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  • 1.
    Bruce, Christine S.
    et al.
    Queensland University of Technology, Australia.
    Demasson, Andrew
    Queensland University of Technology, Australia.
    Hughes, Hilary
    Queensland University of Technology, Australia.
    Lupton, Mandy
    Queensland University of Technology, Australia.
    Sayyad Abdi, Elham
    Queensland University of Technology, Australia.
    Maybee, Clarence
    Purdue University, USA.
    Somerville, Mary M.
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Information literacy and informed learning: conceptual innovations for IL research and practice futures2017In: Journal of Information Literacy, ISSN 1750-5968, E-ISSN 1750-5968, Vol. 11, no 1, p. 4-22Article in journal (Refereed)
    Abstract [en]

    Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and informed systems (Mary Somerville and Anita Mirjamdotter).  In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.

  • 2.
    Gibney, Michele
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics. University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of the Pacific, USA.
    Elm, Patrik
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Pireva Nuci, Krenare
    Unniversity for Business and Technology, Kosovo.
    Evolution of a Course: Instructional Design Elements and Impacts2018In: UBT International Conference, UBT Knowledge Center , 2018, article id 125Conference paper (Refereed)
    Abstract [en]

    During the 2017 Spring semester, international educators from Sweden and the United States collaborated on delivery of an Information Systems, Analysis, Design and Modeling graduate course at the University for Business and Technology (UBT) in Kosovo. In the Spring of 2018, the team taught course was offered a second time, with both graduate and undergraduate students. In the first year, student work focused on the conceptual design of a UBT Knowledge Center ecosystem, using Soft Systems Methodology (SSM) co-design tools. The Spring 2018 course built upon and expanded this work through more granular exploration of possible local systems designs for making local knowledge discoverable, employing SSM and emphasizing Informed Learning to foster an enriched exploration of the topic. Differences between the pedagogical course design and student experience reflections will be explored in this paper to highlight the impact of ‘flipped classroom’ teaching and cross- disciplinary/cross-degree group work, within the larger context of systems thinking educational efficacy.

  • 3.
    Hajrizi, Edmond
    et al.
    University for Business and Technology, Kosovo.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of the Pacific, USA.
    University for Business and Technology University Libraries and Knowledge Center: A Concept Paper2017In: 8th International Conference Information Systems and Technology Innovations, Tirana, Albania, June 23-24, 2017.: Fostering the As-A-Service Economy / [ed] Sevrani, Kozeta, 2017Conference paper (Refereed)
    Abstract [en]

    The most significant innovation enables the realization of far greater human potential. The catalyst of such creativity in higher education is the acquisition of new knowledge and the living of new experiences. Then, within innovation and incubation environments, new thinking enriches knowledge handed down from previous generations, enlivens contemporary lives and informs future growth. Emergent knowledge encourages recognition of the limitations of traditional academic disciplines, exploration of new interdisciplinary frontiers, and, from this, novel transdisciplinary insights that unlock human potential and improve human conditions.

    In response, the University for Business and Technology intends to build collaboration environments to enable discovery and access, interpretation and analysis, creation and sharing of knowledge. These aspirations recognize the synergies possible when individual discovery is reinforced by collective inquiry with the shared purpose of using information to learn to create knowledge together. Further, this UBT planning initiative acknowledges that societal progress, whether local or global, ultimately depends on catalyzing, fortifying, and affirming human inquiry. So enabling environments will place humans at the center of the knowledge creation spaces and places that aim to advance participant capabilities to meet the demands of working in a global marketplace and living in a global society.

  • 4.
    Hajrizi, Edmond
    et al.
    University for Business and Technology, Kosovo.
    Somerville, Mary M.
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    The UBT Knowledge Center: A Collaborative Design Approach2017In: Proceedings UBT 6th Annual International Conference 27-29 october, 2017: International Conference on Education and Development & Psychology Sciences / [ed] Hajrizi, E., UBT Higher Education Institution , 2017, p. 5-11Conference paper (Refereed)
    Abstract [en]

    In setting the institutional vision for University for Business and Technology in 2001,founder Dr. Edmond Hajrizi sought to educate Kosovo students to become active contributors tothe society and in the workplace, within the country, the Balkans region, and beyond. The UBTKnowledge Center initiative extends the founding vision of national development through highereducation. Since local knowledge, identity, and learning are necessarily situated, Kosovarstudents, faculty, staff, and administrators serve as topical experts and international educatorsfrom Sweden and the United States serve as design facilitators for this collaborative project. Thispaper presents the vision for and concept of the Knowledge Center, followed by reflections onthe process so far and anticipated future actions.

  • 5.
    Hajrizi, Edmond
    et al.
    University for Business and Technology, Kosovo.
    Somerville, Mary M.
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    The UBT Knowledge Center: A Collaborative Design Approach2017In: International Journal of Business and Technology, ISSN 2223-8387, Vol. 6, no 1, article id 5Article in journal (Refereed)
    Abstract [en]

    In setting the institutional vision for University for Business and Technology in 2001, founder Dr. Edmond Hajrizi sought to educate Kosovo students to become active contributors to the society and in the workplace, within the country, the Balkans region, and beyond. The UBT Knowledge Center initiative extends the founding vision of national development through higher education. Since local knowledge, identity, and learning are necessarily situated, Kosovar students, faculty, staff, and administrators serve as topical experts and international educators from Sweden and the United States serve as design facilitators. Participatory design commenced in April 2017 when international faculty from Sweden and the United States co-taught a graduate level course, Information Systems Analysis, Design, and Modelling, at the Pristina campus. Working with UBT administrators, directors, managers, and librarians, students worked in teams to co-design three essential parts of a holistic Knowledge Center ecosystem: a digital environment to advance local knowledge visibility, an organizational environment to enhance boundary crossing collaboration, and a digital academic library environment to enable discovery of and access to published academic scholarship. Following these ‘learn by doing’ instructional activities, exploratory knowledge management discussions produced a Knowledge Center concept paper in July 2017, with funding from the Fulbright Specialist Program. The white paper recognizes the social context of learning – that knowledge is acquired and understood through action, interaction, and sharing with others. It thereby anticipates the social relationships necessary for information exchange and knowledge creation, oftentimes enabled by technology, for knowledge incubation in the university and beyond. This collaborative design approach anticipates continuing to convene multidisciplinary conversations and to integrate interdisciplinary coursework into realization of the University’s founding knowledge vision which recognizes the critical importance of developing new and more complex ways for connecting people, information, and technology in the university and with the society. In response, the UBT Knowledge Center aims to foster knowledge creation which curates and preserves intellectual, cultural, national, and regional resources for future generations.

  • 6.
    Mirijamdotter, Anita
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Informatik.
    Somerville, Mary M.
    Collaborative Design: An SSM-Enabled Organizational Learning Approach2009In: International Journal of Information Technologies and Systems Approach, ISSN 1935-570X, E-ISSN 1935-5718, Vol. 2, no 1, p. 48-69Article in journal (Refereed)
    Abstract [en]

    Within the context of a three year applied research project conducted from 2003-2006 in a North American university library, staff were encouraged to reconsider organizational assumptions and design processes. The project involved an organizational leader and an external consultant who introduced and collaboratively applied Soft Systems Methodology (SSM) practice. Project results suggest the efficacy of using ‘soft’ systems thinking to guide interaction (re)design of technology-enabled environments, systems, and tools. In addition, participants attained insights into their new roles and responsibilities within a dynamically changing higher education environment. Project participants also applied SSM to redesign ‘in house’ information systems. The process of employing systems thinking practices to activate and advance organizational (re)learning, and initiating and elaborating user-centered interaction (re)design practices, culminated in a collaborative design (co-design) approach that readied participants for nimble responsiveness to continuous changes in the dynamic external environment.

  • 7.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Somerville, Mary M.
    University of Colorado, Denver, USA.
    Collaborative Design: An SSM-Enabled Organizational Learning Approach2010In: Collaborative Technologies and Applications for Interactive Information Design : Emerging Trends in User Experiences / [ed] Scott Rummler och Kwong Bor Ng, IGI Global, 2010, p. 202-221Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    Within the context of a three year applied research project conducted from 2003-2006 in a North American university library, staff were encouraged to reconsider organizational assumptions and design processes. The project involved an organizational leader and an external consultant who introduced and collaboratively applied Soft Systems Methodology (SSM) practice. Project results suggest the efficacy of using ‘soft’ systems thinking to guide interaction (re)design of technology-enabled environments, systems, and tools. In addition, participants attained insights into their new roles and responsibilities within a dynamically changing higher education environment. Project participants also applied SSM to redesign ‘in house’ information systems. The process of employing systems thinking practices to activate and advance organizational (re)learning, and initiating and elaborating user-centered interaction (re) design practices, culminated in a collaborative design (co-design) approach that readied participants for nimble responsiveness to continuous changes in the dynamic external environment.

  • 8.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of Colorado, Denver.
    Dilemmas: Leadership in Public Services: Bridging the Management Gap2014Conference paper (Refereed)
    Abstract [en]

    Developments in information technology have produced enormous changes for many professions. This leads to dilemmas, i.e., situations where professionals have to make difficult choices. Difficulties often arise because information technology implementations both require and enable new ways of acting. Such changes may be neither desired nor welcomed.

    Organizational dilemmas are now commonplace in academic libraries worldwide. Traditional library roles have been irreversibly altered by technology-enabled information search and retrieval systems. Coincidental with the evolution of the Internet and Google, these systems have transformed both library services and user workflows.

    These contemporary leadership dilemmas have been addressed for over a decade in three North American academic libraries. In response, an inclusive and systemic leadership model, the Informed Systems Methodology, places an explicit emphasis on using information to learn within the workplace. The methodology incorporates ‘soft’ systems design tools to guide co-creation of communication systems and professional practices that enable information sharing and knowledge creation among co-workers.

    The Informed Systems Methodology fosters principles of systems thinking and Informed Learning which catalyst holistic learning processes. In combination, co-designed systems, processes, and practices are co-created to engage individuals and groups in raising awareness, furthering collective understanding, promoting shared vision, and realizing shared leadership opportunities.

  • 9.
    Mirijamdotter, Anita
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Somerville, Mary M
    Dynamic action inquiry: A systems approach for knowledge based organizational learning2005Conference paper (Refereed)
  • 10.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Somerville, Mary M.
    University of Colorado Denver, USA.
    From Vision to Action: a Collaborative Organizational Informatics Initiative2011In: Social Technologies '11,: ICT for Social transformations, Conference Proceedings 2011 / [ed] Skaržauskienė, A., Paražinskaitė, G., Tamošiūnaite, R., 2011, p. 31-32Conference paper (Other academic)
    Abstract [en]

    Since July 2008, North American workers in a complex public/government organization have collaboratively re-invented their organizational structures and communication systems. The new workplace culture is characterized by shared leadership, appreciative inquiry, informed learning, and action research principles and practices. Illustrative of the potential of collaborative workplace design, a wiki intranet initiative was begun in March 2009, employing Soft Systems Methodology (SSM) tools. This paper will describe and illustrate transferable research tools which convene stakeholders and beneficiaries to co-create transformative ICT systems.

  • 11.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of Colorado Denver.
    Information: The ‘I’ in 21st Century Organizational IT Systems: An Informed Systems Methodology2014In: Social Change in Our Technology-Based World: Proceedings of the 19th Annual Working Conference of the IIDE, 6-9 May 2014, Maarssen / [ed] Rathbone, F. von Schéele & S. Strijbos, Amsterdam: Rozenberg Publishers, 2014, p. 125-136Conference paper (Refereed)
    Abstract [en]

    In development for over a decade in three North American academic libraries, the Informed Systems Methodology offers a transferable organizational development model for fostering workplace learning enabled by catalytic relationships among information, technology, and people. With an explicit emphasis on using information to learn, ‘soft’ systems design tools enable co-creation of communication systems and professional practices that enable information sharing and knowledge creation processes. When contextualized by local values, experiences, and purposes, the Informed Systems Methodology fosters organizational transformation and creative innovation.

    With the aim to initiate and sustain workplace learning, the Informed Systems Methodology employs four complementary theories that enable and enliven workplace possibilities. Christine Bruce’s Informed Learning theory catalyzes experiences of ‘using information to learn’ as applied through intentional co-design processes and professional practices. Peter Checkland’s Soft Systems Methodology guides ‘collaborative design’ (co-design) of multi-level communication, decision-making, and planning systems and associated practices for purposeful workplace activities that inform ‘action to improve’. Ikujiro Nonaka’s framework of socialization, externalization, combination, and internalization (SECI) offers an explanation for individual learning processes. Nonaka also offers the conceptual notion of ba, a physical and virtual workplace environment wherein tacit information is transformed into explicit knowledge. Finally, Mary Crossan’s 4i framework of intuiting, interpreting, integrating, and institutionalizing elaborates necessary elements for multi-level organizational learning.

    The capacity building Informed Systems Methodology offers a theory-based framework for application of proven ‘soft’ systems design methods that make possible new ways of seeing, being, and knowing in 21st Century organization amidst persistent and uncertain environmental changes. Generative organizational systems and associated professional practices, harnessed to produce holistic worker insights and new creative abilities through iterative evaluation and continuous improvement, enable this information experience-based approach.

    By fostering principles of systems thinking and informed learning though an inclusive, participatory design process that advances information exchange, reflective dialogue, and knowledge creation, the Informed Systems Methodology promotes conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Design activities well integrated into the workplace culture and expressed through ‘habits of mind’ support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning. A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further transferable topical understandings and enrich information experiences. In addition, action oriented intention and inclusive participatory disposition ensure improvements of real world situations.

  • 12.
    Mirijamdotter, Anita
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. informatik.
    Somerville, Mary M.
    SSM Inspired Organizational Change in a North American University Library: Lessons Learned2008In: Proceedings of the 31th Information Systems Research Seminar in Scandinavia, IRIS 31: Public systems in the future – possibilities, challenges and pitfalls, 2008Conference paper (Refereed)
    Abstract [en]

    This organizational change initiative involved nineteen project participants in guided application of Soft Systems Methodology (SSM) tools to rethink, repurpose, and retool organizational outcomes from 2003-2006. Action research results suggest the efficacy of using this approach for interactive (re)design of technology-enabled environments, systems and tools. This paper reports on learning insights which inform participants’ cultivation of user-centric, inquiry based relationships with both co-workers and system users to animate and enable responsive participatory design philosophy, practices and outcomes.

  • 13.
    Mirijamdotter, Anita
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Somerville, Mary M.
    Auraria Library, University of Colorado, Denver, USA.
    Systems Thinking as a Leadership Tool for Organizational Effectiveness:: A North American Case Study2009In: The Problem of System Improvement: : Proceedings of the 13th and 14th Annual Working Conference of CPTS / [ed] Basden, A., Eriksson, D.M., and Strijbos, S., Maarssden, The Netherlands: CPTS , 2009, p. 82-105Conference paper (Refereed)
    Abstract [en]

    Within the context of a three year organizational learning initiative conducted from 2003-2006 at a North American university, nineteen project participants were introduced to rethinking, repurposing, and retooling through guided application of Soft Systems Methodology (SSM) tools. Research findings suggest the efficacy of using ‘soft’ systems thinking for interactive (re)design of technology-enabled environments, systems, and tools. Practice with SSM tools, such as Rich Pictures and interaction models, also expanded participants’ awareness of their potential new roles and responsibilities within a dynamically changing higher education environment. These insights informed project participants’ initiation of user-centric, inquiry based relationships with both co-workers and system users. Results suggest that participatory design processes enabled by leader-led systems thinking practices can advance inclusive workplace dialogue and, thereby, collective (re)learning capabilities.

  • 14. Mirijamdotter, Anita
    et al.
    Somerville, Mary M
    Holst, M
    An interactive evaluation approach for the creation of collaborative learning commons2005In: / [ed] Remenyi, D., Turku, Finland, 2005, p. 337-347Conference paper (Refereed)
  • 15.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Somerville, Mary M.
    University of Colorado Denver, USA.
    Holst, Marita
    Luleå University of Technology.
    An Interactive and Iterative Evaluation Approach for Creating Collaborative Learning Environments2012In: Leading Issues in ICT Evaluation / [ed] Egon Berghout, Reading, U.K: Academic Publishing International, 2012, p. 60-81Chapter in book (Refereed)
    Abstract [en]

    Inspired by a three-year Creative University ‘arena' initiative at Luleå University of Technology in Sweden, an international team of faculty researchers conducted an exploratory study in 2005, which aimed to investigate the efficacy of an interactive design and evaluation process for technology-enabled collaborative learning environments. This applied research approach was designed as a collaborative evaluation process for co-creation of technology-enabled, learningfocused physical and virtual ‘learning commons.' Faculty researchers from Sweden and the United States used Soft Systems Methodology tools, including the Process for Organisational Meanings (POM) model, to guide sixty-two students' participatory co-design and evaluation activities. In this paper, the POM evaluation model is explained and related to the Japanese concept Ba. Application of the models is illustrated within the context of student learning through boundary crossing information exchange and knowledge creation. As evidenced in their iterative and interactive evaluative recommendations, students' learning outcomes included development of improved capabilities for identifying socio-technical elements of distributed learning environments, suggesting that student beneficiaries can successfully reflect upon their experiences and provide valuable evaluation insights. In addition, when this evaluation is iterative, students' insights into project management, software needs, and services design can improve their technology-enabled learning experiences. Concluding comments explore the efficacy of the POM model implementation for guiding other learning-focused, user-centric initiatives, which aim to promote interdisciplinary, or boundary crossing, exchanges concurrent with advancing team-based knowledge creation proficiencies among project participants.

  • 16.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of the Pacific, USA.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Hajrizi, Edmond
    University for Business and Technology, Kosovo.
    Making Local Knowledge Visible: The Case of the University for Business and Technology in Kosovo2018In: Systems research and behavioral science, ISSN 1092-7026, E-ISSN 1099-1743, Vol. 35, no 5, p. 588-597Article in journal (Refereed)
    Abstract [en]

    A vision to further national development through higher education now informs planning for the University for Business and Technology Knowledge Center. At its essence, the Center aims to make local knowledge visible through furthering discovery of and access to research content produced by academic students and university professors on institu- tional, local and international levels. This paper reports on conceptual exploration of this in- stitutional idea during spring semester 2017 in a graduate course on systems thinking and methodology. Using active learning pedagogy to improve local situations, an international teaching team facilitated student and stakeholder engagement in participatory design activ- ities using soft systems methodology tools and techniques. Course evaluation outcomes re- vealed students’ improved levels of knowledge and development of insights. In addition, their course work demonstrated their advanced understanding of systems thinking and its application. Furthermore, students expressed high motivation to learn more about other human-centred theories and participatory design tools. In considering the value of the University’s knowledge vision, they were especially enthusiastic about its implications for furthering national democratic development in Kosovo and regional economic growth in south-eastern Europe.

  • 17.
    Mirijamdotter, Anita
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Somerville, Mary M.
    University of the Pacific, USA.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Hajrizi, Edmond
    University for Business and Technology, Kosovo.
    University for Business and Technology Knowledge Center: Making Local Knowledge Visible2017In: Paper presented at the Vienna 2017 International Society for System Sciences, The 61st ISSS World Conference, Vienna, July 9-14, 2017, International Society for the Systems Sciences , 2017, no 1, article id 3108 (3238)Conference paper (Refereed)
    Abstract [en]

    Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and informed systems (Mary Somerville and Anita Mirjamdotter).  In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.

  • 18.
    Pan, Denise
    et al.
    Auraria Library, University of Colorado Denver, USA.
    Howard, Zaana
    Lovell Chen Architects and Heritage Consultants, Melbourne, Australia.
    Somerville, Mary M.
    Auraria Library, University of Colorado Denver, USA.
    Mirijamdotter, Anita
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    From Evidence to Action:: A Shared Leadership Approach2009In: The 5th Evidence Based Library and Information Practice Conference : (EBLIP5) Bridging the Gap, 2009Conference paper (Refereed)
  • 19. Somerville, Mary
    et al.
    Collins, L
    Mirijamdotter, Anita
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Systems thinking and information literacy: Elements of a knowledge enabling workplace environment2006In: Proceedings of the 39th Annual Hawaii International Conference on Systems Sciences (HICSS-39)., Hawaii, USA, 2006Conference paper (Refereed)
  • 20. Somerville, Mary
    et al.
    Huston, M.E
    Mirijamdotter, Anita
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Building on what we know: Staff development in the digital age2005In: Electronic library, ISSN 0264-0473, E-ISSN 1758-616X, Vol. 23, no 4, p. 480-491Article in journal (Refereed)
  • 21.
    Somerville, Mary M.
    et al.
    University of the Pacific, USA.
    Chaudhary, Niraj
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Sayyad Abdi, Elham
    Queensland University of Technology, Australia;University of the Pacific, USA.
    Informed Systems: ‘Designing together’ for ‘learning together’2019In: Journal of Library Administration, ISSN 0193-0826, E-ISSN 1540-3564, Vol. 59, no 1, p. 1-17Article in journal (Refereed)
    Abstract [en]

    Informed Systems promotes using information to learn during systems design and within designed systems, to advance co-worker capability and further organizational capacity. In this spirit, an Informed Systems Capacity Bridge Model is presented, which connects individual information use and collective workplace learning. The associated Information Curation and Knowledge Management Conceptual Map presents requisite elements of an information-focused and technology-enabled workplace ecosystem. Concluding reflections place information experience in the foreground to enhance ‘what works well’ for ‘learning together’ through ‘designing together’, to catalyze workplace learning, activate systems thinking, animate reflective dialogue, and catalyze organizational inquiry.

  • 22.
    Somerville, Mary M.
    et al.
    Auraria Library, University of Colorado, Denver, USA.
    Howard, Zaana
    Lovell Chen Architects and Heritage Consultants, Melbourne, Australia.
    Mirijamdotter, Anita
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Workplace information literacy: Cultivation strategies for working smarter in 21st Century libraries2009In: Pushing the Edge: Explore, Engage, Extend -: Proceedings of the 14th Association of College & Research Libraries National Conference, Chicago: Association of College and Research Libraries , 2009, p. 119-126Conference paper (Refereed)
    Abstract [en]

    This paper presents a hybrid framework of Swedish cultural practices and Australian grounded theory for organizational development and suggests practical strategies for ‘working smarter’ in 21st Century libraries. Toward that end, reflective evidence-based practices are offered to incrementally build organizational capacity for asking good questions, selecting authoritative sources, evaluating multiple perspectives, organizing emerging insights, and communicating them to inform, educate, and influence. In addition, to ensure the robust information exchange necessary to collective workplace learning, leadership traits are proposed for ensuring inclusive communication, decision making, and planning processes. These findings emerge from action research projects conducted from 2003 to 2008 in two North American libraries.

  • 23.
    Somerville, Mary M.
    et al.
    University of Colorado Denver.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Information experiences in the workplace: Foundations for an Informed Systems Approach2014In: Information Experience: Approaches to Theory and Practice / [ed] C. Bruce, H. Partridge, H. Hughes, & K. Davis, Bingley, United Kingdom: Emerald Group Publishing Limited, 2014, p. 203-220Chapter in book (Refereed)
    Abstract [en]

    Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce transferable individual and group (and, ultimately, organizational) capacity to advance knowledge in ever expanding professional contexts.

    In development in North America since 2003, the Informed Systems Approach incorporates principles of systems thinking and informed learning though an inclusive, participatory design process that fosters information exchange, reflective dialogue, knowledge creation, and conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Integrated design activities support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning.

    A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further participants’ topical understandings and enrich their information experiences. In addition, an action oriented intention and inclusive participatory disposition ensures improvements of real world situations.

  • 24.
    Somerville, Mary M.
    et al.
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Bruce, Christine S.
    James Cook University, Australia.
    Chaudhary, Niraj
    University of the Pacific, USA.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Informed Systems: To Advance Organizational Capacity and Co-Worker Capability2018In: Proceedings of the 51st Hawaii International Conference on System Sciences, Honolulu, HI 96822: ScholarSpace, Hamilton Library, the University of Hawaii at Manoa , 2018, p. 5327-5334Conference paper (Refereed)
    Abstract [en]

    Since its introduction at HICSS-39, Informed Systems has evolved both through and as a process of organizational design for -˜learning in action.’ Fortified by Bruce’s informed learning theory and fostered by Checkland’s soft systems methodology, the approach is catalysed by participatory design, elaborated by action research, and expressed as information experience. The aim throughout is information exchange for knowledge creation through -˜working together.’ Organizational capacity builds as colleagues use information to learn in ever expanding professional contexts. This paper explores aspects of the -˜bridge’ between individual and collective learning through enabling organizational systems and associated professional practices. An Informed Systems Capability Bridge Model and Information Curation and Knowledge Management Map detail processes and elements of a prototype system, generated from original research on co-workers’ information experience. Concluding reflections explore value added synergies from information-centered, action-oriented, technology-enabled, and learning-focused systems design.

  • 25.
    Somerville, Mary M.
    et al.
    University of Colorado Denver.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Bruce, Christine S.
    Queensland University of Technology.
    Farner, Marical
    University of Colorado Denver.
    Informed Systems Approach: New Directions for Organizational Learning2014In: OLKC 22-24 April 2014: Theme: Circuits of knowledge / [ed] Jaabæk, M. and Gjengstø, H., Oslo, Norway: BI Norwegian Business School , 2014Conference paper (Refereed)
    Abstract [en]

    The Informed Systems Approach offers models for advancing workplace learning within collaboratively designed systems that promote using information to learn through collegial exchange and reflective dialogue. This systemic approach integrates theoretical antecedents and process models, including the learning theories of Peter Checkland (Soft Systems Methodology), which advance systems design and informed action, and Christine Bruce (informed learning), which generate information experiences and professional practices. Ikujiro Nonaka’s systems ideas (SECI model) and Mary Crossan’s learning framework (4i framework) further animate workplace knowledge creation through learning relationships engaging individuals with ideas.

  • 26.
    Somerville, Mary M.
    et al.
    University of the Pacific, USA.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Bruce, Christine S.
    James Cook University, Australia.
    Stoodley, Ian
    Queensland University of Technology, Australia.
    Pireva, Krenare
    Unniversity for Business and Technology, Kosovo.
    From global theories to local practice and original knowledge: Learning the way through systems co-design2018In: Information Literacy: From Practice to Research and Back Again - Library Theory and Research with Information Literacy: Section joint session with Information Literacy Section and Library Theory and Research Section, 2018Conference paper (Refereed)
    Abstract [en]

    Information focused, learning centered, and systems enabled, Informed Systems (Somerville, United States) guides collaborative design (co-design) of the University for Business and Technology Knowledge Center in Pristina, Kosovo. Conceptual modeling activities since April 2017 engage students in integrating Informed Learning theory (Bruce, Australia) and Soft Systems Methodology (Checkland, England) to progress a shared vision to make local knowledge visible through co-created systems, services, and resources. Foundational Informed Learning categories, information and communication technologies, information sources, and information and knowledge generation -to progress information curation and knowledge management– illustrate the transformative potential of this theory-to-practice initiative, customized to local priorities and values.

  • 27. Somerville, Mary
    et al.
    Mirijamdotter, Anita
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Soft Systems Methodology results transform professional roles in the digital teaching library2005Conference paper (Refereed)
  • 28. Somerville, Mary
    et al.
    Mirijamdotter, Anita
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Working smarter: An applied model for “better thinking” in dynamic information organizations2005In: Currents and convergence - Navigating the rivers of change, Minneapolis, Minnesota. Chicago, Illinois: Association of College and Research Libraries , 2005, p. 103-111Conference paper (Refereed)
  • 29. Somerville, Mary
    et al.
    Rogers, E
    Partridge, H
    Mirijamdotter, Anita
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    The Cal Poly digital learning initiative2007In: Evidence-Based Librarianship: Case studies and active learning exercises / [ed] E. Connor, Oxford, England: Chandos Publishing , 2007, p. 141-161Chapter in book (Other academic)
1 - 29 of 29
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