arlg conference 2014: academic libraries and academic practice
DESCRIPTION
How can academic librarians respond to changing university horizons concerning learning, teaching and research?TRANSCRIPT
Re-configuring academic practice and the research ecology
Allan ParsonsUniversity of Westminster
[email protected] at the ARLG conference, University of Sussex, 23 June 2014
What is your orientation to:
knowledge the world other people?
Governance Models
Self-governingMarket-orientedState-controlled
[“the university without condition”]
Knowledge Production
innovations new technologies knowledge assets intellectual property
Knowledge Production
codified knowledgeembodied knowledgecollective goods innovation
Five Virtues
technê epistêmê phronêsis sophianous [metis]
Knowledge Producers
PhilosophersEncyclopaedistsBibliographersLibrarians
Knowledge ProducersEntrepreneur
Technologist
Researcher
Scholar
Teacher
Curator
[Collector]
Greimas actantial model
PowerDesireControl
Entrepreneur
TechnologistResearcher
Scholar
Teacher Curator
(Collector)
(Acquirer)Desire: Power: Control:
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
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/