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Activity Theory in der informationswissenschaft eine Neubewertung 2013 (Szepanski)

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Folien im Rahmen der Verteidigung der Masterthesis.

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Activity Theory in der informationswissenschaft eine Neubewertung 2013 (Szepanski)

  1. 1. Activity Theory in der Informationswissenschaft - Eine Neubewertung Foliensatz im Rahmen der Verteidigung der Masterthesis Christoph Szepanski 24.09.2013
  2. 2. 2 2 Ablauf ● Einführung ● Hintergrund & Thesen ● Activity Theory Grundlagen ● Ergebnisse ● Fazit ● Backup ● Quellen 1
  3. 3. 3 3 Einführung I ● Über mich ● Bibliotheksmanagement (B.A.) 2011 ● zwischen 12/2011-09/2013 WHK im FHP-Projekt "DataCreativityTools for Innovation and Research" ● seit 07/2012 Redaktionelles Mitglied Libreas.Library Ideas ● Twitter: @sczcepanski ● mehr Informationen unter: christophszepanski.info 2
  4. 4. 4 4 Einführung II Warum Activity Theory? 3
  5. 5. 5 5 Einführung III ● Gründe für die Themenwahl ● "[...] the number of LIS researchers who embark on use studies with contextual and holistic approaches is climbing up steadily, if gradually.” [Raya Fidel 2012: 37] ● Activity Theory (AT) bisher wenig betrieben in der LIS ● sowie im deutschsprachigen Raum bisher kaum wahrgenommen 4
  6. 6. 6 6 Hintergrund I ● Beobachtungen... ● Amerikanische und skandinavische LIS-Akteure arbeiten zunehmend holistisch [z.B. Allen 2011; Bødker; Fidel 2012; Mursu 2007; Roos 2012; Spasser 2002; Widen-Wulff 2007; Wilson 2008] ● Blick häufig zum eigenen Nachteil lediglich auf die Subjekt-Tool-Beziehung gerichtet [vgl. Roos 2012: online] + ● Informationsverhaltensforschung: ähnelt Schnappschuss... [Wilson 2006; Fidel 2012: 148] => Folge: Komplexitätsreduktion! Quelle: Roos 2012: online 5
  7. 7. 7 7 Ablauf 2 Thesen... 6
  8. 8. 8 8 Hintergrund II ● Thesen 1. Das komplexe Framework der Activity Theory wird in der Praxis auf ein nicht standardisiertes Niveau reduziert. Dies erschwert den Nachweis hinsichtlich der tatsächlichen Wirksamkeit des genannten Gegenstandes im Sinne einer Evidenzbasierung. 2. Die Activity Theory ist als ganzheitlicher Ansatz zu verstehen und kann dadurch dynamisch-nichtlineare Phänomene enthüllen. 7
  9. 9. 9 9 Ablauf Activity Theory Grundlagen 8
  10. 10. 10 10 Ablauf Zwei Definitionen... 9
  11. 11. 11 11 Activity Theory Grundlagen I • „Broadly defined, activity theory is a philosophical and cross- disciplinary framework for studying different forms of human practices as development processes, with both individual and social levels interlinked at the same time.“ [Kuutti 1996: 25] • „Thus, activity theory presents us with a framework for the analysis of activity in the socio-cultural-historical context of the community concerned and with regard to the motivations that give rise to goals, the accomplishment of which is the aim of activity. The framework identifies the tools – artefacts and mental constructs – that assist activity, as well as the rules, norms and division of labour that may affect activity.“ [Wilson 2006: online] 10
  12. 12. 12 12 Activity Theory Grundlagen II ) 11 ● Ein paar Stichworte... ● Ursprung in kulturhistorischen Schule der Sowjetunion der 1920- 1930er Jahre (Vygotskij, Leontjew, Rubinstein) ● Anspruch auf größtmögliche Kontextualisierung (s. Backup I) ● Metatheorie (lockerer Ordnungsrahmen) ● 3 Entwicklungswellen ● Ziel: Erfassung menschlichen Verhaltens in konkreten Arbeits- und Lernpraxen
  13. 13. 13 13 Activity Grundlagen III ● Basis-Theoreme [Nardi 1996: 7] ● Tätigkeit und Bewusstsein werden als Einheit gedacht ● Handeln stets objektorientiert (gegenständlich) ● Konzept der Mediation (Vermittlungsprinzip via Artefakten) Bildquelle: Engeström 1987: 78 12
  14. 14. 14 14 Activity Grundlagen IV ● Wesentliche Beziehungsprinzipien [Kuutti 1996: 27-29] ● Artefakt als vermittelndes Werkzeug zwischen Subjekt und Objekt ● Beziehung zwischen Subjekt und Gemeinschaft wird durch das Regelelement ("Rules") vermittelt, z.B. Gesetze ● Beziehung zwischen Objekt und Gemeinschaft wird durch das Element der Arbeitsteilung herbeigeführt (division of labor) Bildquelle: Engeström 1987: 78 13
  15. 15. 15 15 Activity Grundlagen V ● Derzeitiger Entwicklungsstand ● Tätigkeitssysteme interagieren über shared objects ● Fokus liegt nun auf kulturhistorisch unterschiedlich gewachsene Tätigkeitssysteme sowie ● Unterschiede im Umgang mit gleichen Gegenständen Bildquelle: Engeström 2001: 136 14
  16. 16. 16 16 Activity Grundlagen VI ● AT-Basisprinzipien[Kuutti 1996: 107-110] ● Bewusstsein und Tätigkeit als Einheit ● Objektorientierung ● Tätigkeiten unterliegen hierarchischer Struktur (s. Backup II) ● Mediation (Das Vermittlungsprinzip via Artefakten) ● Internalisierung / Externalisierung als duales Konzept ● Development (das Prinzip der kontinuierlichen Entwicklung) 15
  17. 17. 17 17 Activity Grundlagen VII ● Ein Beispiel [Kuutti 2013: online] 16
  18. 18. 18 18 Activity Grundlagen VIII ● Zusammenfassung „To summarize, activities are performed by subjects, motivated by a goal, transforming an object into an outcome. An object may be shared by a community of actors, that work together to reach a desired outcome. Tools, rules and division of labor mediate the relationship between subjects, community and object. Activities are carried out by actions, which in turn are realized as sets of operations.“ [Barthelmess und Anderson 2002: 17] 17 Bildquelle: Simon Tan 2009: online
  19. 19. 19 19 Ablauf 18
  20. 20. 20 20 Ergebnisse I ● Auswertung der Literatur ergab ● Beide Thesen konnten belegt werden (mit Einschränkungen) ● These1 (Niveaureduktion in der Praxis) => Quek und Shah 2004 ● These2 (Freilegung dynamisch-nichtlinearer Probleme) => Fahræus 2004 Beleg für These1: Quek und Shah 2004: 6 19
  21. 21. 21 21 Ergebnisse II ● LIS-Potentiale: Theoriebildung ● AT liefert Anknüpfungspunkte zu anderen Disziplinen [bezugnehmend auf die Kritik von Kaden und Schuldt 2012] ● Anwendung der AT in der Kategorie "information as thing" [s. Buckland 2012: 2] ● Tätigkeitstheoretische Überlegungen geeignet für Informationsvermittlung im Sinne einer bildungsunterstützenden Wirkung [vgl. Kaden und Kindling 2007] ● Verankerung in Lehrplänen (Aussicht: Bezugspunkt für Denkkollektive) 20
  22. 22. 22 22 Ergebnisse III ● LIS-Potentiale: Informationsverhalten ● Studie von Anniki Roos (2008, 2012) zu Informationspraktiken von Molekularmedizinern ● Informationspraktiken haben mediatierende Wirkung ● Widersprüche und Zusammen- hänge werden sichtbar ● Vorteil: einheitliches Vokabular sowie Möglichkeit des interdisziplinären Anschlusses Quelle: Roos 2012: online 21
  23. 23. 23 23 Ergebnisse III ● LIS-Potentiale: Informationssysteme ● AT geeignet für die Kategorie der formativen Modellierung von Informationssystemen ● Tätigkeitstheoretische Operationalisierung: ActAD [Korpela 1997] sowie Activity Checklist [Kaptelinin, Nardi und Macaulay 1999] ● Informationssysteme um das shared object herum entwickeln [vgl. Mursu et al. 2007: online] ● Digitale Bibliotheken: handlungsorientierter gestalten! [auch im Sinnne von Hobohm 2012] 22
  24. 24. 24 24 Ablauf Fazit & Ausblick 23
  25. 25. 25 25 Fazit ● Zusammenfassung und Ausblick ● AT tendenziell auf zahlreiche LIS-Gebiete anwendbar & nach erster Einschätzung lohnenswert ● AT im Rahmen der LIS aus lerntheoretischer Perspektive geeignet (auch für interdisziplinäre Anschlüsse) ● Tätigkeitstheoretische Forschung darf nicht allein lediglich "am Schreibtisch" stattfinden ● Weitere Anknüpfungspunkte: social media Analysen, Informationskompetenz, Virtuelle Forschungsumgebungen 24
  26. 26. 26 26 Ablauf Backup 25
  27. 27. 27 27 Backup I ● Kontextsubkategorien im Zusammenhang mit den AT- Kernelementen 26
  28. 28. 28 28 Backup II ● Hierarchische Struktur von Tätigkeiten [Wilson 2006: online] 27
  29. 29. 29 29 Ablauf Quellen 28
  30. 30. 30 30 Quellen I ● BATES, Marcia J. (2005): An Introduction to Metatheories, Theories and Models. In: Fisher, Karen E.; Erdelez, Sandra; McKechnie, Lynne (Hrsg.): Theories of Information Behavior. Cambridge, Mass. : MIT Press. S.1-24. ● BODKER, Susanne (1991): Activity Theory as a challenge to systems design. In: Nissen, H.-E.; Klein, H.K.; Hirschheim, R. (Hrsg.): Information systems research: Contemporary approaches andemergent traditions. Amsterdam : North-Holland. S.551-564. ● BÖHRINGER, Martin; GERLACH, Lutz (2010): Das Phänomen des Status-Sharings aus tätigkeitstheoretischer Perspektive. In: i- com. 9 (3). S.3-6. Doi: 10.1524/icom.2010.0026 [zuletzt aufgerufen am: 14.09.2013]. ● BUCKLAND, Michael (2012): What Kind of Science Can Information Science be? In: JASIST, 63 (1). S.1-7. Doi: 10.1002/asi.21656 [zuletzt aufgerufen am: 14.06.2013]. ● CASSENS, Jörg; KOFOD-PETERSEN, Anders (2006): Using Activity Theory to Model Context Awareness: a Qualitative Case Study. In: Modeling and Retrieval of Context Lecture Notes in Computer Science Vol. 3946. S.1-17. ● COLE, Michael; ENGESTRÖM, Yrjö (1993): A cultural-historical approach to distributed cognition. In: Salomon, Gavriel (Hrsg.): Distributed cognitions: Psychological and educational considerations. New York, NY : Cambridge University Press. S.1-46. ● DERVIN, Brenda (2003): Given a Context by Any Other Name: Methodological Tools for Taming the Unruly Beast. In: Dervin, Brenda; Formenan-Wernet; L.; Lauterbach, E. (Hrsg.): Sense-Making Methodology reader: Selected writings of Brenda Dervin. Cresskill, Nj : Hampton Press. S.111-132. ● ENGESTRÖM, Yrjö (1987): Learning by expanding: An activity-theoretical approach to developmentalresearch. Helsinki : Orienta Konsulit. ● ENGESTRÖM, Yrjö (2001): Expansive Learning at Work: toward an activity theoretical reconceptualization. In: Journal of Education, 14 (1). S.133-156. DOI: 10.1080/13639080020028747 [zuletzt aufgerufen am: 14.09.2013]. 29
  31. 31. 31 31 Quellen II ● ENGESTRÖM, Yrjö (2009): The Future of Activity Theory: A Rough Draft. In: Sannino, Annalisa; Daniels, Harry; Gutiérrez, Kris D. (Hrsg.): Learning and Expanding with Activity Theory. New York, NY : Campridge Univ. Press. S. 303-329. ● FAHRÆUS, Eva R. (2004): Distance Education Students Moving Towards Collaborative Learning - A Field Study of Australian Distance Education Students and Systems. In: Educational Technology & Society, 7 (2). S.129-140. ● FIDEL, Raya (2012): Human Information Interaction: An Ecological Approach to Information Behavior. Cambridge [u.a.] : MIT Press. ● FJUK, Annita; LUDVIGSEN, Sten (2001): The complexity of distributed collaborative learning: Unit of analysis. In: Dillenbourg, P.; Eurelings, A.; Hakkarainen, K. (Hrsg.): European perspectives on computer-supported collaborative learning. Proceedings of the first european conference on CSCL. S.237-244. Maastricht : Maastricht McLuhan Institute. ● HOBOHM, Hans-Christoph (2012): Can Digital Libraries Generate Knowledge? In: Historical Social Research, 37 (3). S.218-229. ● HOBOHM, Hans-Christoph (2013): Informationsverhalten (Mensch und Information). In: Kuhlen, Rainer; Semar, Wolfgang; Strauch, Dietmar: Grundlagen der praktischen Information und Dokumentation - Handbuch zur Einführung in die Informationswissenschaft und -praxis. Berlin : De Gruyter. S.109-125. ● KADEN, Ben; SCHULDT, Karsten (2012): Welcher Art Wissenschaft soll die (Bibliotheks- und) Informationswissenschaft sein? Ein Workshop-Bericht. In: LIBREAS.Library Ideas, Jg. 8, H. 2 (21). ● KADEN, Ben; KINDLING, Maxi (Hrsg.) (2007): Einleitung: ‘Soziale Bibliotheksarbeit’. In: Zugang für alle: Soziale Bibliotheksarbeit in Deutschland. Berlin: BibSpider. S.13-33. 30
  32. 32. 32 32 Quellen III ● KAPTELININ, Victor; MURSU, Anja; MACAULAY, Catriona (1999): The activity checklist: A tool for representing the „space“ of context. In: Interactions, 6 (4). S.27-39. ● KAPTELININ, Victor; NARDI, Bonnie A. (2006): Acting with technology: Activity theory and interaction design. Cambridge, MA : MIT Press. ● KAPTELININ, Victor (2013): Activity Theory. In: Soegaard, Mads; Dam, Rikke Friis (Hrsg.): The Encyclopedia of Human-Computer Interaction, 2 nd Ed. Aarhus, Denmark : The Interaction DesignFoundation. Online verfügbar unter: http://www.interaction-design.org/encyclopedia/activity_theory.html [zuletzt aufgerufen am: 14.09.2013]. ● KORPELA, Mikko (1997): Activity analysis and development in a nutshell. ● KUUTTI, Kari (1996): Activity Theory as a potential framework for human-computer interaction research. In: Nardi, Bonnie A. (Hrsg.): Context and consciousness. Activity theory and human-computer interaction. Cambridge, MA. : MIT Press. S.17-44. ● LEONTEW, Aleksej N. (1978): Activity, consciousness, and personality (übersetzt von M. J. Hall). Englewood Cliffs, NJ : Prentice Hall. Online verfügbar unter: http://lchc.ucsd.edu/mca/Paper/leontev/index.html [zuletzt aufgerufen am: 14.09.2013]. ● MURSU, Ánja; LUUKONEN, Irmeli, TOIVANEN, Marika; KORPELA, Mikko (2007): Activity theory in information systems research and practice - theoretical underpinnings for an information systems development model. In: Information Research, 12 (3), paper 311. Online verfügbar unter: http://InformationR.net/ir/12-3/paper311.html [zuletzt aufgerufen am: 14.09.2013]. ● NARDI, Bonnie A. (1996): Activity theory and human-computer interaction. In: Nardi, Bonnie A. (Hrsg.): Context and consciousness. Activity theory and human-computer interaction. Cambridge, MA. : MIT Press. S.8-16. 31
  33. 33. 33 33 Quellen IV ● QUEK, Amanda; SHAH, Hanifa (2004): A comparative survey of activity-based methods for information systems development. In: Proceedings of 6 th International Conference on Enterprise Information Systems (6 th ICEIS). ● ROGERS, Yvonne (2004): New theoretical approaches for HCI. In: ARIST, 38. S.87-143. ● ROOS, Anniki (2012): Activity theory as a theoretical framework in the study of information practices in molecular medicine. In: Information Research, 17 (3), paper 526. Online verfügbar unter: http://InformationR.net/ir/17-3/paper526.html [zuletzt aufgerufen am: 14.06.2013]. ● SPASSER, Mark (2007): "Issue editorial" In: Information Research, 12 (3), editorial GE123. Online verfügbar unter: http://informationr.net/ir/12-3/geditor123.html [zuletzt aufgerufen am: 14.09.2013]. ● VICKERY, Brian C. (1997): Metatheory and information science. In: JoD, 53 (5). S.457-476. ● WIDÉN-WULFF, Gunilla; DAVENPORT, Elisabeth (2007): Activity systems, information sharing and the development of organizational knowledge in two Finnish firms: an exploratory study using Activity Theory. In: Information Research, 12 (3), paper 310. Online verfügbar unter: http://InformationR.net/ir/12-3/paper310.html [zuletzt aufgerufen am: 14.09.2013]. ● WILSON, Thomas D. (2006): A re-examination of information seeking behaviour in the context of activity theory. In: Information Research, 11 (4), paper 260. Online verfügbar unter: http://InformationR.net/ir/11-4/paper260.html (zuletzt aufgerufen am: 14.09.2013]. ● WILSON, Thomas D. (2008): Activity Theory and Information Seeking. In: ARIST, 42. S. 119-161. 32
  34. 34. 34 34 Abschied Vielen Dank! @sczcepanski christophszepanski.info 33 Hinweis: Quelle für das Bildmaterial, sofern nicht direkt angeben: pixabay.com

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