knowledge and university09
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Knowledge, the University, and the Library
A 21st Century Perspective
James W. Marcum, Ph.D.January 2010
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I: Competition
II: Millennial Generation
III: The Future of Knowledge
CONTEMPORARY CHALLENGESFor the University
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Higher education in America is a major industry and is viewed as ‘fertile ground’ and opportunity for:◦ For-profit universities◦ Corporate universities (Becton Dickinson)
◦ Global universities (including ‘rising’ powers)
◦ Open universities and Open Education Complacency is a high-risk attitude
I: COMPETITION
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Readiness to Compete?
The university does not “come to the table” with a clear strategy and purpose (beyond “protecting what exists”)
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Consider technology indispensable
Learn◦ By doing
◦ From each other
◦ Differently from elders
Visually engaged Like multitasking Find many courses
“obsolete”
II: NEW STUDENT GENERATION
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“I store a lot of knowledge in my friends”
Millennial Generation
Gadgets Rule onCollege Campuses By Paul Davidson,
CHAPEL HILL, N.C. — The American college campus, long an oasis of scholarship and coming-of-age, is now being transformed by an armada of laptops, cell phones and perpetual connectivity.
“Our call phones often serve as web browsers, digital phones, and game consoles” - “Net gen”
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Challenges (con’t):University and ‘Net Gen’
Critics: the University lives in a “time warp,” locked in to:◦ Agriculture age seasons◦ “seat time as learning equivalent”◦ Lectures as “solo performances”◦ Disciplinary silos of declining influence
Students: Perceive low levels of technological competence of many faculty and staff
Is the University ‘out of step’ with the
times?
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University vs. Net Gen 2 While “millennial” generation expects:
◦ Interactive, collaborative activity◦ Instantaneous, mobile communication◦ Flexible, comfortable spaces◦ Curricula geared to new realities, professions,
challenges They also expect traditional learning …
but tire quickly if not engaged in the process
Carole Barone, The New Academy, in Educating the Net Generation (Educause 2005)
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In their career, today’s college student will:◦ experience repeated career changes◦ face problems never experienced before◦ have to develop expertise that we cannot
imagine. Ergo: they must develop inquiry and
lifelong learning skills*; we cannot teach them what they will have to know….◦ *(includes learning and creating knowledge
socially)
We must keep in mind…
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Nature and Future of Knowledge
The Biggest Challenge
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III: THE FUTURE OF KNOWLEDGE
Perhaps the gravest, if subtle,
danger the university faces is
the future status, creation,
transmission, and uses of
knowledge
Long considered the ‘turf’ and
arena for the university . . .
We now face unprecedented
challenges
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We must remember that most major
transformational revolutions:
◦Scientific (17th Century)
◦Enlightenment (18th Century)
◦ the Industrial (19th Century)
all developed outside the university
Will the same be said of today’s “networked learning
and knowledge revolution”?
Knowledge vs. Academia?
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Communicated effectively via prices -Hayek
Bringing forth the world through the process of living itself -Maturana and Varela
Genealogy of discourses of practice producing power relationships -Foucault
Most ‘research’ reports are false -Ionnidis
Increasingly interdisciplinary -J. T. Klein
Social and developmental –Valsiner & van der Veer
From reason to agency and meaning -Kauffman
… we can go on and on…
Seeking to explain knowledge
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With fundamental “criticisms”: Socially constructed - Rorty
With occasional major, “paradigmatic” revolutions - Kuhn
Suggesting many ways of knowing the world have “equal validity,”
Supporting the relativism of post-modernism … and many other fashionable but false “isms”
- Baghossian, Fear of Knowledge
Explaining knowledge (con’t)
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We have moved from knowledge in the individual mind (I think…)
To socially constructed knowledge (I participate…)
To knowledge as connections (I am networked….)
But we should talk about how we know?A CHANGE of great consequence…
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Modern/Western Intellectual Achievement
great minds, working alone…
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Library = Books = Organized Knowledge
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But now…
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“I am a part of the electronic universe. I am visible to Google. I link, therefore, I am.”◦ William L. Mitchell. Me++. MIT, 2003.
TO CONNECTIVITY
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The tacit knowledge of the virtuoso, the scholar, the expert, is of value to the extent of their individual performance and persuasion
The explicit knowledge articulated by the ‘master,’ the expert, can be shared (website) and preserved (book) and recognized for its importance over time
The shared knowledge of the team, the lab, (as it is verified) becomes the new theory, the ideology, the paradigm… that can shape a history, a science, or a nation
The Social Power of Knowledge
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Since the emergence of ‘intellectual capital’ as the key to innovation in the 1990s, corporations have jumped into ‘knowledge creation’ and ‘knowledge management’ in pursuit of competitive advantage in global competition
Is the focus of knowledge creation shifting from the campus to the laboratory?
… and what would be the implications of that for the university?
Knowledge as Intellectual Capital
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Library (300 BC–500 CE)
Monastery (100–1100)
University (1100–1500)
Republic of Letters (1500–1800)
Disciplines (1700–1900)
Laboratory (1870–1970)
McNeely and Wolverton, Reinventing Knowledge (Norton, 2008)
What form will it take next? What institutions will represent it?
Knowledge: “Reinvented” 6 times
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We won’t presume to define what philosophers have debated for millennia
Nonaka and Takeuchi, The Knowledge Creating Company (1995).
We should take cue from two wise men…
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The New Knowledge of the Day
Parallelcomputing
Field Research
Big Bang Theory
CLOUD COMPUTING
Stem-cell
Genomesequencing
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The search for today’s knowledge requires searching:
Databases Laboratory findings; research reports Newsletters Conference proceedings Deep Web Social Web (twitter, facebook, etc.) Blogs, listservs, media news archives and
features, institutional repositories, etc., etc.In addition to the traditional print
materials collected by libraries.
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Cognitive (know-what) book learningCompetence (know-how) implementationUnderstanding (know-why) meaning J. B. Quinn, et al., “Managing Professional Intellect,” Harvard Business Review, (March 1996); People (know who) expertise Positioning (know where) contextTiming (know when) strategyDonald Norris, et al. “A Revolution in Knowledge Sharing,” Educause Review
(Sept. 2003); K. E. Sveiby, The New Organizational Wealth (1997)
Innovation (change how) engagementProblem solving (try how) teams, socialForecast (consider if) scenarios
Levels of Knowledge: An emerging approach…
skills
network
naviga-tion
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Knowledge: emergent, dynamic, and shared -Eisenstadt and Vincent, Knowledge Web (1998)
Digital wisdom: digital enhancement of human thought -Marc Prensky, Innovate,
3/09 A Google monopoly? -ABC News, 7/12/08 Shotgun (gene sequencing) - J. Craig Ventner From reason to agency and meaning
–S.A. Kauffman, Reconstructing the Sacred
End of Theory: petabytes of data and cloud computing make scientific method obsolete
–C. Anderson/Wired, 8/09
ALERT: PROPOSALS EMERGINGFor the ‘New Knowledge’
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COMPLEXITY◦Information gathering◦Growth produces complexity (and some
redundancy)◦Cope with systems and hierarchy (can
understand processes) Herbert Simon
We must lift our perspective from…
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COMPLEXITY
◦ Cope with systems and
hierarchy (can
understand processes)
Herbert Simon
◦ Information gathering
◦ Growth produces
complexity (and some
redundancy)
SUPERCOMPLEXITY◦Accelerating change◦Borders & disciplines
crossed and smudged◦Uncertainty and
unpredictability◦Concepts, systems,
theories overloaded, undependable
Ron Barnett
To focus on…
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Preserving existing knowledge of value while coming to understand, participate in, and disseminate to future generations the new knowledge generated (diffused) by a LARGE number of educated people from many cultures interacting in a new global and digital information ecology.
Can—and should—we endeavor to be certain that the university continues to play a central role in this process?
How do we proceed?
Greatest challenge?
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