Towards a social theoretical foundation for Information Science

The scientific nature of Information Science and its interdisciplinary relationships with other fields are discussed. I review some of the theoretical positions that coexist, oftentimes in conflict with each other, including the Mathematical Theory of Communication, Social Epistemology, Floridi’s Philosophy of Information, and theoretical positions in areas such as information technologies, information retrieval, bibliometrics, and big data. I conclude that the theoretical project of Social Epistemology, in its original conception by Egan and Shera, in its current manifestations in the philosophy of Steve Fuller, and in the paradigm of domain analysis by Hjørland, is one of the most solid proposals for providing a social, theoretical foundation for Information Science

What Difference Does Quantity Make? On the Epistemology of Big Data Biology

publication-status: Acceptedtypes: ArticleIs Big Data science a whole new way of doing research? And what difference does data quantity make to knowledge production strategies and their outputs? I argue that the novelty of Big Data science does not lie in the sheer quantity of data involved, but rather in (1) the prominence and status acquired by data as commodity and recognised output, both within and outside of the scientific community and (2) the methods, infrastructures, technologies, skills and knowledge developed to handle data. These developments generate the impression that data-intensive research is a new mode of doing science, with its own epistemology and norms. To assess this claim, one needs to consider the ways in which data are actually disseminated and used to generate knowledge. Accordingly, this article reviews the development of sophisticated ways to disseminate, integrate and re-use data acquired on model organisms over the last three decades of work in experimental biology. I focus on online databases as prominent infrastructures set up to organise and interpret such data and examine the wealth and diversity of expertise, resources and conceptual scaffolding that such databases draw upon. This illuminates some of the conditions under which Big Data needs to be curated to support processes of discovery across biological subfields, which in turn highlights the difficulties caused by the lack of adequate curation for the vast majority of data in the life sciences. In closing, I reflect on the difference that data quantity is making to contemporary biology, the methodological and epistemic challenges of identifying and analysing data given these developments, and the opportunities and worries associated with Big Data discourse and methods.Economic and Social Research CouncilES/F028180/1Leverhulme TrustRPG-2013-153European Union’s Seventh Framework Programme (FP7/2007-2013ERC grant agreement number 335925

The ‘credibility paradox’ in China’s science communication: Views from scientific practitioners

In contrast to increasing debates on China’s rising status as a global scientific power, issues of China’s science communication remain under-explored. Based on 21 in-depth interviews in three cities, this article examines Chinese scientists’ accounts of the entangled web of influence which conditions the process of how scientific knowledge achieves (or fails to achieve) its civic authority. A main finding of this study is a ‘credibility paradox’ as a result of the over-politicisation of science and science communication in China. Respondents report that an absence of visible institutional endorsements renders them more public credibility and better communication outcomes. Thus, instead of exploiting formal channels of science communication, scientists interviewed were more keen to act as ‘informal risk communicators’ in grassroots and private events. Chinese scientists’ perspectives on how to earn public support of their research sheds light on the nature and impact of a ‘civic epistemology’ in an authoritarian state

Social Epistemology as a New Paradigm for Journalism and Media Studies

Journalism and media studies lack robust theoretical concepts for studying journalistic knowledge ‎generation. More specifically, conceptual challenges attend the emergence of big data and ‎algorithmic sources of journalistic knowledge. A family of frameworks apt to this challenge is ‎provided by “social epistemology”: a young philosophical field which regards society’s participation ‎in knowledge generation as inevitable. Social epistemology offers the best of both worlds for ‎journalists and media scholars: a thorough familiarity with biases and failures of obtaining ‎knowledge, and a strong orientation toward best practices in the realm of knowledge-acquisition ‎and truth-seeking. This paper articulates the lessons of social epistemology for two central nodes of ‎knowledge-acquisition in contemporary journalism: human-mediated knowledge and technology-‎mediated knowledge.

Information and Design: Book Symposium on Luciano Floridi’s The Logic of Information

Purpose – To review and discuss Luciano Floridi’s 2019 book The Logic of Information: A Theory of Philosophy as Conceptual Design, the latest instalment in his philosophy of information (PI) tetralogy, particularly with respect to its implications for library and information studies (LIS). Design/methodology/approach – Nine scholars with research interests in philosophy and LIS read and responded to the book, raising critical and heuristic questions in the spirit of scholarly dialogue. Floridi responded to these questions. Findings – Floridi’s PI, including this latest publication, is of interest to LIS scholars, and much insight can be gained by exploring this connection. It seems also that LIS has the potential to contribute to PI’s further development in some respects. Research implications – Floridi’s PI work is technical philosophy for which many LIS scholars do not have the training or patience to engage with, yet doing so is rewarding. This suggests a role for translational work between philosophy and LIS. Originality/value – The book symposium format, not yet seen in LIS, provides forum for sustained, multifaceted and generative dialogue around ideas

Mobile Knowledge, Karma Points, and Digital Peers: The Tacit Epistemology and Linguistic Representation of MOOCs

Media representations of massive open online courses (MOOCs) such as those offered by Coursera, edX and Udacity reflect tension and ambiguity in their bold promise of democratized education and global knowledge sharing. An approach to MOOCs that emphasizes the tacit epistemology of such representations suggests a richer account of the ambiguities of MOOCs, the unsettled linguistic and visual representations that reflect the strange lifeworld of global online courses and the pressing need for promising innovation that seeks to serve the restless global desire for knowledge. This perspective piece critically appraises the linguistic laboratory of thought such representation reveals and its destabilized rhetoric of technology and educational practice. The mobile knowledge of MOOCs, detached from context and educational purpose and indifferent to cultural boundary distortions, contains both the promise of democratized education and the shadow of post-colonial knowledge export

Vulnerability in Social Epistemic Networks

Social epistemologists should be well-equipped to explain and evaluate the growing vulnerabilities associated with filter bubbles, echo chambers, and group polarization in social media. However, almost all social epistemology has been built for social contexts that involve merely a speaker-hearer dyad. Filter bubbles, echo chambers, and group polarization all presuppose much larger and more complex network structures. In this paper, we lay the groundwork for a properly social epistemology that gives the role and structure of networks their due. In particular, we formally define epistemic constructs that quantify the structural epistemic position of each node within an interconnected network. We argue for the epistemic value of a structure that we call the (m,k)-observer. We then present empirical evidence that (m,k)-observers are rare in social media discussions of controversial topics, which suggests that people suffer from serious problems of epistemic vulnerability. We conclude by arguing that social epistemologists and computer scientists should work together to develop minimal interventions that improve the structure of epistemic networks

Big Data as a Technology-to-think-with for Scientific Literacy

This research aimed to identify indications of scientific literacy resulting from a didactic and investigative interaction with Google Trends Big Data software by first-year students from a high-school in Novo Hamburgo, Southern Brazil. Both teaching strategies and research interpretations lie on four theoretical backgrounds. Firstly, Bunge's epistemology, which provides a thorough characterization of Science that was central to our study. Secondly, the conceptual framework of scientific literacy of Fives et al. that makes our teaching focus precise and concise, as well as supports one of our methodological tool: the SLA (scientific literacy assessment). Thirdly, the "crowdledge" construct from dos Santos, which gives meaning to our study when as it makes the development of scientific literacy itself versatile for paying attention on sociotechnological and epistemological contemporary phenomena. Finally, the learning principles from Papert's Constructionism inspired our educational activities. Our educational actions consisted of students, divided into two classes, investigating phenomena chose by them. A triangulation process to integrate quantitative and qualitative methods on the assessments results was done. The experimental design consisted in post-tests only and the experimental variable was the way of access to the world. The experimental group interacted with the world using analyses of temporal and regional plots of interest of terms or topics searched on Google. The control class did 'placebo' interactions with the world through on-site observations of bryophytes, fungus or whatever in the schoolyard. As general results of our research, a constructionist environment based on Big Data analysis showed itself as a richer strategy to develop scientific literacy, compared to a free schoolyard exploration.Comment: 23 pages, 2 figures, 8 table