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A good scholarly publication sparks new questions for future research. In the same way, many kinds of information experiences drive questioning. This is a novel counterpoint to the traditional view that information and documents simply provide answers to queries. Research suggests that questioning is a crucial component in the building of understanding. Questioning is often defined linguistically, as a certain kind of utterance, but more deeply it can be understood as an openness to what the world can offer – the beginning of thought, and the medium by which information informs. In this chapter, I consider questioning through the lens of document work, which entails the myriad behaviors and activities related to documents in a given setting, including both the creation of new documents and dealing with existing documents (using, sharing, copying, destroying, etc.). If a document provides an answer, then document work can be conceptualized as the building of understanding, and questioning is the mechanism by which understanding is built. These concepts offer a framework for investigating document use as an experience.

This article explores the varied ways that individuals create and use calendars, planners and other cognitive artifacts to document the multiple temporalities that make up their everyday lives. It reveals the hidden documentary time work required to synchronize, coordinate or entrain their activities to those of others.

We interviewed 47 Canadian participants in their homes, workplaces or other locations and photographed their documents. We analyzed qualitatively; first thematically to identify mentions of times, and then relationally to reveal how documentary time work was situated within participants' broader contexts.

Participants' documents revealed a wide variety of temporalities, some embedded in the templates they used, and others added by document creators and users. Participants' documentary time work involved creating and using a variety of tools and strategies to reconcile and manage multiple temporalities and indexical time concepts that held multiple meanings. Their work employed both standard “off the shelf” and individualized “do-it-yourself” approaches.

This article combines several concepts of invisible work (document work, time work, articulation work) to show both how individuals engage in documentary time work and how that work is situated within broader social and temporal contexts and standards.

The purpose of this paper is to argue that researchers in the information disciplines should embrace ethnomethodology as a way of forming deeper insights into the relationship between people and recorded knowledge.

The paper introduces the core concepts of ethnomethodology as a means of articulating what this perspective brings to the understanding of the way that society is accomplished. A selection of key studies are then examined to highlight important ethnomethodological findings about the particular relationship of documents to human actions and interactions.

Ethnomethodology highlights the fact that people transform their experiences, and the experiences of others, into documents whose status as an objective object help to justify people’s actions and inferences. Documents, as written accounts, also serve to make peoples’ actions meaningful to themselves and to others. At the same time, ethnomethodology draws attention to the fact that any correct reading of these documents relies partly on an understanding of the tacit ideologies that undergird people’s sense-making and that are used in order to make decisions and get work done.

This conceptual framework contributes to the information disciplines by bringing to the fore certain understandings about the social organization of document work, and the attendant social arrangements they reveal. The paper also outlines, from a methodological perspective, how information science researchers can use ethnomethodology as an investigative stance to further their knowledge of the role of documents in everyday life.

A change order is an order from an employer authorizing a variation. Success in managing change orders results in uninterrupted construction operations and an agreed final project cost as well as duration. One of the methods to manage change orders is to establish good communication and cooperation among project team members. Success of this method can be enhanced by developing and utilizing a web‐based change order management system that supports documentation practice, communication and integration between different team members in the change order workflow. This paper discusses our web‐based project management system, change order management system (COMS), to manage change orders using the Internet. In order to show COMS’ potential benefits, a test case was conducted for comparing the COMS with the conventional practice of change order management.

The purpose of this paper is to first articulate and then illustrate a descriptive theoretical model of documentation (i.e. document creation) suitable for analysis of the experiential, first-person perspective.

Three models of documentation in the literature are presented and synthesized into a new model. This model is then used to understand the findings from a phenomenology-of-practice study of the work of seven visual artists as they each created a self-portrait, understood here as a form of documentation.

A number of themes are found to express the first-person experience of art-making in these examples, including communicating, memories, reference materials, taking breaks and stepping back. The themes are discussed with an eye toward articulating what is shared and unique in these experiences. Finally, the themes are mapped successfully to the theoretical model.

The study involved artists creating self-portraits, and further research will be required to determine if the thematic findings are unique to self-portraiture or apply as well to art-making, to documentation generally, etc. Still, the theoretical model developed here seems useful for analyzing documentation experiences.

As many activities and tasks in contemporary life can be conceptualized as documentation, this model provides a valuable analytical tool for better understanding those experiences. This can ground education and management decisions for those involved.

This paper makes conceptual and empirical contributions to document theory and the study of the information behavior of artists, particularly furthering discussions of information and document experience.

In crafting Auditing Standard No.3 (AS3), a primary objective of the PCAOB was to reduce auditors' exposure to litigation by raising the standard of care for audit documentation. We examine whether the increased documentation requirements of AS3 affect legal professionals' perceptions of audit quality and auditor responsibility in the event of an audit failure. Our experiment consists of a 3 × 2 between-participants design with law students serving as proxies for legal professionals. The results of our experiment indicate that when an audit procedure, namely the investigation of inconsistent evidence, is not required to be documented, legal professionals perceive the performance of the work itself but not its documentation to significantly increase audit quality and reduce the auditor's responsibility for an audit failure. When documentation of the procedure is required, as per AS3, legal professionals perceive enhanced audit quality and reduced auditor responsibility only if the performance of the work is documented.

Today′s increasing use of electronic documents raises the question: will it be necessary to change the core concepts of author and work within the tradition of Anglo‐American cataloguing when dealing with electronic documents? Describes the current definition of author and work as given in the traditional Anglo‐American cataloguing and presents two systems working with electronic documents, electronic office systems and groupware.

A working group of Masters in Management of Library and Information Science (MMLIS) Librarian Faculty was formed to address diversity, equity, inclusion, accessibility and anti-racism (DEIA + AR) specifically in pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting diversity, equity, inclusive, accessable and anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.

The Working Groups charge was designed to begin the work of dismantling the inequitable power structures which will lead to more equitable opportunities and access for marginalized groups that will become leaders in information sciences in the future.

The efforts of the DEIA + AR Working Group resulted in several supplemental documents in addition to the formal recommendations including curricular and pedagogical best practices, a terminology document (establishing a shared language), a commitment document, recommendations, and a resource repository.

A working group of MMLIS Librarian Faculty was formed to address DEIA + AR specifically in the program's pedagogy and curriculum, resulting in actionable items and recommendations that will ensure the program is promoting anti-racist strategies, curriculum, resources and pedagogical practices in our classrooms.

This process study has value and impact for academics from any discipline to learn about one University's MMLIS program prioritizing DEIA + AR in program development, curriculum and pedagogical practices.

The converging events of the international pandemic and the national crisis of inequity in the United States in 2020 prompted a renewed commitment by the MMLIS program at the University of Southern California (USC) to revisit the program's DEIA policies and procedures and add anti-racism constructs into the curriculum.

The purpose of this paper is first to provide a critical conceptual discussion of different use of the notion of text, especially in the case of expressions including words as well as images, second to consider the notion of document as an alternative to the notion of text, and finally to lay out a theoretical ground for a broad discipline of documentation studies.

The approach took the form of a conceptual analysis of a number of works in media and literary studies.

There were found a number of cases of contradictory use of the notion of text within the same work, talking about text in a broad overall sense covering all media as well as text as a distinctive concept separating words from images, while it was found through a conceptual history of the notion of document that the latter notion not only covers a written paper, but multiple media.

In future research, one should consider the use of document as the concept for the expressions as a whole and dedicate the notion of text solely for the verbal part of the expressions and make more empirical analysis within this conceptual framework to see if it makes a difference in practice to change the overall concept from text to document.

Having a broad concept of document, it would be possible to be more flexible regarding the choose of proper media for documentation.

By making a critique of the notion of text and suggesting a broader concept of document as well as documentation, the paper provides a ground for reconsidering the classical disciplinary structure, divided into humanities as well as the information sciences and social sciences.

This research paper explores the roles of electronic texts in research projects in the humanities and seeks to deepen the understanding of the nature of scholars' engagement with e-texts. The study used qualitative methodology to explore engagement of scholars in literary and historical studies with primary materials in electronic form (i.e., e-texts). The study revealed a range of scholars' interactions with e-texts during the whole research process. It uncovered a particular pattern of information-seeking practices in electronic environments called netchaining and the main types of uses and contributions of e-texts to research projects. It was found that e-texts play support and substantive roles in the research process. A number of influences from electronic environment are identified as challenges and aids in working with e-texts. The study does not have statistical significance. It indicates a need for further research into scholarly practices, training requirements, and new forms of service provision. Study results are relevant for the development of digital collections, information services, educational programs, and other forms of support for the use of technology in research. The results can be also used to inform approaches to text encoding and development of electronic information systems and have implications for organizational and industry policies. The study found a range of scholars' interactions and forms of intellectual engagement with e-texts that were not documented and analyzed by earlier studies. It provides insights into disciplinary variations in the humanities and contributes to the understanding of scholarly change catalyzed by information technology.