This chapter argues that including “studying up” (Nader, 1969), a close attention to elites and hierarchy, into the Library and Information Science (LIS) research agenda…
This chapter argues that including “studying up” (Nader, 1969), a close attention to elites and hierarchy, into the Library and Information Science (LIS) research agenda will strengthen the research the LIS community carries out on information behavior and use. Looking at issues that interest Nader, (i.e., the role class and inequity play in social life), this chapter reviews and critiques LIS user studies. The chapter then illustrates the value this approach can have for LIS researchers.
Fieldwork recently carried out in Maramureş, Romania, suggests that the cooption of science (both its authority and institutions) at local levels has helped the elite legitimatize and profit from cultural tourism as a development strategy. This research also suggests that the differential (elite) access to and use of information and knowledge especially when tied to local institutions and practices of science have been neglected in the analysis of change in post socialist states.
The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the…
The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the theoretical framework that, paired with Fairclough's methodology for critical discourse analysis, is used to examine the constitution of interpretative repertoires and of a discourse constructing the academic library as a learning place. The information commons, learning commons, and library designed for learning repertoires are described and the effects of discursive activity are analyzed. Three types of effects are presented: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons, (2) the construction of new types of libraries on the commons model proposed by Beagle, and (3) the metaphorization of the library as business. The study concludes that the existing discourse takes a facilities management perspective dominated by concerns with technology, equipment, and space requirements that does not address the physical, psychological, and environmental qualities of library space design. Consequently, it is suggested that architectural programming techniques should be used in library planning and design that consider the architectural features and environmental design factors contributing to the making of a place where learning is facilitated.
I am thrilled to have been offered the opportunity to write the introduction for Volume 30. My beginnings with ALAO date back to 2008 when I was invited to assist with the editing of Volume 26 of the series. Since then I have seen a number of excellent research pieces submitted to this series for publication by distinguished scholars in the library field. This volume is no different. This series has always sought to appeal to practitioners, library and information science graduate students, and those working in associated fields of information management, and this volume continues that tradition
Jennifer Campbell-Meier is an instructor at the School of Library and Information Science at the University of Alabama. Formerly, she was the coordinator of Library Instruction & Distance Education at North Georgia College & State University. She earned an MLS (1995) from Indiana University and a PhD (2008) in Communication and Information Sciences at the University of Hawaii at Manoa.