Nave Classification Systems and the Global Information Society

1
Naïve Classification Systems and the Global
Information Society

• Clare Beghtol
• University of Toronto
• ISKO 8
• London 2004

2
Outline

• Introduction and Background
• Naïve Classification Systems
• Purpose and Context in Classification Systems
• Classifications and the Globalized Information
  Society
• Conclusions

3
Introduction and Background - 1

• Knowledge organization systems need
  re-examination in the context of electronic media
  and the globalization of information
• Electronic documents may be virtual
  representations of texts or of non-text objects,
  artifacts, maps, films, musical scores, etc.
• Literary warrant can be expanded to include
  artifact or object warrant.
• Classification systems can be used as
  boundary-crossing devices.

4
Introduction and Background - 2

• Globalization necessitates boundary-crossing
  techniques
• for languages, cultures, times, spaces
• for disciplines, domains, information
  communities
• for classification systems with
• different purposes
• different contexts
• different units of analysis

5
Naïve Classification Systems

• Scholars create naïve classifications to
  organize the raw data of their research
• Naïve classification analogous to naïve indexing
• Naïve from Latin nativus meaning native
• Not a pejorative term
• Structure typically has a shallow hierarchy and
  generic class names
• Purpose to discover new knowledge
• not to organize the entire discipline
• not to retrieve previously-existing knowledge

6
Purpose and Context in Knowledge Organization
Systems - 1

• The purpose of a KO system arises from the
  context in which it was created and in which it
  was designed to be used
• For example, the five main kinds of knowledge
  developed by Mortimer Adler for the Great Books
  of the Western World were
• Knowledge according to the diversity of objects
• Knowledge according to the faculties involved in
  knowing
• Knowledge according to the methods or means of
  knowing

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Purpose and Context in Knowledge Organization
Systems - 2

• Knowledge according to the degrees of assent
• Knowledge according to the end or aim of the
  knowing
• These are not the kinds of knowledge we are
  accustomed to in KO systems
• Appropriate in the context of Adlers ideas
• Not appropriate for information retrieval in
  manual or electronic environments
• Naïve classifications and professional
  information retrieval classifications have
  different purposes, contexts and units of analysis

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Similarities of Classifications - 1

• Both naïve and information retrieval
• classifications require
• a specific purpose
• a basis in the kind of warrantliterary,
  artifact, objectappropriate and available for
  the unit of analysis
• a group of appropriate materials
• a context of development and use
• a series of decisions for the classification,
  regardless of what kind of classification it is

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Similarities of Classifications - 2

• Decisions needed
• Level of analysis (i.e., unit of analysis and
  level of detail required)
• Overall conceptual structure of the system
• Number of dimensions (i.e., facets) to use in the
  system
• Methods of assessing adequacy (i.e., mutual
  exclusivity, joint exhaustivity, hospitality,
  acceptance by the community of use)

10
Professional Classification Systems for
Information Retrieval

• Created by information retrieval professionals
• Organize the world of knowledge for information
  retrieval
• Organize a large number of documents
• Based on literary warrant, consensus, or some
  other principle
• For previously-existing knowledge already
  integrated into some discipline(s)

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Naïve Classification Systems for Disciplinary
Research

• Created by research scholars in some discipline
• Organize raw data of research in a small area of
  some discipline
• Usually based on small number of instances
• Often based on artifact or object warrant
• Created for new knowledge that is not yet
  integrated into the literature of the discipline
  or available for information retrieval

12
Two Examples

• Research areas
• studies in iconography of Renaissance theatre
• the history of Renaissance art
• Resulted in analysis of and naïve classifications
  for
• illustrations and verbal descriptions of
  Harlequin costumes
• collections of drawings in Rubens studio

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Example 1 Harlequin Costumes - 1

• Purpose
• to trace development of the Harlequin costume by
  relating visual and written documents
• Context
• Renaissance theatre history and iconography
• Materials
• written and visual depictions of Harlequins
  during the lifetime of actor Tristano Martinelli
  (1557-1630)
• Unit of Analysis
• elements of Harlequin costumes

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Example 1 Harlequin Costumes - 2

• Four classes of visual depictions found
• Identified Harlequins
• Dubious Harlequins
• Probable Harlequins
• Possible Harlequins

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Example1 An Identified Harlequin - 3
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Example 1 Harlequin Costumes - 4

• Research conclusion
• The Harlequin figure did not always wear a
  patched costume with bells on the collar
• All patched costumes did not depict Harlequins
• This naïve classification
• expanded knowledge about an important figure in
  theatre history
• related visual and written documentation about
  Harlequins to each other
• was based on both literary and artifact warrant

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Example 2 Drawings in Rubens Studio - 1

• Purpose
• to discern the basis for Rubens (1577-1640)
  organization of drawings in his studio
• Context
• Rubens studio practices in grouping drawings
  compared to the usual groups considered important
  at the time
• Materials
• collections of drawings that were kept together
  after the artists death
• Unit of Analysis
• elements in these drawings
• Classes developed
• Unnamed

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Example 2 Drawings in Rubens Studio - 2
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Example 2 Drawings in Rubens Studio - 3

• Research conclusion
• Rubens grouped the drawings in his studio on the
  basis of element(s) depicted in the drawing
• E.g, parts of human anatomy architectural
  features
• Drawings grouped for practical purposes as
  models, not by the categories of school,
  geography, or artist that were considered
  important at the time
• This naïve classification
• furthered knowledge of Rubens and of common
  studio practice at the time
• related practical groupings to scholarly
  groupings
• was based on artifact warrant

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Classifications and the Globalized Information
Society - 1

• Scholarly communication is facilitated by naïve
  classifications for raw research data
• Accumulated classificatory activity leads to
  literary warrant and consensus
• Literary warrant and consensus lead to revision
  of information retrieval classifications to
  accommodate new knowledge
• Documents are retrieved by users
• This cyclical process enables boundary-crossing
  between naïve and professional classifications,
  i.e.,.

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Classifications and the Globalized Information
Society - 2
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Conclusions

• Classification plays important roles in the
  globalized information society
• Different kinds of classification interact to
  cross boundaries between scholarly fields and
  information retrieval classifications
• These conditions make it necessary to create
  classifications that accommodate artifact and
  object warrant, as well as literary warrant