive competence in performing their work. Hence, the findings suggest that a worker's particular conception of work defines what competence she or he develops and uses in performing that work.

A number of other previously concealed aspects of competence are highlighted by the findings that workers' ways of conceiving of their work constitute competence. First, attributes do not have fixed meanings, but rather, acquire meanings through the specific way that work is conceived. For instance, the empirical results demonstrated that the meaning of the attribute knowledge of the engine varied depending on the particular conception in which it appeared. In the first conception, optimizing separate qualities, knowledge of the engine meant understanding how the qualities of an engine reacted to changes in parameters. In the second conception, optimizing interacting qualities, knowledge of the engine meant seeing links among the qualities of an engine and, finally, in the third conception, optimizing from the customers' perspective, knowledge of the engine meant a practical sense of an engine. Hence, workers' ways of conceiving of their work create and shape the context from which the attributes acquire their specific meaning for competent work performance. (pp. 20-21)


 * Human competence to optimize the heat engine in analogy to the information search engine
 * Compare three "conceptions" with M.E. Maron (1977)
 * "separate qualities" vs. "Retrieval-about" (lexicographic)
 * "interactive qualities" vs. "Objective-about" (syntactic)
 * "customer's perspective" vs. "Subjective-about" (pragmatic)
 * Refer to contextualist "References" (p. 24).

Stiglitz
Joseph E. Stiglitz (2000). The Contributions of the economics of information to twentieth century economics. The Quarterly Journal of Economics, November 2000, 1441-1478. http://www.eui.eu/Personal/Courty/Stglitz2000.pdf

In the field of economics, perhaps the most important break with the past -- one that leaves open huge areas for future work -- lies in the economics of information. It is now recognized that information is imperfect, obtaining information can be costly, there are important asymmetries of information, and the extent of information asymmetries is affected by actions of firms and individuals. This recognition deeply affects the understanding of wisdom inherited from the past, such as the fundamental welfare theorem and some of the basic characterization of a market economy, and provides explanations of economic and social phenomena that otherwise would be hard to understand.


 * information economics, behavioral economics

Willinsky
John Willinsky (2000). If Only We Knew: Increasing the Public Value of Social Science Research. Routledge. ISBN 0415926521, 9780415926522
 * http://books.google.com/books?id=QeO54jEpEOUC


 * cf. Public Knowledge Project founded in 1998.