Interpreting Workplace Learning in Terms of Discourse and Community of Practice

Persistent Link:
http://hdl.handle.net/10150/106292
Title:
Interpreting Workplace Learning in Terms of Discourse and Community of Practice
Author:
Ho, Adrian K.
Citation:
Interpreting Workplace Learning in Terms of Discourse and Community of Practice 2004,
Issue Date:
2004
Description:
This paper is an abridged version of my thesis for an M.A. in Communications Studies granted by the University of Calgary. I presented it at the National Communication Association 2004 Convention in Chicago, IL (Session 1536). I decided not to have it published in the conference proceedings.
URI:
http://hdl.handle.net/10150/106292
Submitted date:
2008-09-15
Abstract:
Based on the ethnographic data collected from the workplace of an academic library, I argue that workplace learning (WL) is a situated socio-cognitive process. It is expedited by knowledge management (KM), which is a collective effort to generate, share, and institutionalize work-related knowledge. KM is inherent in the face-to-face conversational interactions embedded in planned formal training, planned informal sharing, and spontaneous informal learning. When face-to-face interaction is not possible, KM is accomplished through textualization. It helps the members of the workplace acquire new work-related knowledge and integrate it to their common, contextualized knowledge base. The contents of the knowledge base are manifested in the membersâ professional practices and explicated by their professional/communal discourse. By virtue of their distinctive practices and discourse, the members form a community of practice (CoP) and gain their professional/communal identity. Whenever they engage in KM, perform their practices, and/or use their discourse, they authenticate their professional/communal identity and enact their CoP.
Type:
Conference Paper
Language:
en
Keywords:
Knowledge Management; Reference Services; Communications; Academic Libraries
Local subject classification:
academic libraries; workplace learning; discourse analysis; community of practice; knowledge management

Full metadata record

DC FieldValue Language
dc.contributor.authorHo, Adrian K.en_US
dc.date.accessioned2008-09-15T00:00:01Z-
dc.date.available2010-06-18T23:43:54Z-
dc.date.issued2004en_US
dc.date.submitted2008-09-15en_US
dc.identifier.citationInterpreting Workplace Learning in Terms of Discourse and Community of Practice 2004,en_US
dc.identifier.urihttp://hdl.handle.net/10150/106292-
dc.descriptionThis paper is an abridged version of my thesis for an M.A. in Communications Studies granted by the University of Calgary. I presented it at the National Communication Association 2004 Convention in Chicago, IL (Session 1536). I decided not to have it published in the conference proceedings.en_US
dc.description.abstractBased on the ethnographic data collected from the workplace of an academic library, I argue that workplace learning (WL) is a situated socio-cognitive process. It is expedited by knowledge management (KM), which is a collective effort to generate, share, and institutionalize work-related knowledge. KM is inherent in the face-to-face conversational interactions embedded in planned formal training, planned informal sharing, and spontaneous informal learning. When face-to-face interaction is not possible, KM is accomplished through textualization. It helps the members of the workplace acquire new work-related knowledge and integrate it to their common, contextualized knowledge base. The contents of the knowledge base are manifested in the membersâ professional practices and explicated by their professional/communal discourse. By virtue of their distinctive practices and discourse, the members form a community of practice (CoP) and gain their professional/communal identity. Whenever they engage in KM, perform their practices, and/or use their discourse, they authenticate their professional/communal identity and enact their CoP.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.subjectKnowledge Managementen_US
dc.subjectReference Servicesen_US
dc.subjectCommunicationsen_US
dc.subjectAcademic Librariesen_US
dc.subject.otheracademic librariesen_US
dc.subject.otherworkplace learningen_US
dc.subject.otherdiscourse analysisen_US
dc.subject.othercommunity of practiceen_US
dc.subject.otherknowledge managementen_US
dc.titleInterpreting Workplace Learning in Terms of Discourse and Community of Practiceen_US
dc.typeConference Paperen_US
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