Information Management in the Learning Organisation: week 1

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Information Management in the Learning
Organisation week 1

• Sheila Webber Philippa Levy

5.2.2001
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Session objectives

• Give you an overview of the module aims, themes
  and modes of working
• Encourage you to think about the different
  perspectives that come from different kinds of
  authors and different kinds of communication
  channel
• Enable you to start preparing for the first
  student-led seminar in week 2

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Session outline

• Introduce the module
• objectives
• how it fits in with Inf102 Inf103
• key themes
• assessment
• transferable skills
• Perspectives on the literature
• Critical reading writing an abstract
• Briefing for the seminar in week 2

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Objectives
By the end of the module you will be able

• to explain the concepts learning organisation and
  knowledge management
• to understand how they fit within IM and relate
  to concepts of networked communication
• to relate these concepts to specific
  organisations situations and propose solutions
  that could enable an organisation to manage more
  effectively

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Objectives (continued)

• to understand how information literate employees
  can be of benefit to an organisation
• to carry out an appropriately structured
  literature review.

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Progression from Level 1

• Building on Inf102
• organisations as information environments
• information processes and management
• information behaviour and literacy

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Progression from Level 1

• Building on Inf103
• organisations as communication environments
• communication processes and problems
• role and impact of CMC in work practice
• individual learning

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Inf201 key themes

• Organisations as learning environments
• information, communication, knowledge
• Knowledge management
• theory, practice
• Information literacy for the learning
  organisation
• models and skills

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Learning approaches
University expects 200 learning hours in a 20
credit class Lectures, seminars, tutorials are
described in handout The other 170 hours are for
your own reading, research, writing, revision ...
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Assessment

• Examination (40)
• Literature review (40)
• Portfolio review (20)
• material from seminar presentation
• critical analysis of another seminar
• material from case presentation
• reflection on case presentation

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Transferable skills

• Critical evaluation of the literature
• Working as a group on case studies
• Oral presentation
• Learning about learning

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Administration

• General questions to Sheila
• Seminar groups given in handout
• Registers will be taken in seminar sessions

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Class websitehttp//dis.shef.ac.uk/inf201/

• Bookmark it!
• Details of timetable, assessment, tutors
• List of print/web resources
• Page for each lecture and seminar with relevant
  information/links
• Look at the homepage for information on whats
  new class announcements

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Perspectives on the literature
Different backgrounds, sectors, jobs, roles,
motivations, specialisms, levels of experience
Different disciplines, levels of knowledge, aims
Consultants
Academics
Practitioners
Students
Channels
Academic articles
Personal communication
Books
Discussion lists
Essays
Trade professional press
Presentations, meetings
Reports
Web portals
Brochure(ware)
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Critical reading and evaluation

• Locate the author(s) - where are they coming
  from?
• What are they saying? the main points of their
  argument?
• Do they make a convincing case? can you spot any
  flaws in their argument or research?
• Do they leave any questions unanswered?

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Critical reading and evaluation

• Do experts disagree? Are there different
  perspectives on the same topic?
• Do you disagree? Why?
• Does this reading lead you to another one? In
  which direction?

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Week 2 seminar

• Topic organisational learning and knowledge
  management
• Focusing on perspectives from The Social Life of
  Information
• Three student presentations each focusing on one
  key question

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Week 2 seminar

• Presenters also write an abstract of the 2
  chapters (a short summary)
• Say in general what the author(s) aim to do
  (i.e., what they address and/or argue)
• Say how they do it (i.e., what key points they
  cover, what research they draw on)
• Say what they conclude

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Hints on writing good abstracts

• Read the whole document
• Make notes as you read
• Draft the abstract expect to refine it
• Do not simply repeat the title or repeat
  sentences from the document
• Do write complete, readable sentences
• It should make sense on its own get someone else
  to read it

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Week 2 seminar

• Other students - do background reading and
  prepare question
• Prepare to participate, and to critically
  evaluate whats covered in the seminar

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Final questions

• Do you know what seminar group you are in?
• Do you know when you are presenting at a seminar?
• Raise questions/ problems as soon as you can, in
  person or via email
• Any questions here and now?