Management of, Knowledge, Information and Organizational Learning in University Libraries

3784 2 69 1 17 document 69 2006_-_Libri.pdf application/pdf 6f11f11244577aa4f4c1e810ce8e9244 MD5 365818 2012-12-14 17:37:53 https://eprints.rclis.org/3784/1/2006_-_Libri.pdf 3784 1 1 application/pdf en public

2006_-_Libri.pdf

198067 2 204628 document 198067 lightbox.jpg image/png d6617535b8e0c1c57ab12b2c8e230a36 MD5 82042 2012-12-21 16:36:14 https://eprints.rclis.org/3784/7/lightbox.jpg 3784 7 7 image/png other Thumbnails conversion from application/pdf to thumbnail_lightbox en public

lightbox.jpg

preview.jpg

medium.jpg

small.jpg

indexcodes.txt

http://eprints.org/relation/isVersionOf https://eprints.rclis.org/id/document/69 http://eprints.org/relation/isVolatileVersionOf https://eprints.rclis.org/id/document/69 http://eprints.org/relation/isIndexCodesVersionOf https://eprints.rclis.org/id/document/69 archive 722 disk0/00/00/37/84 2009-09-01 2014-10-02 11:56:23 2012-12-14 17:37:52 journalp show Ahumada Figueroa Luis Bustos-Gonzalez Atilio Management of, Knowledge, Information and Organizational Learning in University Libraries pub ID Knowledge Management, Academic Libraries, Gestión del conocimiento, Bibliotecas universitarias, The dynamic advancement of technological development and the importance of information and knowledge in modern- day society have determined that the principal competitive advantage of an organization is the capacity to manage these resources adequately. The abilities and knowledge that workers are capable of developing are transformed into a resource that modern organizations value in a growing way. Educational organizations, especially universities, must take advantage of their competitive resources. That is to say, they must know how to make intensive use of their knowledge in order to improve: the process of formation and learning of their students, the generation of new knowledge produced by research and the transference of said knowledge by means of publication and technical assistance. The processes of management of knowledge, organizational learning and information are intimately linked. Therefore, significant improvements can only be obtained in organizations if synergies are generated between each one of these processes. In order to study these three processes, the Universities’ Library Systems of the Pontificia Universidad Católica de Valparaíso were selected as a unit of analysis, and considered as places of knowledge gathering, documentation centres and active agents in the development of abilities in the use and transference of information necessary to generate new learning and knowledge. The principal objective of this investigation was to characterize the management of information, knowledge and organizational learning in a university’s library system, analysing its relationship and the way that these processes differ depending on variables such as department membership, the characteristics of users that rely on them, etc. The efficient management of organizational learning implies not only the utilization of previous knowledge but also the creation of new knowledge within the framework of what are termed communities of learning. 2006 Saur en FALSE CL- http://hdl.handle.net/10760/3784 public Libri 56 180-190 TRUE Ahumada, L. 2001. Teoría y cambio en las organizaciones: Un acercamiento desde los modelos de aprendizaje organizacional {Theory and change in organizations: An approach from the organizational learning models}. Valparaíso, Chile: Ediciones Universitarias de Valparaíso. Ahumada, L. 2002. El aprendizaje organizacional desde una perspectiva evolutiva y constructivista de la organización {Organizational learning from an evolutive and constructivist point of view of the organization}. Revista de Psicología – Universidad de Chile 11: 139–148. Akeroid, J. 2001. The Management of Change in Electronic Libraries. IFLA Journal 27: 70–73. Argote, L., McEvily, B., and Reagans, R. 2003. Managing knowledge in organizations: An integrative framework and review of emerging themes. Management Science 49: 571–582. Ascorra, P. 2002. Acción organizacional y socioconstruccionismo {Organizational action and socio-constructionism}. Revista de Psicología – Universidad de Chile 11: 165–173. Barkema, H., Baum, J., and Mannix, E. 2002. Management challenges in a new time. Academy of Management Journal 45: 916–930. Bauer, K. 2001. Resources for library assessment: tools for a new era. College & Research Libraries News 62: 12–14, 28. Bazillion, R. J. and Braun, C. 1998. Academic libraries as high-tech gateways: a guide to design space decision. Chicago, IL: American Library Association. Bor, K. 2002. Toward a theoretical framework for understanding the relationship between situated action and planned action models of behavior in information retrieval contexts: Contributions from phenomenology. Information Proccessing and Management 38: 613–626. Brockmann, E., and Anthony, W. 2002. Tacit knowledge and strategic decision making. Group & Organization Management 27: 436–455. Brown, J. and Duguid, P. 1991. Organizational learning and communities of practice: toward a unified view of working, learning, and innovation. Organization Science 2: 40-57. Bustos, A. 1996. Gestión del proceso de cambio en la era de la información {Change process management in the information era}. Paper presented at CHILE INFO 96: Conferencia Internacional de Bibliotecarios de Educación Superior de América Latina y el Caribe, Santiago, Chile, 1996. Bustos, A. 1997. Estrategia para la gestión de la información actual en la Universidad Austral de Chile {Strategy for management of actual information in the Austral University of Chile}. III Congreso de Bibliotecología and I Encuentro Internacional de Usuarios de CD-ROM, Universidad Austral de Chile, Valdivia, Chile, January 1997. Cave, M. et al. 1997 The use of performance indicators in higher education: The challenge of the quality movement. 3rd ed. London, UK: Jessica Kingsley. Chia, R. 2000. Discourse analysis as organizational analysis. Organization 7: 513–518. Davenport, T., and Prusak, L. 2001. Conocimiento en acción: Como las organizaciones manejan lo que saben {Knowledge in action: How organizations manage what they know}. Buenos Aires, Argentina: Pearson Education. DiBella, AJ., Nevis, EC., and Gould, JM. 1996. Understanding organizations learning systems capability. Journal of Management Studies 33: 361-379. Duart, J., and Sangrà, A. 2000. Aprender en la virtualidad {To learn in virtuality}. Barcelona, Spain: Gedisa. Edwards, D., and Mercer, N. 1998. El conocimiento compartido {The shared knowledge}. Madrid, Spain: Paidós-MEC. Fiol, CM. 2002. Capitalizing on paradox: the role of language in transforming organizational identities. Organization Science 13: 653–666. Fowler, K. 1998. The University library as learning organization for innovation: an exploratory study. College and Research Libraries 59: 220–231. Halliday, MA. 1994. An introduction to functional grammar. London, UK: Edward Arnold. Harasim, L. et al. 2000. Redes de aprendizaje {Learning networks}. Barcelona, Spain: Gedisa. Hatch, M., and Schultz, M. 2002. The dynamics of organizational identity. Human Relation 55: 989– 1018. Herrera, R. 1998. Bases para el desarrollo cualitativo de la docencia universitaria {Strategies for the qualitative development of university teaching}. Santiago de Chile: Cinda. International Organization for Standardization. 2000. Información y documentación. Indicadores de rendimiento Bibliotecario. (ISO 11620 – UNE 50- 137) {Information and documentation. Indicators of librarian performance}. Revista Española de Documentación Científica part I 22: 223–247; part II 22: 357–. Johnson, S. et al. 2002. Team development and group processes of virtual learning teams. Computers & Education 39: 379–393. Karnoe, P. 1996. The social process of competence building. International Journal of Technology Management, Special Issue on Unlearning and Learning for Technological Innovation, 11: 770–789. Kopp, J. 1998. Library consortia and information technology: The past, the present, the promise. Information Technology and Libraries 17(1): 7–12. Levine, D. 2002. Thinking about doing: on learning from experience and the flight from thinking. Human Relations 55: 1251–1268. Lindauer, BG. 1998. Defining and measuring the library’s impact on campus-wide outcomes. College & Research Libraries 59 (6): 546–570. Mamaghani, F. 2002. Information technology knowledge sharing using case-based reasoning. Information Systems Management 19: 13–20. Nicolini, D., and Meznar, M. 1995. The social construction of organizational learning: conceptual and practical issues in the field. Human Relations 48: 727–746. Nonaka, I., Takeuchi, H., and Umemoto, K. 1996. A theory of organizational knowledge creation. International Journal of Technology Management, Special Issue on Unlearning and Learning for Technological Innovation 11: 833–845. Pérez, A. 2000. Bibliotecas y centros de documentación en un entorno virtual {Libraries and document centers in a virtual environment}. In: Duart, J., and Sangrà, A. Aprender en la virtualidad {To learn in virtuality}. Barcelona, Spain: Gedisa. Perry-Smith, J., and Shalley, C. 2003. The social side of creativity: a static and dynamic social network perspective. Academy of Management Review 28: 89– 106. Potter, J., and Wetherell, M. 1987. Discourse and social psychology. London: Sage. Renkema, J. 2001. Manejo de la comunicación: Evaluación de la calidad del discurso institucional {Managing communication: evaluation of the quality of institutional discourse}. Revista Interamericana de Discurso y Sociedad 3: 11–33. Robbins, T., Crino, M., and Fredendall, L. 2002. An integrative model of the empowerment process. Human Resource Management Review 12: 419–443. Ruiz, J. 1996. Metodología de la investigación cualitativa {Qualitative research methodology}. Spain: Management of Knowledge, Information and Organizational Learning in University Libraries: A Case Study Universidad de Deusto. Senge, P., et al. 2002. La danza del cambio: Los retos que sostienen el impulso en organizaciones abiertas al aprendizaje {The change dance: the challenges that stimulate organizations open to learning }. Barcelona, Spain: Norma. Sisto, V. 2002. Teoría Psicológica en Acción: La Psicología Frente a las Consecuencias Psicológicas y Sociales de los Procesos de Flexibilización Laboral {Psychological theory in action: psychology against the psychological consequences of the labour flexibilization processes}. Psicoperspectivas Revista de Psicología Universidad Católica de Valparaíso 1: 111– 123. Teare, R., Davies, D., and Sandelands, E. 2002. Organizaciones que aprenden y formación virtual {Organizations that learn and virtual education}. Barcelona, Spain: Gedisa. Tsoukas, H., and Chia, R. 2002. On organizational becoming: rethinking organizational change. Organization Science 13: 567–582. Van Dijk, TA. 2000. El discurso como interacción en la sociedad {The discourse as interaction in society}. In: Van Dijk, TA. El discurso como interacción social {Discourse as social interaction}. Barcelona, Spain: Gedisa. Vergara, A., and Isaac, J. 1998. Tecnología de la comunicación e informática como apoyo a la docencia {Communication and information technology as an aid to learning}. Santiago de Chile: Cinda. Vignolo, C. 1998. Zen en el arte de innovar: Hacia un nuevo paradigma de la innovación empresarial {Zen in the art of innovation: Toward a new paradigm of business innovation}. Estudios Públicos 70: 173–200. info:eu-repo/semantics/other