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teaching:information-and-knowledge-work-flow [2019/01/25 15:53] (current)
seanburns created
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 +# Developing an Information and Knowledge Work Flow
 +Our work this semester had led us to these final two weeks where we begin to
 +put it all together. Let's review for a bit.
 +In our first module, we studied search. In this module, we learned how to
 +search academic databases, and how to use thesauri, controlled vocabulary, and
 +Boolean logic to search within those databases. We also studied search engines.
 +We spent a lot of our time watching those Google videos and learning
 +how to be better at using Google to search, but we also covered DuckDuckGo as
 +an alternate search engine. Many of you were appreciative of DuckDuckGo because
 +it provided the ability to hide advertisements, which you said can be
 +distracting when you're trying to focus on you work, or use only advertisements
 +that don't track, which can be helpful in protecting privacy. We finished this
 +module with a discussion on evaluating and managing search results.
 +Becoming good information finders is only part of the solution to becoming
 +better at personal knowledge management. That is, once we become better at
 +search and have begun accumulating sources, we often need a way to better our
 +ability to save and organize those sources for later use---otherwise we simply
 +waste effort or repeat previous work. Thus, in our second module, we focused on
 +managing academic and non-academic sources, and it was in this module that we
 +learned about bibliographic reference managers and the use of tagging sources
 +to organize them.
 +In our third module, we visited specific kinds of sources (like and
 +American Factfinder, among others)---from the general-interest to the specific.
 +The point of this module was to acquaint us with the specific kinds of
 +information sources that exist out there in the wild---these are sources that
 +are often hidden from search engines because the data they hold is buried. And
 +because the information is buried that we often say that many of these sources
 +are a part of the deep web since they're not easy for search engines to use and
 +access them. The point is, that, if we do not become familiar with specific
 +kinds of sources out on the web and totally rely on search engines, then we'll
 +only every recover a portion of the information we may need when conducting
 +thorough information queries.
 +Our last module is dedicated to personalizing information and it addresses the
 +question: how do we take what we've searched for, and what we've saved and 
 +managed, etc., on the sites we may need that are buried in the deep web, and 
 +personalize that? How do we take notes on this process, how do we annotate 
 +those sources for ourselves and for a social world, how do we organize it?
 +It's these questions that I want you to think about in this second to the last
 +week of our class, and they all boil down to this question: how do we develop
 +an information and knowledge work flow---a work flow that begins with searching
 +databases and using search engines, to managing and organizing the sources that
 +we want to save, to visiting specific databases that exist outside those
 +well-worn areas that search engines rely too much on, and to taking notes on
 +and annotating those sources to save and share the ideas and thoughts we have
 +about them for later use?
 +Given this final question for the semester, we have two readings. One reading
 +is a simple *LifeHacker* article on the Trello web app. You do not have to
 +create an account on Trello, but I do want you to think about what this app
 +does and what it and others like it promises and enables (there are other,
 +similar information work flow apps out there, and feel free to look for them.)
 +The second article, by Jones and others, is a bit more scholarly and focuses on
 +what the experts think are good and bad personal information practices and
 +tools. In this article, the authors used the Delphi Method to assemble a group
 +of experts together and figure out what the evidence says are the most
 +important and efficient information practices as well as the information
 +practices that are not good or helpful. I'm going to leave discussion about
 +this open and ask---what do you think of their results and findings? You'll
 +have to look closely at the results section of this article to discuss this.
 +## Links from Lecture
 +- [](
 +- [NYPL Visualization](
 +- [Visuwords](
 +- [CIA The World Factbook](
 +- [DP.LA](
 +- [Europa](
 +- [National Digital Newspaper Program: 
 +  Kentucky](
 +- [National Science Digital Library](
teaching/information-and-knowledge-work-flow.txt ยท Last modified: 2019/01/25 15:53 by seanburns