ARLG Conference 2014: Academic Libraries and Academic Practice

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

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

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  • Both how you imagine it to be and how you, in everyday action, enact that relationship
  • Universities’ governance models
  • Researchers create:
  • Knowledge production Subsets:
  • Aristotle’s five virtues of thought

Transcript

  • 1. Re-configuring academic practice and the research ecology Allan Parsons University of Westminster a.parsons@westminster.ac.uk Presented at the ARLG conference, University of Sussex, 23 June 2014
  • 2. What is your orientation to: knowledge the world other people?
  • 3. Governance Models Self-governing Market-oriented State-controlled [“the university without condition”]
  • 4. Knowledge Production innovations new technologies knowledge assets intellectual property
  • 5. Knowledge Production codified knowledge embodied knowledge collective goods innovation
  • 6. Five Virtues technê epistêmê phronêsis sophia nous [metis]
  • 7. Knowledge Producers Philosophers Encyclopaedists Bibliographers Librarians
  • 8. Knowledge Producers Entrepreneur Technologist Researcher Scholar Teacher Curator [Collector]
  • 9. Greimas actantial model Power Desire Control
  • 10. Entrepreneur TechnologistResearcher Scholar Teacher Curator (Collector) (Acquirer) Desire: Power: Control:
  • 11. 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
  • 12. 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/