Dr Theresa Dirndorfer Anderson is Course Director of the Master of Data Science and Innovation in the UTS Connected Intelligence Centre.
In her teaching and her research, Theresa engages with the ever-evolving relationship between people and emerging technologies, conceptually engaging with notions of risk, uncertainty and creativity. As a socio-technical researcher, she applies a transdisciplinary approach and value-sensitive participatory methods to explore human entanglements with emerging technologies and information practices.
As an information ethicist, she is particularly interested in the interaction between creative and analytic thinking and doing and in examining ways information systems and institutional policies might better support both creative and analytic activities. Internationally she is leading discussion about these issues as chair of the Information Seeking in Context international research community and founder of the Human-Centred Data Science Network.
Her research builds on her PhD thesis (“Understandings of relevance and topic as they evolve in the scholarly research process”), which in 2005 was awarded the 1st Annual Emerald/EFMD Outstanding Doctoral Research Award (Information Science category) in recognition of the innovative approach taken.
Particularly intrigued by the creativity at the heart of scholarly work, she has been digging deeper into the role that intuition, insight and serendipity play in idea generation and scholarship through a series of installations (Playing with Pauses) based on her ongoing ethnographic and anthropological engagement with the question: where do ideas come from? At the heart of this exploration is a proposition that there are four distinct but inter-related phase states critical for nurturing an innovative culture -- collectively referred to as the 4Ps (see http://playnpause.org/). Keen to explore ways that everyday creativity emerges through our ongoing engagements with various technologies, she is currently working with school and university libraries to explore ways that the interplay of artful and analytical engagements with information can nurture our creative intelligence.
Prior to joining UTS, she served as a diplomat, technical writer and environmental education officer.
E-Learning Research Group:
Collaborative, cross-Faculty project bringing together teachers in UTS Faculties of Humanities & Social Sciences, Education, Design and Engineering as well as the Institute for Interactive Media and Learning (IIML) to develop research into e-Learning.
University Country Reference Group (USA):
promoting and expanding partnerships with US universities and research groups.
Information Seeking in Context (ISIC) Chair, Permanent Committee
Editorial Board, Journal of the Association for Information Science and Technology
Can supervise: YES
Relevance assessment processes and information retrieval interactions; Human-computer interaction (user experience) and usability evaluation; Ethnographic research & creative analytic practices in information behaviour research - especially storytelling as a research tool; Social informatics - in particular communication in organisations, the interplay between emerging technologies and work practices, 'invisible' vs 'visible' work, and, structuring information for re-use within digital libraries and collections; Reflective teaching practices
"A Day in the Life of a Conference: Understanding the Rhythms of 'Being' at ISIC2006": a multi-method ethnography of the information and communication exchanges taking place in conference settings
Data Science, Ethics,
© 2010 Stephanie Hemelryk Donald, Theresa Dirndorfer Anderson and Damien Spry for selection and editorial matter. All rights reserved. This book examines the influence of mobile media technology on the lives of young people in East and North Asia, South East Asia and Australia. It discusses the impact information communication technologies have today on social identity, well-being, participation and exclusion. It explores current media practices and their innovative, transformative and disruptive uses at the local, the regional, the national, and the global level. In particular, it analyses mobile media not as a discrete object, but rather as part of a dynamic communication and information environment in which human-object relations are constantly reconfigured. It covers key theoretical and conceptual themes in youth mobile media research focusing on social, cultural and political aspects, including coverage of key themes such as regulation and technology, practices, pedagogies, aesthetics, social change, and representations of mobile youth. The book includes new accounts of recent research into the uses of mobile media by young people, and how these are situated in a broader socio-political context. Case studies include mobile panics in Australia (the notorious Kings of Wirrabee sexual assault case) and Japan (the scandals of high school girls as teenage prostitutes) in which mobile media use has had significant impact. This book offers an up-to-date examination of the influence of information communication technologies on young people's lives in the region.
Anderson, TK & Fourie, I 2017, 'Falling together - a conceptual paper on the complexities of information interactions and research gaps in empathetic care for the dying', Information Research: an international electronic journal, vol. 22, pp. 1-22.
Introduction. Palliative care embraces the plight of patients and caregivers. Cognitive and emotional empathy, empathetic care and the information environment at a time of dying influence caregivers' experiences of information interactions and emotional well-being. Understanding empathetic care, and the need for empathy in caregiver information interaction experiences in both palliative care and information behaviour, is still too limited. Visceral autoethnographic sharing combined with other qualitative research methods may help. Method. This paper intends to push the boundaries of research on the complexities of information interactions experienced by caregivers in empathetic care for the dying. Themes for further research are deducted from the subject literature, recorded experiences of caregivers, and our own experiences and insight gained from dual sharing experiences as information behaviour researchers and caregivers (i.e. collaborative autoethnography). We allow for etic (outsider) and emic (insider) perspectives. Information behaviour, collaborative autoethnography, and the philosophy of palliative care served as research lenses. Analysis. A cursory thematic content analysis was applied to the literature on caregiver experiences, caregiver 'voices' on information interaction, the value of collaborative autoethnography and our own shared experiences. Results. Key research themes include: caregiver sense-making in individual situated contexts; conceptualisation of empathy and empathetic care; cross disciplinary collaborative autoethnographic research. Conclusion. Since conventional research designs alone cannot address the complexities of information interactions, and there has been a failure to meet with the expectations of caregivers at the time of dying, alternative designs such as inter-disciplinary collaborative autoethnography supplemented by qualitative mixed methods research must be considered.
Huvila, I, Anderson, TD, Jansen, EH, McKenzie, P & Worrall, A 2017, 'Boundary objects in information science', Journal of the Association for Information Science and Technology, vol. 68, no. 8, pp. 1807-1822.View/Download from: Publisher's site
© 2017 ASIS & T Boundary objects (BOs) are abstract or physical artifacts that exist in the liminal spaces between adjacent communities of people. The theory of BOs was originally introduced by Star and Griesemer in a study on information practices at the Berkeley Museum of Vertebrate Zoology but has since been adapted in a broad range of research contexts in a large number of disciplines including the various branches of information science. The aim of this review article is to present an overview of the state-of-the-art of information science research informed by the theory of BOs, critically discuss the notion, and propose a structured overview of how the notion has been applied in the study of information.
Anderson, TK 2014, 'Making the 4Ps as important as the 4Rs', Knowledge Quest, vol. 42, no. 5, pp. 42-47.
Nurturing the transmedia literacies of our young learners takes on enormous significance in the participatory culture characteristic of this digital age. As young learners appropriate new digital tools, the expressions of their ideas take forms that can almost instantaneously be shared with global networks and kindred spirits. Never far removed from these conversations about digital literacies and participatory culture is the use of the term creativity. This paper explains the 4P heuristic devised through investigation of the `invisible work of creativity present in such engagements. In exploring the anthropology of creativity, the driving concern of my investigation has been a desire to understand how ideas and creative insights take hold and ultimately flourish. The four Ps (plan, play, pressure, and pause) emerged as a way of representing the characteristics of creative and innovative cultures witnessed in my ongoing ethnographic explorations of academics, students and creative practitioners.
Anderson, TK 2013, 'The 4Ps of innovation culture: conceptions of creatively engaging with information', Information Research: an international electronic journal, vol. 18, no. 3.View/Download from: UTS OPUS
The paper provides a distillation of findings emerging from an ongoing series of investigations of the research practices of academics in a university context to foreground the creativity in our engagements with information. The empirical research involved an ethnographic exploration of the scholarly practices of two scholars engaged in the discovery, evaluation, use and generation of information and knowledge as part of their own ongoing research work. Findings reported in the paper are further supported by ongoing autoethnographic work associated with that fieldwork and a series of follow up explorations applying a similar approach. Through this research and writing emerged a heuristic (conceptualised as: plan, play, pressure, and pause) that might stimulate creative engagements with information. The paper discusses how scaffolding the four distinct but inter-related phase states represented in this heuristic can support an 'innovative culture'. After introducing each of the four phase states, examples are provided that illustrate their interplay: i) the scholarly conference, ii) creative ecologies of learning, iii) conceptualisation of the heuristic itself. Discussion of the acute challenges associated with balancing these four states is followed by a call to broaden our conception of information and to engage more comprehensively with its potential as a catalyst for creative capacities. Active advocacy for systemic changes is required to expand our opportunities for nurturing creativity and innovation in all sectors of society.
Anderson, TK 2013, 'Tweens and their in-betweens: Giving voice to young people when exploring emerging information practices associated with smart devices', Information Research: an international electronic journal, vol. 18, no. 1, pp. 1-10.View/Download from: UTS OPUS
Rising access to and use of mobile devices by children and young people makes it critical to study real-life contexts of their emerging information practices. In sharing lessons learnt from an Australian project actively involving children as partners in research exploring their mobile phone usage, this paper discusses why adopting value-sensitive participatory approaches can help meet some of the challenges faced when trying to understand (and regulate) the mediated engagements of young people. Method. As part of the project 1,389 young people from Years 6 and 9 were surveyed from within schools in one state. Following the survey, focus groups were conducted with survey participants. A research advisory group was also chosen from this population. Findings. As smart devices continue to find their way into the classrooms and curriculum, the school library will have to adapt and respond to the intertwining practices of social and academic, information and communication in order to stay relevant. Riskand intertwinglingare presented as two prevailing concepts that might inform future investigations into the information practices of young people in the dynamic contexts of their mobile mediated ecologies. Conclusions. The participatory research methods used in the project can provide rich contextual understanding of the everyday, everywhere presence of mobile technologies in young lives needed to devise effective strategies for dealing with mobile or smart phone use in and out of the classroom and supports efforts to give young people a greater voice in the decisions affecting their engagements mobile technologies.
Introduction. This paper is about the challenges of working creatively and reflectively in the information-intensive environments characteristic of our digital age. Method. The paper builds upon earlier work about uncertainty in library and information science by incorporating work exploring risk cultures and uncertainty as everyday phenomena. It presents arguments emerging from an ongoing investigation of the background work involved in scholarly research practice. These threads are used to invite discussion about the particular strategic contribution that the ISIC community might make in answer to calls for more creativity and greater support for the human spirit in all that we do. Analysis. Ethnographic material about scholarly research practice is combined with varied research exploring creativity and uncertainty. Results. Analysis of conditions that can stimulate creativity suggests that working through and being in uncertainty provides a site of creativity stimulation that addresses Howkins's query about how and where we wish to do our thinking. Conclusions. As information researchers and practitioners, we can act as stewards within our communities and help shape the information services and infrastructures that support organisations and communities striving to be more creative and to engage with information in inventive ways. Doing so will require us to not only support the creativity and innovation of others, but to be creative and innovative ourselves.
This paper examines implications of research suggesting fast access to information may be at the expense of the time needed for creative thinking and reflection. It suggests that to support human thought through the provision of information, we need to provide people with more opportunities to experience and work with imperfect information and to engage with ambiguities. The paper presents four linked arguments supporting the premise that making more space for uncertainty and ambiguity in our information and research practices is an important precondition for creativity and innovation in any human endeavour: (i) working through uncertainty and ambiguity is conducive to creativity; (ii) the time and effort associated with managing large quantities of information can have a detrimental impact on creative thought; (iii) in scholarly research practice there is increasingly less time to think; (iv) revisiting the concept of uncertainty in information seeking offers a creativity stimulation pathway. In presenting these arguments and the implications for information science, the paper draws on ethnographic data about scholarly research practice and judgments about information in that context to illustrate some of the claims made. It concludes that developing an awareness of and being in uncertainty is a critical condition in any creative endeavour. Article is available at http://InformationR.net/ir/15-4/colis721.html
Anderson, TK & Orsatti, J 2008, 'Rhythms of being at ISIC - understanding the place of the ISIC conferences in information seeking research', Information Research, vol. 13, no. 4, pp. 1-13.View/Download from: UTS OPUS
The paper reports on findings from a project merging exploring the professional practice of academics, research students and practitioners within the ISIC community, drawn from fieldwork at the 2006 Information Seeking in Context (ISIC 2006) conference in Sydney, Australia.
This paper presents a theoretical framework for examining information practices in socio-material contexts that draws on research in the library and information science and human computer interaction (human computer interaction) communities.
Bawden, D, Robinson, L, Anderson, TK, Bates, J, Rutkausiene, U & Vilar, P 2007, 'Towards curriculum 2.0: Library/information education for a Web 2.0 world, Library and Information Research', Library and Information Research, vol. 31, no. 99, pp. 14-25.View/Download from: UTS OPUS
This paper reports an international comparison of changes in library/information curricula, in response to the changing information environment in which graduates of such courses will work. It is based on a thematic analysis of five case-studies from Australia, Ireland, Lithuania, Slovenia and the United Kingdom.
Introduction. This paper discusses the role uncertainty plays in judgments of the meaning and significance of ideas and texts encountered by scholars in the context of their ongoing research activities. Method. Two experienced scholars were observed as part of a two-year ethnographic study of their ongoing research practices. Layered transcriptions of document-by-document discussions, conversations and interviews with informants were analysed for evidence of uncertainty in informants' processes of discovery, evaluation, use and generation of information. Analysis. Three themes are discussed illustrating the dynamic interplay between positive and negative forms of uncertainty: partial relevance, boundaries of understanding and uncertainty tolerance. Results. The uncertainty experienced by informants takes many forms deeply embedded in the interwoven layers of information seeking and use. Positive forms of uncertainty were often, but not exclusively, associated with the informants' explorations within the wider research tasks in which they were engaged. Conclusion. The intricacy of the relationship between what we might consider desirable as opposed to undesirable uncertainty is not easily unravelled. From the searcher's perspective, the interplay between positive and negative forms may be one way of explaining their ability to tolerate challenging encounters within their information and research processes.
Anderson, TK 2005, 'Relevance as process: judgements in the context of scholarly research', Information Research-An International Electronic Journal, vol. 10, no. 2, pp. 1-13.View/Download from: UTS OPUS
Introduction. This paper discusses how exploring the research process in-depth and over time contributes to a fuller understanding of interactions with various representations of information. Method. A longitudinal ethnographic study explored decisions m
Anderson, TK 1999, 'Searching for Information', Australian Academic and Research Libraries, vol. 30, no. 3, pp. 189-199.
Anderson, TK 1999, 'Searching for Information: Applying usability testing methods to a study of information retrieval and relevance assessment', Australian Academic & Research Libraries, vol. 30, no. 3, pp. 189-199.
Anderson, TK 1998, 'Discovering the HUMAN in Human-Computer-Interaction', Keyword: A Journal for Technical and Scientific Communicators, vol. 8, no. 1.
Anderson, TK 1998, 'Mapping the development of user constructs of relevance assessment as informed by topicality', Information Research: an International Electronic Journal, vol. 4, no. 2.
Anderson, TK 1997, 'Relevance and the User-Centred approach', Keyword: A Journal for Technical and Scientific Communicators, vol. 7, no. 2.
Anderson, TK 2013, 'Reinventing Manly: A Suburb on the Margins of a World City' in Hamilton, P & Ashton, P (eds), Locating Suburbia: memory, place, creativity, UTS ePRESS, Sydney, pp. 170-185.View/Download from: UTS OPUS
A reflection on Manly's story being one of margins and transition zones making it the suburb that it is and shaping a unique contribution to the city. This chapter explores Manly's story of isolation at the edges of a city to reflect on its sense of place and its borderland character as a place where cultural landscape intersects with, adapts and responds to the natural landscape.
Anderson, TK 2012, 'Information Science and 21st Century Information Practices: creatively engaging with information' in Bawden, D & Robinson, L (eds), Introduction to Information Science, Facet Publishing, UK, pp. 15-17.View/Download from: UTS OPUS
This book invites us to imagine the future of information science, which the authors frame as a field of study (Chapter 1). Moving a\vay from the pursuit of all-encompassing meanings helps us to navigate the compiexity associated \vith various views in information science and, as the authors explain, '. . be relaxed about the varied approaches and methods 'Nhich may be applied to information problems.' Information sciences (in the plural), they go on to explain, are dispersed. As an information researcher positioned in a centre of creative practice and cultural economy (areas unlikely to be considered traditional domains of information science), I welcome this pragmatism. It is nonetheless helpful to discuss (as the authors go on to do) whether or not we can identify a 'core' of information science and to consider the 'big questions' of information science in all their multifaceted complexity.
Anderson, TK 2010, 'Mobile design: giving voice to children and young people' in Donald, SH, Anderson, TD & Spry, D (eds), Youth, Society and Mobile Media in Asia, Routledge, London, UK, pp. 135-151.View/Download from: UTS OPUS
The book is one of the outcomes of an ARC Linkage Grant in which UTS researchers partnered with the NSW Commission of Children and Young People to examine challenges associated with the increasing ubiquity of mobile phones in schools. The book itself explores the influences of mobile technologies on young people across East and North Asia, South East Asia and Australia and celebrates the imaginative responses of young people to these technologies. The chapter I contribute focuses on the challenge of using particpatory desgin methods to give children and young people more voice in decision making about the use of mobile phones and other digital media in their lives. It discusses the risk landscapes of childhood and value sensitive design methodologies that can help all stakeholders better communicate their values in decision making contexts like this. partners in our research.
Anderson, TK 2010, 'Uncertainty' in Bates, MJ & Maack, MN (eds), Encyclopedia of Library and Information Sciences, Third Edition, Routledge, London, pp. 5285-5296.View/Download from: UTS OPUS or Publisher's site
This entry illustrates there are many ways that uncertainty is defined, depicted and represented in library and information science research. As a central concept in information science, the evolution of our understanding of uncertainty mirrors the maturing of our appreciation of the complexity of information practices of people and systems in different contexts. This entry aims to give an appreciation of some of this conceptual complexity in relation to discussion of the concept within two core areas of library and information science: information retrieval and information seeking. The decades of debate and discussion surrounding uncertainty and its interrelationships with other core library and information science concepts demonstrates that it holds an enduring significance for library and information science research and practice.
Anderson, TK 2010, 'Using Storytelling to describe and analyze fieldwork experiences of knowledge generation' in Gronseth, AS & Davis, DL (eds), Mutuality and Empathy: Self and Other in the Ethnographic Encounter, Sean Kingston Publishing, Wantage, UK, pp. 83-106.View/Download from: UTS OPUS
The chapter describes the ethnographic approach taken to research about the way scholars use networked information systems. It discusses how practising informant-driven fieldwork contributed to mindfulness about my own research process as well as that of my informants. To illustrate the significance of taking such an engaged and evolving approach for the outcomes of the project, this chapter is divided into two sections. The first provides background about the study itself that will help the reader to locate the research in the wider context of information behaviour research. This part of the chapter also explains the theoretical groundings of the fieldwork approach and the unfolding character of the analysis of that fieldwork. To demonstrate the value of putting these principles into practice, the second section presents some of the words and experiences of the two informants themselves.
Anderson, TK 2009, 'Teaching the socio-technical practices of tomorrow today' in Whitworth, B & Moor, AD (eds), Handbook of Research on Socio-Technical Design and Social Networking Systems, IGI Global, Hershey, PA, pp. 748-762.View/Download from: UTS OPUS or Publisher's site
This chapter explores the challenges associated with teaching the principles of socio-technical systems in the dynamic climate that characterizes work in today's and tomorrow's world. Avoiding a 'socio-technical gap' involves preparing the designers of tomorrow in such a way that they can anticipate society's future needs and technology's future potential and prospective peril. By way of a narrative that draws on the author's own experiences teaching social informatics (SI) as part of an information studies degree program, this chapter discuss how her own research perspective in relation to socio-technical and social networking systems coevolves with the classroom experience. The case study offers examples of tutorial activities and assessments to illustrate how the suggested approach to teaching and learning can be applied in an STS classroom.
Light, A & Anderson, TK 2009, 'Research project as boundary object: negotiating the conceptual design of a tool for international development' in Wagner, I, Tellioglu, H, Balka, E, Simone, C & Ciofi, L (eds), ECSCW'09: Proceedings of the 11th European Conference on Computer-Supported Cooperative Work, Springer, Dordrecht, Heidelberg, London, New York, pp. 21-42.View/Download from: UTS OPUS or Publisher's site
This paper reflects on the relationship between who one designs for and what one designs in the unstructured space of designing for political change; in particular, for supporting "International Development" with ICT. We look at an interdisciplinary research project with goals and funding, but no clearly defined beneficiary group at start, and how this amorphousness contributed to its impact. The reported project researches a bridging tool to connect producers with consumers across global contexts, showing the players in the supply chain and their circumstances. We examine the projectâs role in India, Chile and other arenas to draw out ways that it functioned as a catalyst and how absence of committed design choices acted as an unexpected strength in reaching its goals. To tell this tale, we invoke the idea of boundary objects and the value of tacking back and forth between elastic meanings of the project's artefacts and processes. We demonstrate how the toolâs function and the nature of the research became contested as work progressed.
Martinez-Maldonado, R, Anderson, TD, Silva Feraud, I & Buckingham Shum, S 2018, 'Making learning journeys visible: Towards supporting collective reflection on graduate attributes', Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences, London, UK, pp. 941-944.View/Download from: UTS OPUS
© ISLS. Although some computer-based systems exist to facilitate the management of capstone projects, it is not really clear how learners can be supported to reflect on the connection between their (past and ongoing) learning experiences, and the graduate attributes (GAs) they are intended to develop. This paper proposes a technological infrastructure, and the epistemic and social scaffolding, for students to collectively reflect on how each of their learning products generated across different units of study contribute to the development of their GAs, in light of a final capstone project. We illustrate the feasibility of our approach through the authentic deployment of the toolset in an immersive environment for supporting teams of final year students to reflect on their GAs development.
Anderson, TK & Knight, S 2016, 'Learning analytic devices - co-forming, re-forming, in-forming', Information Research: an international electronic journal, International Conference on Conceptions of Library and Information Science, Information Research, Uppsala, Sweden, pp. 1-9.
Introduction. This work-in-progress paper explores the intersection of theorising in human-data-interaction, information studies and learning analytics as part of a discussion about the role informative artefacts play as agents of learning. Method. The artefacts crafted by learners through collaborative work in two different classroom context are considered both as representations of and representations about learning. Analysis. Framing analytic devices crafted through collaborative work in these classroom examples as boundary objects draws attention to their value as carriers and constructers of ideas within and beyond the classroom. Results. The fluid, transient nature of the activities contributed to their value as informative artefacts in individual and collective sensemaking. Through the constant refreshment and reinvention of the material forms that students exchange with one another (and ultimately with their instructors) information is produced. Conclusion. By playfully allowing for multiple means of interaction, the artefactual agents in the two examples create a range of multimodal action possibilities as material and informative artefacts. The paper invites further conversation about these possibilities and the valuable "social life"(Brown & Duguid, 1996) of analytic devices that shape the ways that learning is understood and enacted as objects of assessment.
Knight, S, Anderson, T & Tall, K 2017, 'Dear learner: Participatory visualisation of learning data for sensemaking', ACM International Conference Proceeding Series, International Learning Analytics & Knowledge Conference, ACM, Vancouver, British Columbia, Canada, pp. 532-533.View/Download from: UTS OPUS or Publisher's site
© 2017 ACM. We discuss the application of a hand-drawn self-visualization approach to learner-data, to draw attention to the space of representational possibilities, the power of representation interactions, and the performativity of information representation.
Martinez-Maldonado, R, Anderson, T, Shum, SB & Knight, S 2016, 'Towards supporting awareness for content curation: The case of food literacy and behavioural change', CEUR Workshop Proceedings, Learning Analytics for Learners (LAK-LAL), Central Europe Workshop, Edinburgh, Scotland, pp. 42-46.
Copyright © 2016 for the individual papers by the papers' authors.This paper presents a theoretical grounding and a conceptual proposal aimed at providing support in the initial stages of sustained behavioural change. We explore the role that learning analytics and/or open learner models can have in supporting life-long learners to enhance their food literacy through a more informed curation process of relevant-content. This approach grounds on a behavioural change perspective that identifies i) knowledge, ii) attitudes, and iii) self-efficacy as key factors that will directly and indirectly affect future decisions and agency of life-long learners concerning their own health. The paper offers some possible avenues to start organising efforts towards the use of learning analytics to enhance awareness in terms of: knowledge curation, knowledge sharing and knowledge certainty. The paper aims at triggering discussion about the type of data and presentation mechanisms that may help life-long learners set a stronger basis for behavioural change in the subsequent stages.
Anderson, TK & Fourie, I 2015, 'Collaborative autoethnography as a way of seeing the experience of care giving as an information practice', Proceedings of ISIC, ISIC - The Information Behaviour Conference, Information Research, Leeds, UK.
Introduction. Although extensive research has been reported on illness and family care giving in relation to information seeking and information behaviour, many concerns about unmet information needs and frustrations in finding information are raised. Both the Information Science and Medical and Healthcare communities are calling for deepened understanding of ways information can support patients and their families.
Method. The paper asserts the value of the emerging practice of collaborative autoethnography (neglected in information research on care giving) for crafting rich understandings of information engagements and practices in the lives of family care-givers. The method deliberately draws on dual lenses: first, as carers for a family member with a chronic, life-limiting illness or life-threatening disease; second, as information practice researchers. The paper examines ways the method contributs insights in other fields as part of a justification for its value to information research.
Analysis. Dual analysis (as care-givers and as information practice researchers) sensitizes us to the individual nature of health related experiences and needs. Building research around the crafting of stories about personal experiences of care giving provides an insider's view that enriches our outsider perspectives when probing the experiences of others and interpreting results from studies using other methods. It can be an intense and challenging task - but one information researchers should embrace.
Results. The approach enables dialogic engagement with someone encountering similar yet different experiences and opens opportunity for new insights about dormant information needs and the emotions and feelings accompanying the desire to know more about how to care for a loved one. The powerful relationship between the evocative and the analytic sheds light on experiences that may not be revealed through other research approaches used to investigate issues associated with il...
Waite, KM, Anderson, T & Bawa, M 2015, 'Sites of silence in the convergence:Methodologies to place gender on the teaching and learning agenda', Converging Concepts in Global higher Education Research: Local, national and international perspectives, Society for Research into Higher Education Annual Research Conference, Newport, Wales, United Kingdom.
Anderson, TK, Astrom, F, Francke, H & Kjellberg, S 2014, 'Storying Research: Conducting Research in New Formats and New Voices', iConference, iSchools, Berlin, Germany, pp. 1223-1226.View/Download from: UTS OPUS or Publisher's site
The session engages with an acute tension evident in scholarly communication: We are witnessing a great deal of innovation and experimentation in relation to the way research is performed and shared. The push towards, and need for, innovation and creativity in academic research is being emphasized to an ever increasing extent. A rich set of digital tools and transdisciplinary engagements have opened the door for research conducted and reported in increasingly hybridised, dynamic and interactive ways. At the same time, academic research is increasingly being evaluated by focusing on quantitative analyses based on publications; analyses which privilege established scholarly practices and publication venues. In the session, we are interested in exploring collectively on the one hand, the voice in and position from which we report on research and - indeed - conduct research. On the other hand, how do we use documents and artefacts to tell our stories? Digital media provide new affordances through a broader selection of modes of representation to present data, results and argumentation. The session is conducted as a `conversation cafÃ©', where each cafÃ© table focuses on one aspect of these opportunities.
Huvila, I, Anderson, TD, Jansen, EH, McKenzie, P, Westbrook, L & Worrall, A 2014, 'Boundary objects in information science research: An approach for explicating connections between collections, cultures and communities', Proceedings of the ASIST Annual Meeting.View/Download from: Publisher's site
Boundary objects (BO) are abstract or physical artefacts that re-side in the interfaces between organisations or groups of people. The concept of BO, introduced by Star and Griesemer in an arti-cle in 1989, has been used in a broad variety of studies in different research communities from management to computer science and different fields of information science. The aim of this panel, com-posed of experienced BO researchers, is to provide an overview of and introduction to the state of the art of information science re-search informed by the theory for the researchers and practitioners participating in the conference; to illustrate the variety of studies and contexts in which the notion of BOs can be found useful in explicating connections between collections, cultures and commu-nities; and to push forward the state of the art of BO-oriented infor-mation science research by discussing new empirical and practical areas of interest and the theory itself.
Juncker, B, Balling, G, Martens, M, Anderson, TK, Dresang, E, Fisher, K & Davis, K 2014, 'Digital Youth: Towards a New Multidisciplinary Research Network', iConference, iSchools, Berlin, Germany.View/Download from: UTS OPUS or Publisher's site
The workshop will discuss and reinterpret our collective understanding of the information-technology-people triad and accompanying concepts in order both to broaden and to sharpen the focus on Digital Youth. The workshop wants to break down walls, to cross disciplinary borders, and to establish dialogues among researchers across continents and LIS traditions in order to contribute to the development of LIS research communities. The goals of the workshop are: * to examine how Digital Youth can function as an overall research frame. * to establish dialogue and cooperation between and across disciplines and perspectives * to define the field so as to remain open to broader theoretical and methodological perspectives. * to provide a statement of purpose inviting other researchers to join the research initiative.
Much of the current dialogue about personal data is anchored in fear, uncertainty and doubt. There is a growing sense `big brother is watching' and that individual rights are being ignored, along with important values such as transparency. Recurring themes in the literature are trust, respect, freedom, informed consent, self-determinism, control, ownership, sensitivity and the right `to be left alone'. Individuals are also recognising data is an asset as organisations reap the benefits of linking disparate data to understand our preferences, tendencies and buying patterns. The growing conversation around privacy is largely the result of the technological capability that produces and harnesses data and its subsequent potential. At the same time, opinions about privacy issues are highly contextual. This event intends to stimulate thinking and activity around how information professionals can help shape the conversation and approaches to data, privacy and ethics. How do we address these issues in our organisations? Are there broader responsibilities to ensure educated citizens? We wish to bring together researchers and educators within the iSchool community interested in discussing the challenges associated with tackling privacy issues in data-intensive organizational context, using a participatory format to stimulate reflection and dialogue. The event builds towards a collaborative discussion of next steps of interest with a view to sharing outcomes and insights via an online community network.
Anderson, TK, Bowler, L, Nathan, L & Trauth, E 2013, 'Plan|play|pressure|pause. Engaging creative information practices', iConference 2013, iSchools, pp. 1044-1046.View/Download from: UTS OPUS or Publisher's site
This alternative event is one of a series of successful iConference sessions developing a discourse that recognizes and appreciates what the creative milieu described by Howkins (2009) and Florida (2001) means for our creative information practices. Collectively, these events frame a new research area to engage and envision investigations into those practices. The 2013 event critically engages participants in creative practices by drawing upon Anderson's 4P heuristic (plan, play, pressure, pause) to scaffold creative engagements. Each of these 'Ps' represents a different way of engaging with information. Working on the premise that having a mix of the four is critical in nurturing an innovative culture, participants are invited to become more mindful of the mix that might best suit their own contexts: be it in their personal practice or the practice of the communities they wish to serve. To wrap-up, participants envision next steps in this emerging research area.
Anderson, TK, Grattan, K, Pizzica, J & Housego, SC 2009, 'Podcasting in an enriched educational landscape: Bringing a peripheral technology into the teaching core', Same places, different spaces. Proceedings ascilite Auckland 2009. 26th Annual ascilite International Conference, Same places, different spaces. 26th Annual ascilite International Conference, The University of Auckland, Auckland University of Technology, and Australasian Society for Computer, Auckland.
Anderson, TK, Meyers, E, Druin, A, Fleischmann, K, Nathan, L & Unsworth, K 2009, 'Children, Technology and Social Values: Enabling Children's Voices in a Pluralistic World', ASIST 2009 Proceedings of the 72nd ASIS&T Annual Meeting Volume 46 2009 Thriving on Diversity - Information Opportunities in a Pluralistic World, ASIS&T Annual Meeting, Richard B. Hill, American Society for Information Science and Technology, Hyatt Regency, Vancouver, Canada, pp. 1-8.View/Download from: UTS OPUS
The landscape of childhood in the 21st century increasingly involves technology. As information and communication technologies (ICTs) become ubiquitous in homes, schools, libraries, and play spaces, children are plugged-in and online with greater frequency and at a younger age. Concerns regarding new and emerging technologies like the immersive Internet, mobile phones, and social networking sites often lead to highly charged, emotive responses aimed at reducing the risks associated with such technologies. These reactions focus our attention on children in the role of victimized consumer, and privilege the perspective of a single stakeholder, the parent. This desire to protect young technology consumers runs contrary to the participatory techniques intended to give greater voice to users in the design and development of technology. A broader, more enlightened perspective on the role of technology in the lives of children recognizes the multiple roles, stakeholders, and value propositions which affect these interactions with ICTs. Rather than casting children in the limited role of consumer of technology, participatory and value-sensitive design techniques afford children the role of tester, evaluator, appropriator, remediator, co-designer, or co-investigator. Creating and sustaining a pluralistic society means providing sufficient opportunities for the voices of children in the decisions that affect their lives and their futures.
Meyers, E, Anderson, TK, BystrÃ¶m, K, Freund, L, Limberg, L & Toms, E 2009, 'Diverse Approaches to 'Tasks' in Information Science: Conceptual and Methodological Insights', Thriving on Diversity - Information Opportunities in a Pluralistic World : ASIS&T 2009 Proceedings of the 72nd ASIS&T Annual Meeting Volume 46 2009, Richard B. Hill, American Society for Information Science and Technology, Hyatt Regency, Vancouver, Canada, pp. 1-6.View/Download from: UTS OPUS
Anderson, TK, Parker, NJ & McKenzie, JA 2009, 'Assessing Online Collaboratories: A Peer Review of Teaching and Learning', Assessment in Different Dimensions: A conference on teaching and learning in tertiary education (ATN Assessment Conference, RMIT University), ATN Assessment Conference, Learning & Teaching Unit, RMIT, Melbourne, Australia, pp. 7-16.View/Download from: UTS OPUS
This paper presents action research informed by Peer Reviews of innovative assessment in a `fully blended undergraduate Communications subject. The assessments, the teachers intentions for student learning and the process and outcomes of two rounds of review will be discussed. Assessment is the crux of a subject for students and teachers, and the paper will show how `conversations about teaching as part of a Peer Review process can enhance assessment. The assessment that was the focus of the review involves collaboratories in which students use wikis to build on collaborative knowledge production about emerging technologies. Peer Reviews focused on the strategies used to encourage greater student-directed and managed participation in the construction of the wikis and associated student-moderated online discussions. The first round identified ways that the assessment criteria could be more specific and distinct in relation to the subjects themes and practices. The second round specifically focused on the assignments that flowed from the collaboratories. One motivation for this teacher to engage in the project was the need to make the assessment more sustainable.
Anderson, TK 2008, 'Mobile design - giving voice to children and young people', 8th Annual Research symposium of Special Interest Group on Information Needs, Seeking and Use, Ohio.
Anderson, TK 2008, 'Research in action: taking an articulation approach to examine the roles of information technologies and human interaction in academic practice', The 4th Social Informatics SIG Research Symposium, Ohio.
Anderson, TK 2008, 'The many faces of uncertainty: getting at the anthropology of uncertainty', Creativity and Uncertainty Conference, Annual Conference of the Australasian Association of Writing Programs, The Australian Association of Writing Programs, University of Technology, Sydney, pp. 1-8.View/Download from: UTS OPUS
Creative work involves a blend of imaginative and analytical lenses. Getting the mix right can be quite a challenge, though we often do so without certainty about the hows and whys of our practice. Uncertainty is present in some shape or form throughout this process, but it is far from a predictable quality.
Anderson, TK, Kjellbert, S, Francke, H & Sundin, O 2008, 'In form & informing: Materiality and Information Seeking', Annual Meeting of the Association for Information Science and Technology, ASIS&T, Columbus Ohio.
In information science, the role of the informative artifact has long been a topic of discussion. When Buckland (1997) posited 'what is a document' he drew on the work of Suzanne Briet, Paul Otlet and documentalists of an earlier age. The introduction of digital documents to our information worlds has not diminished our interest in - nor done away with the need to reflect on - Buckland's question. In an age with talk of technoscience, cyborgs and intelligent agents, the relation between human and artifact continues to fascinate and perplex us. The relation between people and information does, however, become even more complex when technologies are increasingly digital, leading to further questions about ways that individuals are constructed and transformed by the impact of information technologies. This increased complexity highlights the need to discuss the relation between form and informing in the field of information seeking.
The call for sociomaterial and sociotechnical perspectives to examine such questions arises in fields such as Science and Technology Studies (STS)(e.g.: Latour, 1992), Social Informatics (SI) (e.g.: Kling, 2000), and increasingly in relation to information seeking (e.g.: Anderson, 2007). Lave (1988) and Barad (1998) draw particular attention to the perils of dichotomizing our conceptions of 'human' and 'object'. The interconnectedness is illustrated particularly strongly in the creative works crafted by people working predominantly in the digital. As Jenny Weight (2006), a digital artist and academic, observes:
My creative life is pervaded by the apparatus; while ultimately I seek to communicate with fellow humans, to make this possible I 'communicate' with the apparatus first. How is my creativity filtered by the apparatus, and what ramifications exist for texts, creators and interpreters (Weight, 2006, p 413).
This panel will examine such questions and their implications for conceptualizing human engagements with informative artifac...
Hartel, J, Anderson, TK, Rieh, SY, Kwasnik, B & Jones, W 2008, 'The Office: Integrating Perspectives Across Information Science', http://asis.org/Conferences/AM08/proceedings/openpage.html, ASIS&T.
Housego, SC & Anderson, TK 2007, 'Crossing the chasm: opportunities for academic development as teachers go online', Enhancing Higher Education, Theory and Scholarship, Higher Education Research and Development Society of Australasia Annual Conference, HERDSA, Adelaide, Australia, pp. 279-287.View/Download from: UTS OPUS
Meyers, EM, Anderson, TD, Sundin, O & Unsworth, K 2007, 'Seeking knowledge in a social world: Epistemological pathways', Proceedings of the ASIST Annual Meeting.
Epistemology - the study of knowledge and knowing - is of central concern to information science (Budd, 2001; Dick, 2002; Hjørland, 2002). Jesse Shera, who coined the term social epistemology with Margaret Egan, suggested that information science is intimately connected to the "production, flow, integration and consumption of all forms of communicated thought throughout the entire social fabric" (1970: 86). Aiding people in the acquisition of knowledge thus becomes the sine qua non of information services and technologies (Fallis, 2006). As social computing and advances in information and communications technologies (ICTs) change the way we seek and use information personally and professionally, it becomes critical that information scientists understand how social processes influence knowledge acquisition. This panel explores empirically and theoretically how people seek and construct knowledge in a social world.
Meyers, EM, Anderson, TK, Sundin, O & Unsworth, K 2007, 'Seeking Knowledge in a Social World', http://asis.org/Conferences/AM07/proceedings/frontmatter/titlepage07.ht…, 70th ASIS&T Annual Meeting, ASIST.
Epistemology - the study of knowledge and knowing - is of central concern to information science (Budd, 2001; Dick, 2002; Hjørland, 2002). Jesse Shera, who coined the term social epistemology with Margaret Egan, suggested that information science is intimately connected to the 'production, flow, integration and consumption of all forms of communicated thought throughout the entire social fabric' (1970: 86). Aiding people in the acquisition of knowledge thus becomes the sine qua non of information services and technologies (Fallis, 2006). As social computing and advances in information and communications technologies (ICTs) change the way we seek and use information personally and professionally, it becomes critical that information scientists understand how social processes influence knowledge acquisition. This panel explores empirically and theoretically how people seek and construct knowledge in a social world.
Alexander, SA, Harper, C, Anderson, TK, Golja, T, Lowe, DB, McLaughlan, RG, Schaverien, LR & Thompson, DG 2006, 'Towards a mapping of the field of e-learning', Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006, Educational Multimedia, Hypermedia & Telecommunications, Association for the Advancement of Computing in Education, Florida, USA, pp. 1636-1642.View/Download from: UTS OPUS
Towards a mapping of the field of e-learning New Search Print Abstract E-mail Abstract Full Text Add To Binder Export Citation Related Papers Alexander, S., Harper, C., Anderson, T., Golja, T., Lowe, D., McLaughlan, R., Schaverien, L. & Thompson, D. (2006). Towards a mapping of the field of e-learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 1636-1642). Chesapeake, VA: AACE. Conference Information World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006 June 2006 AACE Table of Contents Authors Shirley Alexander, Carly Harper, Theresa Anderson, Tanja Golja, David Lowe, Robert McLaughlan, Lyn Schaverien, Darrall Thompson, University of Technology Sydney, Australia Abstract This paper addresses perceptions that e-learning research is repetitive, technologically determined and avoids the difficult questions. A total of 107 papers from two conferences, one Australasian and the other American were analysed, using a framework which posed the following four questions. What questions are being asked? What theoretical positions are being taken? What counts as evidence in answering those questions? What is the educational significance of what has been found? There was clear evidence of varied approaches to undertaking e-learning research. The nature of the research questions reported support the view that there is a degree of repetition in current research projects, and a reluctance to tackle the big issues. The authors recommend that researchers move away from narrowly focused questions to an approach focused on the systems nature of student learning.
This paper discusses the ways participants in a two-year ethnographic study judged relevance when engaged in searching and research tasks. Two experienced academics have been observed evaluating informative artefacts (documents, citations or other representations) encountered in the course of their own research projects. This study sought to explore the criteria and clues used to make decisions about the relevance of retrievable items. In presenting some of the findings from this longitudinal study, the paper demonstrates the value of this approach for enhancing our understanding of the evolving nature of human relevance judgments. The paper will describe how this interaction involves not only the notion of searcher-system communication, but a range of encounters that inform and influence that particular communication at the search interface. The paper suggests future collaboration between system specialists and human behaviour specialists to further our understanding of the socio-material systems in which people make judgments of relevance. Copyright 2006 ACM.
Anderson, TK 2006, 'Analyzing uncertainty tolerance in information discovery and use', 2006 Proceedings of the 69th Annual Meeting of American Society for Information Science & Technology(Vol. 43), Information Realities: Shaping the Digital Future for All - Annual Meeting American Society for Information Science & Technology, American Society for Information Science and Technology, Austin, Texas, pp. 1-7.View/Download from: Publisher's site
This short paper/poster discusses the role uncertainty plays in judgments of the meaning and significance of ideas and texts encountered by scholars working with networked information systems. Uncertainty is often associated with risk, fear and danger. However, the perception and strategic use of uncertainty can be both a positive and negative influence on behavior. This poster discusses an investigation of the nature of uncertainty in the context of scholarly research and the use of networked information systems in the ongoing research activities of two informants. What forms do positive and negative perceptions of uncertainty take in this context? How much uncertainty are people in such a context prepared to tolerate? The themes presented here are based on a process-oriented, longitudinal study of these judgments. This poster invites discussion about the complexity surrounding searcher experiences of uncertainty by demonstrating how working through uncertainty becomes a mediating strategy for knowledge generation.
Anderson, TK 2006, 'Studying Human Judgments of Relevance: Interactions in Context', Proceedings of the first IIiX Symposium on Information Interaction in Context, Royal School of Library and Information Science, Information Interaction in Context, ACM Press, Copenhagen, Denmark, pp. 7-23.View/Download from: UTS OPUS
Anderson, TK, Bates, M, Berryman, JM, Erdelez, S & Heinstrom, J 2006, 'Designing for Uncertainty', Information Realities: Shaping the Digital Future for All, Information Realities, Richard B Hill, American Society for Information adn Technology, Austin, USA, pp. 1-9.View/Download from: UTS OPUS
Anderson, TK 2005, 'Relevance assessment as an everyday experience', Proceedings of the Annual Meeting of the American Society for Information Science and Technology, Annual Meeting of the American Society for Information Science and Technology, American Society for Information Science and Technology, Charlotte, NC, USA, pp. 1-3.View/Download from: UTS OPUS
Despite the growing appreciation of the dynamism of the concept of relevance, there is still a tendency to relegate it to the domain of information retrieval. In doing so, we dilute its potency as a human practice and lose out on the rich connections that are afforded by seeing relevance assessment as a critical element of human communication beyond those that are mediated by information retrieval systems. The poster presents analysis of observations of relevance judgments collected in a longitudinal ethnographic study. The table presented in the short paper will be expanded in the poster version of the paper to illustrate the variability and richness of the ways that informants used representations of information resources to make relevance judgments. This analysis suggests that relevance judgments are drivers of search and research processes. There is much talk about the need to more fully integrate research in the areas of information retrieval and information seeking behaviour. This poster suggests that, as a human practice at the heart of communication and information behaviour, relevance assessments offer one bridge for this integration.
Anderson, TK 2004, 'Using Storytelling to describe and analyse fieldwork experiences of knowledge generation', EASA 8th Biennial Confernece: Face to Face: Connecting Distance and Proximity, Vienna Austria.
Anderson, TK 2002, 'Storytelling as an analytical tool: Exploring experiences of 'relevance' in searcher-system interactions', Conference Proceedings of the European Association of Social Anthropologists, 7th Biennial Conference, University of Copenhagen, Copenhagen, Denmark.
Anderson, TK 2002, 'Telling tales: Using writing as an analytical tool in information research', Conference Proceedings of the Fourth International Conference on Information Needs and Use in Different Contexts, Universidade Lusíada, Lisbon, Portugal.
Anderson, TK 1999, 'User-centred relevance research: Developing a better understanding of searchers ultimate use requirements', IFIP TC13 Conference on Human-Computer Interaction, IFIP TC13 Conference on Human-Computer Interaction, IOS Press, Edinburgh, UK, pp. 666-668.
Anderson, TK 2015, 'Play/Pause, Celebrating creative and contemplative information practices', Information: Interactions and Impact Conference.
Interactive Installation at i3 Conference Aberdeen, June 2015
Anderson, TK 2014, 'iPause at the iConference', Breaking Down Walls: Culture, Context, Computing iConference.
Anderson, TK 2013, 'iPause', iConference, Fort Worth, Texas.
Anderson, TK 2013, 'Playing with Pauses', CoLIS, Copenhagen.
Anderson, TK, 'iPause - a creative & contemplative space', iConference 2013 - Scholarship in Action - Data + Innovation + Wisdom, iSchools, Fort Worth Texas.
A contemplative space with audio, video and interactivity designed to interject more 'play' and 'pause' into the scholarly practice of conference participants. Description in the program (available https://www.ideals.illinois.edu/handle/2142/42559) : A quiet, contemplative alternative to the usual high-energy conference conversations and activities.
Anderson, TK, 'Playing with the Pause@CoLIS', CoLIS 8: Conceptions of Library and Information Science, Royal School, University Copenhagen, Royal School of Library and Information Science, University of Copenhagen, Copenhagen, Denmark.
Pause@CoLIS is based on research exploring four inter-related phase states critical for creativity and innovation (plan, play, pressure, and pause). The room arrangement blends self-guiding suggestions with a series of guided activities inviting visitors to play or pause and become more mindful of the value such practices can have in their lives. The wider intention is to provoke reflection about the increasing difficulty we face finding space for creativity and contemplation in our private and work lives.
Since 2012, our team has been involved in a teaching and learning research project focusing on issues of gender and inclusion within higher education pedagogy and curriculum. This work has been undertaken in an Australian city university in disciplines which are considered relatively gender- balanced - Business, and Arts and Social Sciences. While there is no apparent difference in academic performance between males and females in these disciplines, Australian research shows that the gender pay gap begins at the point of graduate employment – on average women are paid less - and there is an excruciatingly slow move towards gender equality in management (WGEA 2013). In the 2012 Australian Census of Women in Leadership (2012), only 12 of the top 500 publicly listed companies reported having female CEOs. There is also evidence that women tend to reach certain management positions within organisations – but these positions tend to offer no pathway to the most senior levels of management. These positions have been collectively termed 'the marzipan layer' (The Economist, 2011).
Our concern is that while there is a developing consensus that there are structural issues which affect women in the Australian workplace, these should not exist within the equity conscious environment of the university. Yet we were aware of a number of instances of subtle discriminatory practices, practices which, while not overtly discriminatory, resulted in discriminatory outcomes. As previous work had suggested that these behaviours were occurring outside of conscious recognition of staff and students, and were in fact what is generally considered normal practice, an ethnographic research approach was used. Our research included ethnographic observation of classroom activities, social mapping of mixed gender student groups in public learning spaces, and fabulations and focus groups with student participants. This approach aligns with gender equity research which was undertaken around the sam...
NSW Government Data Analytic Centre (DAC)
Rutgers University iSchool, New Jersey, USA
University of Washington iSchool, Washington, USA