Knowledge Organization Theory Research Articles

Research on intangible cultural heritage resource description and knowledge fusion based on linked data

Purpose The purpose of this article is to contribute to the digital development and utilization of China’s intangible cultural heritage resources, research on the theft of intangible cultural heritage resources and knowledge integration based on linked data is proposed to promote the standardized description of intangible cultural heritage knowledge and realize the digital dissemination and development of intangible cultural heritage. Design/methodology/approach In this study, firstly, the knowledge organization theory and semantic Web technology are used to describe the intangible cultural heritage digital resource objects in metadata specifications. Secondly, the ontology theory and technical methods are used to build a conceptual model of the intangible cultural resources field and determine the concept sets and hierarchical relationships in this field. Finally, the semantic Web technology is used to establish semantic associations between intangible cultural heritage resource knowledge. Findings The study findings indicate that the knowledge organization of intangible cultural heritage resources constructed in this study provides a solution for the digital development of intangible cultural heritage in China. It also provides semantic retrieval with better knowledge granularity and helps to visualize the knowledge content of intangible cultural heritage. Originality/value This study summarizes and provides significant theoretical and practical value for the digital development of intangible cultural heritage and the resource description and knowledge fusion of intangible cultural heritage can help to discover the semantic relationship of intangible cultural heritage in multiple dimensions and levels.

Design and Application of the Digital-Oriented Interactive System for Teaching Preschool Art Education

In this paper, the design of a teaching interactive system for preschool art education is digitally studied and analyzed, and the teaching interactive system is designed to be applied to the teaching process of preschool art education. It is to design and implement a convenient and feasible art education study and research mutual aid system. The art teaching mutual study and research system is based on the three-layer architecture of NET as the main system structure. The main function of the representation layer is to process the data requested by users and realize the interaction between users. The data layer is mainly to realize the processing of data logic, through the call and operation of the database, to realize the interactive access function of the database. The business logic layer is a relationship in the middle and plays the function of carrying on the top and bottom, realizing the logical processing of the database, and then realizing the business objectives of the system. The design and implementation of the multitier mechanism are of great importance in terms of improving system reliability as well as system compatibility. In the framework of activity theory research, the concept of dynamic integration of digital learning resources is proposed in conjunction with relevant research on digital learning resource integration. The intermediary of the interaction between subjects and digital learning resources in the digital learning process establishes the connection between different subjects through the interaction between elements in the activity system, promotes the accumulation of the number of digital learning resources and the two-way interaction of effective information, and thus realizes the orderly organization and management of the digital learning resource system. The theoretical basis of dynamic integration of digital learning resources, including activity theory, knowledge organization theory, and feedback principle, is discussed in detail in the study to provide a basis for the construction of the theoretical model of dynamic integration of digital learning resources.

Bringing Political Upheaval and Cultural Trauma into Order: A Document-Theoretical Approach to the Social Significance of Bibliographic Classification Systems

This paper explores the ability to define bibliographic classification systems as socially significant documents in a way that goes beyond their immediate function in the information retrieval process. It does so in dialog with theory on documents and documentality, and knowledge organization theory. Two examples show how development of new classification systems address social and cultural structures in periods of rapid social and cultural change and crisis. The first example discusses the design of a classification system for Swedish public libraries in the late 1910s, and the second addresses the re-formulation of the Holocaust experience in American Jewish library classification practice in the 1950s and 1960s. Results indicate that social significance to classification systems influence the definition their institutional context in relation to wider social issues and movements. The character of this influence suggests research on documentality needs to address the relation between form and content in documents defined as reifications of social acts.

Using Constructive Alignment to Support Metaliteracy in International Classrooms

This paper discusses strategies for promoting literacy and metaliteracy development in international and multicultural classrooms. Drawing on the first author’s observational research and the second author’s expertise in metaliteracy, we present a case study of international postgraduate students in an interdisciplinary department. The authors synthesize their different areas of work to describe how a fusion of metaliteracy, constructive alignment, and learning oriented assessments (LOA) facilitates student engagement with theories of knowledge organization and extensible markup language (XML) data-encoding standards. Our discussion describes curriculum design and redesign strategies and contextualizes observations about student success. The authors’ observations provide a basis for proposing methods for using metaliteracy to implement constructive alignment and LOA methods for promoting collaborative and truly diverse learning.

Cultural Pervasiveness or Objective Violence?: Three Questions about KOS as Cultural Arbiters

Knowledge organization and knowledge organization systems are pervasive in human experience, yet the effect of this pervasiveness is overlooked and little analyzed. Several authors have called for a theory of knowledge organization that embraces cultural and social realities alongside domain-centric ontologies. Examples of leading studies point to pervasive and occasionally oppressive discourses embracing race, sex and gender and economics. Three research questions are presented about how to study knowledge organization systems as cultural arbiters and how to incorporate temporality and atemporality into the methodology of subject ontogeny.

Ranganathan’s Contributions to Knowledge Organization and Presentation

Knowledge Organization tools can be used for a variety of purposes including arranging information objects, representation of their aboutness, displaying semantic relations between concepts and even for presentation of ideas in texts. The paper highlights some of the major contributions of Ranganathan to the theory and practice of knowledge organization.

An approach based on epistemology and sociology of knowledge.

This dissertation is an attempt at an inquiry into the nature and foundation ofknowledge organization in a library and information science (LIS) context. The objective is to contribute to raise the theoretical and practical understanding of knowledge organization within LIS. The main line of argument to be pursued is that a theory of knowledge organization must be stronger connected to a theory of documents. Documents are information channels fonned by technological innovations, cultural and/or scientific nonns and domain specific needs. This must be taken into account in knowledge organization, but it demands an understanding of the production and use of documents in various social contexts.

Facts and frameworks in Paul Otlet's and Julius Otto Kaiser's theories of knowledge organization

Facts and frameworks in Paul Otlet's and Julius Otto Kaiser's theories of knowledge organization