Rowley, Jennifer

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Abstract: This paper revisits the data-information-knowledge-wisdom (DIKW) hierarchy by examining the articulation of the hierarchy in a number of widely read textbooks, and analysing their statements about the nature of data, information, knowledge, and wisdom. The hierarchy referred to variously as the Knowledge Hierarchy, the Information Hierarchy and the Knowledge Pyramid is one of the fundamental, widely recognized and taken-for-granted models in the information and knowledge literatures. It is often quoted, or used implicitly, in definitions of data, information and knowledge in the information management, information systems and knowledge management literatures, but there has been limited direct discussion of the hierarchy. After revisiting Ackoffs original articulation of the hierarchy, definitions of data, information, knowledge and wisdom as articulated in recent textbooks in information systems and knowledge management are reviewed and assessed, in pursuit of a consensus on definitions and transformation processes. This process brings to the surface the extent of agreement and dissent in relation to these definitions, and provides a basis for a discussion as to whether these articulations present an adequate distinction between data, information, and knowledge. Typically information is defined in terms of data, knowledge in terms of information, and wisdom in terms of knowledge, but there is less consensus in the description of the processes that transform elements lower in the hierarchy into those above them, leading to a lack of definitional clarity. In addition, there is limited reference to wisdom in these texts.

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Abstract: [Original:] This paper presents a profile of user behaviour in relation to the use of electronic information services (EIS), information skills, and the role of training and wider learning experiences in UK further education colleges. The research was conducted under the JISC User Behaviour Monitoring and Evaluation Framework. Work was conducted in two strands, by two project teams, JUSTEIS and JUBILEE. JUSTEIS profiled the use of EIS and assessed the availability of EIS. JUBILEE objectives focussed on understanding the barriers and enablers, with a view to developing success criteria. JUSTEIS used a multi-stage stratified sampling process, and collected data from 270 respondents from 17 departments in the baseline survey (2001/2002). JUBILEE conducted in-depth fieldwork in five institutions and snapshot fieldwork in 10 institutions, collecting data from 528 respondents. Information skills and experience develop across work, home and study. There is a growing use of EIS in curriculum, but practice varies between institutions and disciplines. Tutors express concern about students ability to evaluate and use the information that they find. Assignments can promote EIS use. The main categories of EIS used by students are search engines and organisational web sites. Search engines are the preferred search tools and search strategies are basic. Information skills are acquired through a variety of routes, with peer instruction, surfing and personal experience, instruction from tutors, and LIS induction and training all making an important contribution. The solutions to improving students’ information skills may include use of the Virtual Training Suites, but librarians need to adopt different roles in promoting and evaluating use of such tools.

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