This paper examines the SSM technique CATWOE, which focus on defining necessary elements that together constitute a human activity system from a certain perspective. Despite its recognition within the literature and its numerous use there are few studies on how the technique can be improved. This research reflects on each of the elements both from a theoretical and a practical perspective. Findings point to the fact that some of the terms have a meaning in everyday language that differs from its definition within CATWOE, other concepts are not well defined. This is unfortunate and may both lead to misunderstandings and limit analysis. The paper points at a number of ways in which the use of CATWOE can be developed in order to further support the process of eliciting novel ideas for future actions. Hence, the overall conclusion is that the elements need to be rethought and some of them renamed.

Article Bruce et al. 2017. Information literacy and informed learning: conceptual innovations for IL research and practice futures. Journal of Information Literacy, 11(1), pp.4-22. http://dx. AbstractOur paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy (IL), more recently labelled 'informed learning'. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previously published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to IL. In this paper, Christine Bruce introduces the background to this work and the contributing researchers, as well as providing concluding comments. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network.The key ideas presented are: The Expressive window for IL (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and Informed Systems (Mary Somerville and Anita Mirijamdotter). In each section, the respective authors reflect on what the idea is about, where it came from and what it might mean for research and practice. http://dx.

Interactive planning and systems thinking provide a robust foundation for rethinking workplace activities, so as to prepare staff members for enhanced participation in an increasingly digital information environment. Design/methodology/approach-The methodology takes the form of a case study. Findings-Organizational development tools activate and extend participants' knowledge, skills, and abilities through purposeful dialogue that cultivates holistic perspectives. Enhanced appreciation of campus constituencies' differing needs and preferences, complimented by ongoing user-focused data collection and analysis, informs strategic systems and services redesign. This practice serves to promote continuous learning, even as it advances the organization's digital migration. Results-to-date suggest the efficacy of this staff development approach, which uses constructivist "building on what we know" learning strategies to develop nimble organizational responsiveness, amidst dynamically changing external circumstances. Originality/value-Provides information on a staff development approach.

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This commentary is based on my key note for the EBLIP conference held in 2009 in Stockholm, Sweden. The title was: Bridging the gap between users and systems – the potential contribution of Social Informatics to Evidence Based Library and Information Practice. In the following commentary, I focus on the application of social informatics principles to develop a collaborative evidence based approach grounded in shared workplace leadership. My remarks highlight some main contributions from the field of library and information science and social informatics and conclude with implications for practice, including further research.

Abstract:Existing product development models are solely an organisational matter. They do not take into consideration the whole Supply Chain (SC) and its different actors. In this article, we investigate how Supply Chain Management and Viable System Model (VSM) can support and create an effective use of information in product development and hence identify critical linkages in the SC. The aim is to introduce VSM as a framework that enables an analysis of companies' SCs and visualise vital inter-organisational relationships that should be integrated in product development.

Participation and the contribution of participatory design methods and techniques are explored in the context of a Scandinavian Home Healthcare project. The project was undertaken during 2004-2005. Its aim was to introduce mobile ICT equipment to health care workers in order to improve planning, including quality and precision of information exchange. The study was designed according to Participatory Action Research and Participatory Design principles. Methods employed in the project were observations, interviews, future workshops, and story boards to actively involve different stakeholders. The experience of the project indicates that, although the rhetoric was that of a participatory design and research project, participants are not equally regarded in terms of experiences and knowledge of the actual practice. Assumptions about technology influence development and implementation at the expense of the actual care activity. Further, participation and participatory design techniques used in the project demonstrate the complexity of home healthcare and the necessity to involve all the different occupational groups involved in the care of the client. However, organisational boundaries reinforced shortcomings in crossfunctional and cross organisational cooperation. A final conclusion is that time for collaborative and collegial reflections is a necessity to support the learning process.