Extending theory for user-centered information systems: Diagnosing and learning from error in complex statistical data.

Persistent Link:
http://hdl.handle.net/10150/105746
Title:
Extending theory for user-centered information systems: Diagnosing and learning from error in complex statistical data.
Author:
Robbin, Alice; Frost-Kumpf, Lee
Citation:
Extending theory for user-centered information systems: Diagnosing and learning from error in complex statistical data. 1997-02, 48(2):96-121 Journal of the American Society for Information Science
Publisher:
John Wiley & Sons, Inc.
Journal:
Journal of the American Society for Information Science
Issue Date:
Feb-1997
URI:
http://hdl.handle.net/10150/105746
Submitted date:
2008-04-02
Abstract:
Utilization of complex statistical data has come at great cost to individual researchers, the information community, and to the national information infrastructure. Dissatisfaction with the traditional approach to information system design and information services provision, and, by implication, the theoretical bases on which these systems and services have been developed has led librarians and information scientists to propose that information is a user construct and therefore system designs should place greater emphasis on user-centered approaches. This article extends Dervinâ s and Morris's theoretical framework for designing effective information services by synthesizing and integrating theory and research derived from multiple approaches in the social and behavioral sciences. These theoretical frameworks are applied to develop general design strategies and principles for information systems and services that rely on complex statistical data. The focus of this article is on factors that contribute to error in the production of high quality scientific output and on failures of communication during the process of data production and data utilization. Such insights provide useful frameworks to diagnose, communicate, and learn from error. Strategies to design systems that support communicative competence and cognitive competence emphasize the utilization of information systems in a user centered learning environment. This includes viewing cognition as a generative process and recognizing the continuing interdependence and active involvement of experts, novices, and technological gatekeepers.
Type:
Journal Article (Paginated)
Language:
en
Keywords:
Information Science; Information Analysis; Information Systems
Local subject classification:
information system design; theoretical framework; social cognition

Full metadata record

DC FieldValue Language
dc.contributor.authorRobbin, Aliceen_US
dc.contributor.authorFrost-Kumpf, Leeen_US
dc.date.accessioned2008-04-02T00:00:01Z-
dc.date.available2010-06-18T23:33:39Z-
dc.date.issued1997-02en_US
dc.date.submitted2008-04-02en_US
dc.identifier.citationExtending theory for user-centered information systems: Diagnosing and learning from error in complex statistical data. 1997-02, 48(2):96-121 Journal of the American Society for Information Scienceen_US
dc.identifier.urihttp://hdl.handle.net/10150/105746-
dc.description.abstractUtilization of complex statistical data has come at great cost to individual researchers, the information community, and to the national information infrastructure. Dissatisfaction with the traditional approach to information system design and information services provision, and, by implication, the theoretical bases on which these systems and services have been developed has led librarians and information scientists to propose that information is a user construct and therefore system designs should place greater emphasis on user-centered approaches. This article extends Dervinâ s and Morris's theoretical framework for designing effective information services by synthesizing and integrating theory and research derived from multiple approaches in the social and behavioral sciences. These theoretical frameworks are applied to develop general design strategies and principles for information systems and services that rely on complex statistical data. The focus of this article is on factors that contribute to error in the production of high quality scientific output and on failures of communication during the process of data production and data utilization. Such insights provide useful frameworks to diagnose, communicate, and learn from error. Strategies to design systems that support communicative competence and cognitive competence emphasize the utilization of information systems in a user centered learning environment. This includes viewing cognition as a generative process and recognizing the continuing interdependence and active involvement of experts, novices, and technological gatekeepers.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherJohn Wiley & Sons, Inc.en_US
dc.subjectInformation Scienceen_US
dc.subjectInformation Analysisen_US
dc.subjectInformation Systemsen_US
dc.subject.otherinformation system designen_US
dc.subject.othertheoretical frameworken_US
dc.subject.othersocial cognitionen_US
dc.titleExtending theory for user-centered information systems: Diagnosing and learning from error in complex statistical data.en_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalJournal of the American Society for Information Scienceen_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.