Knowledge Community
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A Knowledge Community is a Community of researchers that share and use each other's discoveries.
- AKA: Intellectual Community.
- Example(s):
- Counter-Example(s):
- See: Learned Society, Art Movement, Classical Liberals, Paradigm Shift, Academic Discipline, Opinion.
References
2009
- http://en.wikipedia.org/wiki/Knowledge_community
- A knowledge community is community construct, stemming from the convergence of knowledge management as a field of study and social exchange theory. Formerly known as a discourse community and having evolved from forums and web forums, knowledge communities are now often referred to as a community of practice or virtual community of practice. As with any field of study, there are various points of view on the motivations, organizing principles and subsequent structure of knowledge communities.
2003
- (Small, 2003) ⇒ Henry Small. (2003). “Paradigms, Citations, and Maps of Science: A personal history.” In: Journal of the American Society for Information Science and Technology, 54(5). doi:10.1002/asi.10225
- ABSTRACT: Can maps of science tell us anything about paradigms? The author reviews his earlier work on this question, including Kuhn's reaction to it. Kuhn's view of the role of bibliometrics differs substantially from the kinds of reinterpretations of paradigms that information scientists are currently advocating. But these reinterpretations are necessary if his theory will ever be empirically tested, and further progress is to be made in understanding the growth of scientific knowledge. A new Web tool is discussed that highlights rapidly changing specialties that may lead to new ways of monitoring revolutionary change in real time. It is suggested that revolutionary and normal science be seen as extremes on a continuum of rates of change rather than, as Kuhn originally asserted, as an all or none proposition.
1993
- (Scardamalia & Bereiter, 1993) ⇒ Marlene Scardamalia, and Carl Bereiter. (1993). “Computer Support for Knowledge-Building Communities.” In: Journal of the Learning Sciences, 3(3). doi:10.1207/s15327809jls0303_3.
- ABSTRACT: In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledge-advancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.
1972
- (Crane, 1972) ⇒ Diana Crane. (1972). “Invisible Colleges. Diffusion of knowledge in scientific communities.” The University of Chicago Press. ISBN:0226118576