Knowledge Management
reza karimi; atepheh ghasemyvargany
Abstract
Introduction: Considering the importance of textbooks in all academic disciplines in transferring knowledge to students, The aim of this study was to analyze the content of organizational knowledge management textbooks and compare it with the headings approved by the Ministry of Science in the field ...
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Introduction: Considering the importance of textbooks in all academic disciplines in transferring knowledge to students, The aim of this study was to analyze the content of organizational knowledge management textbooks and compare it with the headings approved by the Ministry of Science in the field of information science and knowledge.Methodology: The present study is a descriptive and content analysis using the Shannon entropy method. The statistical population includes all textbooks in the course organizational knowledge management and the total population was considered as an example. The research tool was a researcher-made checklist.Results: The major findings of the study showed that the organizational knowledge management textbook 336 times paid attention to the components of Curriculum, . and the attention has the distribution component Mapping knowledge, knowledge management Also, among organizational knowledge management Curriculum, knowledge management definitions Curriculum load factor of 1-/418 and 0/103 of the most attention. And no attention has been paid to the topics of taxonomy and ontologies, knowledge management subsystems, organizational maturity. Regarding the highest number of translation citations to the textbooks of "Organizational Knowledge Management", On 30 occasions, practical problems of knowledge management are mentioned in textbooks. On 24 occasions, the author has shown the student how to do further studies and has addressed additional resources, thus providing the ground for his active presence. The content of the textbooks in this course owes more than twice as much to domestic authors as it does to foreign authors, with 71% of the translation citations for the titles dating back to the 1990s. Regarding the topics of organizational knowledge mapping (equal ratio), knowledge extraction and organizational knowledge auditing with threefold superiority, it can be claimed that the concepts in these three topics have become indigenous and have benefited the most from domestic authors. "Organizational knowledge management" textbooks are in good shape in terms of structural indicators, but in terms of methodological evaluation, most of the content of the books is collectible.Conclusion: Organizational knowledge management textbooks are weak in terms of up-to-date, holistic and native and need to be revised.
saleh rahimi; sara bahrami
Abstract
Background and Objectives: One of the topics that has attracted the attention of many educators in recent decades is cooperative learning and ways to promote it among learners. Cooperative learning has been used in a variety of fields, from science to education and from business to medicine. And it has ...
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Background and Objectives: One of the topics that has attracted the attention of many educators in recent decades is cooperative learning and ways to promote it among learners. Cooperative learning has been used in a variety of fields, from science to education and from business to medicine. And it has been determined that this area is of interest to researchers (Nausheen, Alvi and Munir 2013). In this study, we examined the Self-control and mental well-being of knowledge and information science students (future librarians), to understand how to effect their participation in learning and teaching them and enhance their ability to improve their performance? And is there any significant relationship between the above features of knowledge and information science students in the development of learning and teaching through participation? Students who are more compatible and with a sense of satisfaction in the community, are more active in the class or with their friends? Are the Cooperative learning environment effects in increasing the level of compatibility, satisfaction and happiness of students? Will self- control and well-being enable the student to try to learn more?
The results of this study can help university officials and academic instructors by discovering students' perceptions of class participation and, as well as identifying and eliminating factors that hinder their participation in the classroom. And also, according to the benefits of learning development through partnerships and motivational factors that may improve their classroom participation, so the level of learning in students upgraded. Therefore, the main purpose of this study is to determine the relationship between the development of learning experience through class participation and self-control and well-being of students of knowledge and information science of Razi University.
Methodology: The present study is a correlation type and conducted in a survey method. The statistical population of the study consisted of all undergraduate and postgraduate students of knowledge and information science in Razi University in the academic year 2016-2017, a total of 120 people. The sample size was 92 according to the Cochran formula. But, for the sake of more precision and considering this fact that the size of the sample size is closer to to the research population, the results are more accurate and generalizable to the whole research population. To collect data, using simple random sampling method, 110 questionnaires were distributed among students. Of these distributed questionnaires, 100 questionnaires were returned and analyzed. Two standard questionnaires were used to collect data. The first questionnaire to measure the development of learning through the participation of students was from Shahin Majid (2010), which contains 54 questions of five options. The second questionnaire was to measure the self-control and student's well-being status, which was designed by Tangji et al. (2004). It contains 41 questions of five options. Data were analysized using descriptive and inferential statistics with the SPSS software.
Findings: Analyzing the data of this research, the findings show that the mean of self-control and well-being from the point of view of students of knowledge and information science is higher than average and in good condition. The highest mean for welfare status (4.7) and the lowest mean was related to self-control (3.85). From the perspective of the sample examined, the status of learning development through classroom participation and its dimensions were more than average and at the optimal level. The highest mean was for the effect of linguistic ability and class participation (4.18) and the lowest mean was related to barriers of participation in the classroom (2.84).
Correlation coefficient between learning through class participation and self-control of students of knowledge and information science of Razi University showed, between cooperative learning and self-control of students, there is a significant relationship. In other words, self-awareness and informed choices can increase student learning. maybe the reason for this relationship is explained so that self-management using appropriate strategies and build confidence, as well as through the control of negative internal emotions like students stress and anxiety, help them adapt and coordinate calmly with the environment, and show more willing to participate in group activities, that would make it rise participation in discussions and the process of learning and teaching in the classroom and thus increase the level of learning in the students. There is a significance relationship among dimensions of the reasons for participation, benefits of participation, nature of the lesson, understanding participation by classmates and class combination with student’s self-control. In explaining this, we can say that students with higher self-control due to greater environmental compatibility by listening, taking note, observation, participation and questions and answers by their classmate, raise their level of knowledge and learning. Correlation coefficient between learning development through class participation and well-being of students of knowledge and information science at Razi University showed that there is a significant positive relationship between cooperative learning and well-being of students. In other words, perhaps it could be explained that students with a higher level of well-being, because of positive emotional feelings and sense of satisfaction with their circumstances, do more flexible behaviors, are more relaxed and consequently, they communicate more easily and participate more actively in the classroom. So, this leads to the development of their learning and academic achievement.
Discussion: Students who are involved in learning process are more comfortable, more satisfied and more responsible in classroom, So, this will increase the level of social skills, including compatibility and satisfaction among students. Therefore, effort for educational planning development to provide the appropriate conditions in the classroom for presenting group opinions and discussions in order to create a friendly and satisfactory environment for sharing knowledge between students inside and outside classroom is suggested. According to the results, it is suggested that in universities, the content of the courses is designed based on a group and active presentation method, as well as, the instructors also increase active participation and consequently the level of learning by training and preparing students for class participation.
Scientometrics
Abolfazl Asadnia; Mozaffar CheshmehSohrabi
Abstract
Background and Objectives: Library and Information Science, as one of the systems of knowledge that claims to classify the sciences, and the topics of classification and classification are among the most basic concepts taught in this field, itself suffers from a kind of intellectual fragmentation and ...
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Background and Objectives: Library and Information Science, as one of the systems of knowledge that claims to classify the sciences, and the topics of classification and classification are among the most basic concepts taught in this field, itself suffers from a kind of intellectual fragmentation and is faced with the question of what rank and position it is among other systems of knowledge? Is it known as a scientific discipline? Is it a technical field? In order to achieve a proper understanding of the status of Library and Information Science (LIS) in the tree of science, the present study investigate LIS among the knowledge systems and how to put it in the tree of knowledge. A review of existing research showed that the position of the field of LIS among the knowledge systems is in an aura of ambiguity and it is necessary to be re-examined and explored.Methodology: The present study is descriptive in nature because it describes the current situation and has used two methods of library and survey. In the library section, to answer the question of whether LIS is a science or not, the concepts of science, philosophy of information science, classification, and factors of separation of sciences are discussed. In the survey section, to determine how to appoint LIS in knowledge systems, the position of the field in universities in the United States, the United Kingdom, South Africa, and Iran in the schools that offer it and then its subject tree at five public databases (Emerald, Scopus, Wiley, ScienceDirect, and Springer) were surveyed.Findings: The results of the literature review showed that Library and Information Science can be considered as a scientific discipline. Findings related to the position of the field of Library and Information Science in the colleges offering this field showed that there is no consistent policy in any of the studied countries. In the United States, the field is offered in a wide range of colleges, in the United Kingdom mostly in the arts and humanities colleges, in South Africa more in the humanities faculties, and in Iran more in the faculties of educational sciences. In only one case in Iran LIS have a separate faculty at the University of Tehran, this type of approach can be seen in the Emerald Database Tree, which places LIS in the main categories of its Thematic Tree. Interestingly, in none of the countries surveyed is LIS in the faculties of the sub-departments of life sciences and health sciences. This is another proof of the claim that this LIS has a human nature and should be included in the tree of knowledge under the humanities and social sciences. However, it cannot be denied that in some countries there was a limited number of this field in engineering schools, which in itself requires further study. The results of the study of universities are based on the fact that Library and Information Science are in the group of social sciences and humanities and a subset of educational sciences. The results of the study of scientific databases also showed that only in Emerald, LIS is considered as one of the main branches in the classification of sciences. This field is located in Wiley under the category of educational sciences and in ScienceDirect database under the sub-branch of social sciences. Also, in Scopus and Springer databases, LIS is not placed in the subject tree. In general, the results indicate the appointment of LIS to the category of humanities and social sciences, and the faculty of Educational Sciences.Discussion: Only by knowing and having a suitable position among the sciences, a discipline can excel and reach the desired position. In general, the location of LIS in the studied countries in different faculties in the fields of basic sciences, engineering, art and humanities, and social sciences indicates that it is interdisciplinary. Except for the Emerald database, which places the field of Library and information science in the main categories of its subject tree. The approach of the databases that do not place Library and information science in the main categories has been to place this field in the group of humanities and social sciences and the subgroup of educational sciences or social sciences.
Mohammad Reza Shekari
Abstract
Background and Aim: The aim of this study is to assess the Iranian Personal paper Information Management of knowledge and information science and medical library information sciences faculty members based on the Jones model. Methodology: This is an application research and the survey method was conducted. ...
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Background and Aim: The aim of this study is to assess the Iranian Personal paper Information Management of knowledge and information science and medical library information sciences faculty members based on the Jones model. Methodology: This is an application research and the survey method was conducted. The statistical population included faculty of knowledge and information science and medical library and information sciences in Iranian state universities. The research tool is a questionnaire based on previous studies made and its validity and reliability were confirmed. To analyze the data using statistical software spss22 descriptive and inferential statistical methods were used. Result: The overall average of Personal paper Information Management is 3.32. The highest and lowest scores were related to measuring and evaluating and security with 3.682 and 2.995. In terms of gender, affiliation and the age difference is not significant; but in terms of the degree of difference between the Associate and Assistant Professor there. Conclusion The highest average person in the age group 45-36 years the Personal paper Information Management, Associate Degree, medical librarians and women's groups. On the whole, despite a relatively favorable status, the need to improve the skills of faculty members in the face of massive amounts of paper information comes in, to spend the least cost, best information in the most appropriate time to recover.
Heidar Mokhtari; Hamidreza Rezaei Omidi; Soodabeh Nozari
Abstract
Introduction and Aim: Correct-writing is the common principle of writing in a language. Correct-writing, especially in scientific writings is a necessity and results in text fluency and perspicacity. This study aimed to critically overview the editing problems in the articles published in the current ...
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Introduction and Aim: Correct-writing is the common principle of writing in a language. Correct-writing, especially in scientific writings is a necessity and results in text fluency and perspicacity. This study aimed to critically overview the editing problems in the articles published in the current Knowledge and Information Science Persian Journals. Method: 89 articles published in the last published issue of 11 journals of the field were undergone content analysis and studied from editing viewpoint in three editing types (including that of technical, structural-lingual, and professional) in the summer and autumn of 2013. Findings: There are enormous deficiencies in this context and prevalence of “bad-writing custom” into the writings in each of the three editing types. Conclusion: Applicable education of Persian in academic studies, authors’ accuracy in writing and the deep care of reviewers and editors are needed for relatively removing these deficiencies.
Fahimeh Babalhavaeji; Atefeh Zarei; Narges Neshat; Nadjla Hariri
Volume 6, Vol.6, No.13 , May 2014, , Pages 1-24
Abstract
Aim: The purpose of this study was to determine subject categories in Knowledge and Information Science for creating knowledge map of KIS. Method: The Delphi technique was used for collection of the required data. This qualitative research methodology helped facilitating and determining the main and ...
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Aim: The purpose of this study was to determine subject categories in Knowledge and Information Science for creating knowledge map of KIS. Method: The Delphi technique was used for collection of the required data. This qualitative research methodology helped facilitating and determining the main and sub-main subject categories. The Delphi Panel was composed of 28 experts in KIS. The Statistical technique of t-test was applied for analyzing the results. Findings: The results obtained from Delphi Panel revealed that there was significant difference between the first stage and second stage in regards with 2nd (methodology), 3rd (Library & resource centers) and Sixth (User Services) subject categories. No significant differences were observed in other 11 subject categories. Conclusion: Results also indicated that KIS categories were changed from 13 subject categories to 14, namely: 1) General KIS, 2) KIS education, 3) Methodology , 4) Libraries and resource centers, 5) Management of libraries and information centers, 6) Technical or organizational knowledge, 7)User Services, 8) Use & User Studies, 9) Information storage and retrieval, 10) Library and ICT, 11) Publishing and distribution, 12) Social Issues Information, 13) Ethical and legal issues, and 14) Knowledge Management.
