Sense-making, sensemaking and sense making:A systematic review and meta‐synthesis of literature in information science and education: An Annual Review of Information Science and Technology (ARIST) paper

Sense‐making, sensemaking, and sense making are terms used in different disciplines. Similarities of usage seem unclear. (1) to examine the concepts used in different approaches to sense‐making/sensemaking/sense making; (2) to identify, classify and synthesize recent studies relevant to information science, as well as similar group on sensemaking in education research; (3) to reflect on future directions for sense‐making/sensemaking methodology in information science. The objectives were to retrieve, examine, classify and perform meta‐synthesis on sense‐making/sensemaking studies in both information science and education research. The review used systematic review principles, with selection criteria for case studies for examination in both information science and education sets. The final meta‐synthesis used a meta‐ethnographic approach, together with findings of recent overviews on organizational sensemaking, and other information science reviews. Qualitative sense‐making studies in information science often used Dervin's SMM (sense‐making methodology) and studies in organizations and education frequently used Weick's organizational sensemaking. Different mixed methods approaches were identified. Sense‐making is actively used in research and practice in information science and knowledge management. Using a coherent sense‐making methodology helps and dialogic principles are useful in planning, data collection and analysis. Individual and collective sense‐making are important to information science

International Conference on Knowledge Management

The 17th International Conference on Knowledge Management was held in the historic city of Potsdam, Germany. Since the conference was among the first post-pandemic face to face conferences, the overall theme of the 17th edition of the ICKM conference rightly focused on “Knowledge, Uncertainty and Risks: From individual to global scale” at different levels of analysis and agency. This document highlighted one of the panels that provide an overview of the different methodologies and theories of sense-making from several of the seminal originators of sensemaking

Bogans

Ten episode series inspired by the research of Dave Snell on Bogan culture. The show centres around four Bogans (including Snell) and the various activities they engage in. Funded by New Zealand on Air and created by Workhouse Productions for TVNZ

The Substrate-Independence Theory: Advancing Constructor Theory to Scaffold Substrate Attributes for the Recursive Interaction between Knowledge and Information

The substrate-independence theory utilizes sensemaking techniques to provide cognitively based scaffolds that guide and structure learning. Scaffolds are cognitive abstractions of constraints that relate to information within a system. The substrate-independence theory concentrates on the flow of information as the underlying property of the host system. The substrate-independence theory views social systems as complex adaptive systems capable of repurposing their structure to combat external threats by utilizing constructors and substrates. Constructor theory is used to identify potential construction tasks, the legitimate input and output states that are possible, to map the desired change in the substrate’s attributes. Construction tasks can be mapped in advance for ordered and known environments. Construction tasks may also be mapped in either real-time or post hoc for unordered and complex environments using current sensemaking techniques. Mapping of the construction tasks in real-time becomes part of the landscape, and scaffolds are implemented to aid in achieving the desired state or move to a more manageable environment (e.g., from complex to complicated)