arlg conference 2014: academic libraries and academic practice

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Re-configuring academic practice and the research ecology Allan Parsons University of Westminster [email protected] Presented at the ARLG conference, University of Sussex, 23

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How can academic librarians respond to changing university horizons concerning learning, teaching and research?

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Page 1: ARLG Conference 2014: Academic Libraries and Academic Practice

Re-configuring academic practice and the research ecology

Allan ParsonsUniversity of Westminster

[email protected] at the ARLG conference, University of Sussex, 23 June 2014

Page 2: ARLG Conference 2014: Academic Libraries and Academic Practice

What is your orientation to:

knowledge the world other people?

Page 3: ARLG Conference 2014: Academic Libraries and Academic Practice

Governance Models

Self-governingMarket-orientedState-controlled

[“the university without condition”]

Page 4: ARLG Conference 2014: Academic Libraries and Academic Practice

Knowledge Production

innovations new technologies knowledge assets intellectual property

Page 5: ARLG Conference 2014: Academic Libraries and Academic Practice

Knowledge Production

codified knowledgeembodied knowledgecollective goods innovation

Page 6: ARLG Conference 2014: Academic Libraries and Academic Practice

Five Virtues

technê epistêmê phronêsis sophianous [metis]

Page 7: ARLG Conference 2014: Academic Libraries and Academic Practice

Knowledge Producers

PhilosophersEncyclopaedistsBibliographersLibrarians

Page 8: ARLG Conference 2014: Academic Libraries and Academic Practice

Knowledge ProducersEntrepreneur

Technologist

Researcher

Scholar

Teacher

Curator

[Collector]

Page 9: ARLG Conference 2014: Academic Libraries and Academic Practice

Greimas actantial model

PowerDesireControl

Page 10: ARLG Conference 2014: Academic Libraries and Academic Practice

Entrepreneur

TechnologistResearcher

Scholar

Teacher Curator

(Collector)

(Acquirer)Desire: Power: Control:

Page 11: ARLG Conference 2014: Academic Libraries and Academic Practice

Select Bibliography

Barrett, B. (2011). The Lisbon Treaty’s “Europe 2020” economic growth strategy and the Bologna Process, European Union Miami Analysis (EUMA), Special Series, 8 (12).

Cassin, B. and Büttgen, P. (2010). The performative without condition: a university sans appel. Radical Philosophy, (162), pp.31–37.

Derrida, J. (2001). The Future of the profession or the university without condition (thanks to the “humanities”, what could take place tomorrow). In Jacques Derrida and the humanities: a critical reader. Cambridge: Cambridge University Press, pp. 24–57.

Hebert, L. (2006). The Actantial model. Signo - Applied Semiotic Theories [Website]. Available at: http://www.signosemio.com/greimas/actantial-model.asp

Page 12: ARLG Conference 2014: Academic Libraries and Academic Practice

Select Bibliography

Keeling, R. (2006). The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher education discourse. European Journal of Education, 41 (2), pp.203–223.

Machlup, F. (1982). Knowledge: its creation, distribution, and economic significance. Volume II: The Branches of Learning. Princeton, NJ: Princeton University Press.

Parry, R. (2007). Episteme and techne. The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), pp.1–17. Available at: http://plato.stanford.edu/archives/fall2008/entries/episteme-techne/