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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