Académique Documents
Professionnel Documents
Culture Documents
KO
KNOWLEDGE ORGANIZATION
International Journal devoted to Concept Theory, Classification, Indexing and Knowledge Representation
Contents
Editorial
Book Reviews
Richard P. Smiraglia.
ISKO 10s Bookshelf:
An Editorial ..................................................................... 187
Articles
Catherine Minter.
Liberating the Responsibility to
Think for Oneself:
The Warburg Library Classification. .............................. 192
Ok nam Park.
Opening Ontology Design:
A Study of the Implications of Knowledge
Organization for Ontology Design. .............................. 209
Wilfred Dolfsma.
Making Knowledge Work:
Intra-firm Networks, Gifts, and Innovation. ................ 222
Ben Christensen.
Minoritization vs. Universalization:
Lesbianism and Male Homosexuality
in LCSH and LCC.......................................................... 229
Fidelia Ibekwe-SanJuan.
The impact of geographic location on the
development of a specialty field: A case study
of Sloan Digital Sky Survey in Astronomy. ................... 239
KNOWLEDGE ORGANIZATION
Official Quarterly Journal of the International Society for Knowledge Organization
KO
ISSN 0943 7444
International Journal devoted to Concept Theory, Classification, Indexing and Knowledge Representation
KNOWLEDGE ORGANIZATION
This journal is the organ of the INTERNATIONAL SOCIETY
FOR KNOWLEDGE ORGANIZATION (General Secretariat:
H. Peter OHLY, Social Science Information Center, Lennestr. 30,
D-53113 Bonn, Germany.
Editors
Dr. Richard P. SMIRAGLIA (Editor-in-Chief), Palmer School of
Library and Information Science, Long Island University, 720
Northern Blvd., Brookville NY 11548 USA.
Email: Richard.Smiraglia@liu.edu
Dr. Clment ARSENAULT (Book Review Editor), cole de bibliothconomie et des sciences de linformation, Universit de
Montral, C.P. 6128, succ. Centre-ville, Montral (QC) H3C 3J7,
Canada. Email: clement.arsenault@umontreal.ca
Dr. Ia MCILWAINE (Literature Editor), Research Fellow. School
of Library, Archive & Information Studies, University College
London, Gower Street, London WC1E 6BT U.K. Email:
i.mcilwaine@ucl.ac.uk
Dr. Nancy WILLIAMSON (Classification Research News Editor), Faculty of Information Studies, University of Toronto, 140
St. George Street, Toronto, Ontario M5S 3G6 Canada.
Email: william@fis.utoronto.ca
Hanne ALBRECHTSEN, Institute of Knowledge Sharing, Bureauet, Slotsgade 2, 2nd floor DK-2200 Copenhagen N Denmark.
Email: hanne.albrechtsen@knowshare.dk
Gabriel MCKEE (Editorial Assistant), Palmer School of Library
and Information Science, Long Island University.
Consulting Editors
Dr. Clare BEGHTOL, Faculty of Information Studies, University
of Toronto, 140 St. George Street, Toronto, Ontario M5S 3G6,
Canada. Email: clare.beghtol@utoronto.ca
Dr. Gerhard BUDIN, Dept. of Philosophy of Science, University
of Vienna, Sensengasse 8, A-1090 Wien, Austria.
Email: gerhard.budin@univie.ac.at
Prof. Jess GASCN GARCA, Facultat de Biblioteconomia i
Documentaci, Universitat de Barcelona, C. Melcior de Palau,
140, 08014 Barcelona, Spain. Email: gascon@ub.edu
Claudio GNOLI, University of Pavia, Mathematics Department
Library, via Ferrata 1, I-27100 Pavia, Italy. Email: gnoli@aib.it
Dr. Birger HJRLAND, Royal School of Library and Information Science, Copenhagen Denmark. Email: bh@db.dk
Dr. Barbara H. KWASNIK, Professor, School of Information
Studies, Syracuse University, Syracuse, NY 13244 USA, (315) 4434547 voice, (315) 443-4506 fax. Email: bkwasnik@syr.edu
Dr. Jens-Erik MAI, Faculty of Information Studies, University
of Toronto, 140 St. George Street, Toronto, Ontario M5S 3G6,
Canada. Email: je.mai@utoronto.ca
Ms. Joan S. MITCHELL, Editor in Chief, Dewey Decimal Classification, OCLC Online Computer Library Center, Inc., 6565
Frantz Road, Dublin, OH 43017-3395 USA.
Email: joan_mitchell@oclc.org
Dr. Widad MUSTAFA el HADI, URF IDIST, Universit Charles
de Gaulle Lille 3, BP 149, 59653 Villeneuve DAscq, France
H. Peter OHLY, IZ Sozialwissenschaften, Lennestr. 30, 53113
Bonn Germany. Email: oh@iz-soz.de
Dr. Hope A. OLSON, School of Information Studies, 522 Bolton
Hall, University of Wisconsin-Milwaukee, Milwaukee, WI 53201
USA. Email: holson@uwm.edu
Ms. Annelise Mark PEJTERSEN, Systems Analysis Dept., Risoe
National Laboratory, P.O. Box 49, DK-4000 Roskilde, Denmark
Dr. M. P. SATIJA, Guru Nanak Dev University, School of Library
and Information Science, Amritsar-143 005, India
Dr. Otto SECHSER, In der Ey 37, CH-8047 Zrich, Switzerland
Dr. Winfried SCHMITZ-ESSER, Salvatorgasse 23, 6060 Hall, Tirol, Austria.
Dr. Dagobert SOERGEL, College of Information Studies, Hornbake Bldg. (So. Wing), Room 4105, University of Maryland, College Park, MD 20742. Email: dsoergel@umd.edu
Dr. Eduard R. SUKIASYAN, Vozdvizhenka 3, RU-101000, Moscow, Russia.
Dr. Joseph T. TENNIS, The Information School of the University
of Washington, Box 352840, Mary Gates Hall Ste 370, Seattle WA
98195-2840 USA. E-mail: jtennis@u.washington.edu.
Dr. Martin van der WALT, Department of Information Science,
University of Stellenbosch, Private Bag X1, Stellenbosch 7602,
South Africa. Email: msvdw@sun.ac.za
Prof. Dr. Harald ZIMMERMANN, Softex, Schmollerstrasse 31,
D-66111 Saarbrcken, Germany
Dr. Rebecca GREEN, Assistant Editor, Dewey Decimal Classification, Dewey Editorial Office, Library of Congress, Decimal
Classification Division , 101 Independence Ave., S.E., Washington,
DC 20540-4330, USA. Email: greenre@oclc.org
Dr. Jos Augusto Chaves GUIMARES, Departamento de Cincia da Infromao, Universidade Estadual PaulistaUNESP, Av.
Hygino Muzzi Filho 737, 17525-900 Marlia SP Brazil. Email:
guima@marilia.unesp.br
187
11
11
10
8
5
5
3
3
2
188
The authors of the 57 papers in the Proceedings employed 793 references. The mean was 13.6 per paper,
ranging from 0 (Tebe and Marcos) to 34 (Howarth).
The median was 17 and the mode was 13, which suggests again that there is great breadth and little overlap in the references across all of the papers. The distribution of resource types shows heavy reliance on
monographic literature (Table 2).
journal articles, technical reports, papers
online
monographs
chapters in anthologies, encyclopedias, etc.
papers in proceedings
other
total
21
18
15
14
381
.48
234
56
100
22
793
.30
.07
.13
.02
1.0
Library Quarterly
Library Trends
4
4
3
3
3
3
189
5
4
2
2
2
2
2
2
2
2
2
Hjrland, B.
Neelameghan, A.
Beghtol, C.
Buckland, M.
Svenonius, E.
Kipp, M.
Ranganathan, S.
Aitchison, J.
Andersen, J.
Broughton, V.
Hansson, J.
Hudon, M.
Shiri, A.
Blair, D.
Dahlberg, I.
Dahlstrm, M.
Electronic Cultural Atlas Initiative.
Foucault, M.
Gnoli, C.
Green, R.
IFLA Study Group FRBR.
Marcoux, Y.
Olson, H. A.
Renear, A.
Shirky, C.
Abbas, J.
Carlyle, A.
Chatman, E.
Frohmann, B.
Greenberg, J.
Jrgensen, C.
Massa, P.
Munk, T.
Murphy, G.
Nilsson, M.
Oliveira, M.
Smiraglia, R.
Szostak, R.
Weibel, St.
Wittgenstein, L.
Yates, J.
18
9
8
8
7
6
6
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
190
191
References
Arsenault, Clment, and Tennis, Joseph, eds. 2008.
Culture and identity in knowledge organization:
Proceedings of the 10th International ISKO Conference, Montral, 5-8 August 2008. Advances in
knowledge organization 11. Wrzburg: Ergon
Verlag.
Hjrland, Birger. 2002. Domain analysis in information science: eleven approaches traditional as
well as innovative. Journal of documentation 58:
422-62.
Lise, Cynthia, Larivire, Vincent, and Archambault,
ric. 2008. Conference proceedings as a source of
scientific information: a bibliometric analysis.
Journal of the American Society for Information
Science and Technology 59: 1776-84.
White, Howard D. 2003. Authors as citers over time.
Journal of the American Society for Information
Science and Technology 52: 87-108.
192
After completing a PhD in eighteenth-century German literature and intellectual history at the University of Oxford, Catherine Minter trained as a librarian at the Warburg Institute Library in London,
becoming qualified in June 2007. In March 2007, she took up her current post of Assistant Librarian
with special responsibility for Germanic languages at the Modern and Medieval Languages Faculty Library of the University of Cambridge.
Minter, Catherine. Liberating the Responsibility to Think for Oneself: The Warburg Institute Library Classification. Knowledge Organization, 35(4), 192-208. 40 references.
Abstract: The unique classification of the library of the Warburg Institute in London is the subject of this article, with regard
to the implications for the organization of knowledge in this library. To emphasize its underlying pedagogic ethos, which played an important role in shaping the classifications structure, the classification is analyzd in its appropriate library-historical
context. The development of the classification in the early 1920s, the arrangement of the stock over four floors, and the classifications structure of and within classes; are related to the implications of this structure for the organization of knowledge in
the library. Finally, discussion of the classifications structure and its implications is combined with discussion of its pedagogic
mission with the aim of establishing how the classification and shelf arrangement are intended to have impact upon users of
the library.
1. Introduction
The Warburg Institute Library, which has its origins
in the collection of the Hamburg private scholar
Aby Warburg (1866-1929), is a research library specializing in the history of the classical tradition. In
1933, the library was transferred to London to escape the National Socialist regime; it has been part of
the University of London since 1944. The library has
a unique system of classification which was developed in the early 1920s and survives to the present
day; this classification is the subject of this article.
Review of the secondary literature on the Warburg
Institute Library in Section 2 highlights gaps in research. In Section 3, an attempt is made to place the
Warburg classification in its appropriate libraryhistorical context in order to elucidate its underlying
pedagogic ethos; awareness of the pedagogic principles informing the classification will be seen to be
necessary to an appreciation of its overall achievement. Section 4 charts the development of the classification in the early 1920s and discusses the ar-
rangement of the stock over four thematically distinct floors with the aim of advancing on the findings of recent commentators writing on Warburgs
library and its organization. In Section 5, the classifications structure is examined with reference to the
order of and within classes, and the implications of
this structure for our understanding of the organization of knowledge in the library are explored. In
conclusion, consideration is given to the relationship
between the implications of the classifications structure and its pedagogic mission as described in Section 3.
It is generally accepted that the arrangement of
books in the Warburg Institute Library closely reflects the ideas of the librarys founder (see e.g. Yates
2002, xiv). Although detailed consideration of Aby
Warburgs ideas does not lie within the scope of this
article, it is hoped that an enhanced appreciation of
the Warburg Institute Library classifications significance will complement research carried out in other
disciplines on Warburgs contribution as an intellectual historian.
2. Literature review
The first significant English-language source on the
Warburg Institute Library was Gertrud Bings article
The Warburg Institute (1934), which remains one
of the most authoritative contributions on the library and its organization. Bing, who joined the library in 1921, was intimately involved in the development of the classification during the 1920s. In her
1934 article, she in effect introduces the library to an
English audience, discussing its beginnings, ethos,
arrangement andbrieflyits classification. Bings
article was followed in May 1935 by Edgar Winds
The Warburg Institute Classification Schemea
detailed, albeit succinct, account of the method of
classification and system of notation adopted in the
Warburg Institute Library. Wind, who himself classified large sections of the library, explains the principles that lie behind the stages of division in the classification: within each main class, the first stage of
division follows one of three lines (branch of subject, period or country); the second then specifies
the first along the remaining two lines (so, for example, if a class is first subdivided by country, it will
be further subdivided by period and branch of subject) (1935, 193). This model is not applied systematically throughout the classification, but it nevertheless provides a key to an understanding of the order within classes.
The final important early source on the Warburg
Institute Library is Fritz Saxls History of Warburgs Library, which was originally written around
1943, but published only in 1970 in E. H.
Gombrichs Aby Warburg: An Intellectual Biography.
Saxls involvement with the library began in 1914
and ended with his death in 1948; perhaps more than
any other individual, he was instrumental in giving
the Institute and its library the shape they now possess. Accordingly, his History of Warburgs Library is first and foremost a study of the development of the libraryin particular its institutionalization. It is also, however, one of the best accounts we
have of the ethos underlying the librarys arrangement and system of classification, and as such will be
frequently referred to in this article.
These early sources in many ways remain unsurpassed by more recent contributions. Originally published in Italian in 1985, Salvatore Settiss article
Warburg continuatus explores aspects of the librarys organization over the three phases of its existence: Hamburg, pre-1933; London, in temporary accommodation, between 1934 and 1958; London, in its
193
Hamburg,
1926
Action
Word
Image
Orientation
London,
1934
Action
Image
Word
Orientation
London,
1958
Action
Orientation
Word
Image
194
von Seminaren, deren jedes weit ber hundert Mitglieder zhlt.] (Bcher 1912, 153-54). The seminar libraries quickly grew into serious rivals to the
university libraries: in Fritz Milkaus Handbuch der
Bibliothekswissenschaft, it is estimated that, by
1926/27, Germanys seminar and institute libraries
held a total of approximately five million volumes
and the university libraries approximately 13.5 million (1933, 538).
Among those writing on the topic, the origins of
seminar/institute instruction in Germany were seen
to reside in a shift in teaching methods which took
place in the nineteenth century away from a dogmatic
style characterized by the use of lectures and the
ethos of delivering knowledge up to students towards
an heuristic approach intended to instruct students in
research methods (see e.g. Milkau 1933, 525; Bcher
1912, 153). This shift was identified with a development towards a new, workshop type of university
driven by a climate of practical, active research rather
than by magisterial theoretical teaching (Milkau 1933,
525). Accordingly, the purpose of the seminar/institute libraries was to place all the relevant
academic literature at students disposal in order to
encourage independent study and research. The core
of the seminar libraries collections was what we
would nowadays call prescribed texts, together with
reference works and the most important academic
journals in their respective disciplines. Almost without exception, these were reference collections, not
least because they were intended to counteract a
problem frequently faced by users of the university
libraries, which were generally lending libraries
namely, that the required books were unavailable because already out on loan (Milkau 1933, 528).
Importantly in the present context, the seminar/institute libraries wereagain almost without
exceptionlibraries which allowed their users free
access to the shelves. The practical advantage of this
was quick and convenient access to the required literature: Every need for further information that
arises in the course of their [the students] studies
can be satisfied on the spot; every quotation can be
looked up immediately. And the same book that
serves one student one minute is available to another
the minute after [Jeder im Verlaufe ihrer Arbeit
entstehende Bedarf nach weiterer Information kann
auf der Stelle befriedigt, jedes Zitat sofort nachgeschlagen werden. Und dasselbe Buch, das in dieser
Minute dem einen gedient hat, kann in der nchsten
fr einen anderen verfgbar sein.] (Bcher 1912,
165). The open access system was also seen to con-
195
tain an important intellectual advantage: the easy familiarity with the literature on a subject that only
immediate access to the relevant books and active,
informal use of them can provide (Leyh 1957, 410).
In addition to allowing their students free access to
the shelves, the seminar/institute libraries placed
emphasis on providing a congenial working environment: in the Philological Seminar and Germanic
Institute in Leipzig, for example, separate work
spaces were set aside for smokers and non-smokers
(Milkau 1933, 539). These libraries also on the whole
aimed to have longer opening hours than the university libraries.
In sum, all of these elementsthe open access
policy, the provision of a congenial working environment, the liberal conditions of usewere intended to encourage students to regard the seminar
and institute libraries as a sort of home from home
and to derive intellectual benefit from this relaxed
relationship with the academic institution. This is
also an accurate description of the role of the Warburg Institute Library as conceived by its founder
and sustained up to the present day. In an unpublished report from February 1934, it is stated that
the librarys mission is to get into our own rooms
every book a student requires and that we want to
extend our opening hours as far as possible so that
the student shall not find himself restricted in his
work (WIA, Ia.2.1.1, [4]); users of the Warburg Institute Library as it exists today will appreciate just
how much of this early spirit has been preserved.
3.2. Open access and shelf arrangement: the Warburg
Institute Library
Describing the nature of Warburgs library in a paper
from 1921/22, Saxl terms it a Problembibliothek
(1923, 9), by which he means that it focuses on a
specific problem, which he identifies in this same paper as the question of the extent and nature of the influence of antiquity on modern cultures [die Frage
nach Ausbreitung und Wesen des Einflusses der Antike
auf die nachantiken Kulturen] (1923, 1). The librarys problem, he continues, was posed by Warburg, who, however, recognized that the scope of the
problem was too broad for an individual to be able to
solve it, and who thus intended his library as a set of
tools that future scholars might use to draw closer
to a solution (Saxl 1923, 9-10). This idea of the library as a tool (or instrument) reverberates
through the earliest accounts of its purpose. For example, in the Bericht ber die Bibliothek Warburg
196
und ihre Entwicklung zu einem ffentlichen Forschungsinstitut, Saxl remarks on the librarys dual
function as Warburgs personal research tool and as a
publicly accessible research instrument ([1921],
117-18). In an entry from the library journal dated 3
May 1927, Warburg reminds his colleagues that until we have transferred the classmarks [to the catalogue], the library will remain a paltry tool; only after that will we be nimble. So all hands on deck!
[Vor Uebertragung der Signaturen bleibt die K.B.W.
ein kmmerliches Werkzeug; ist [sic] nachher sind
wir wendig! Also alle Mann auf Deck!] (Warburg
2001, 87).
The conception of the library as a research tool or
instrument is based on an ideal of active use. Users
should be allowed direct access to the shelves: The
student will only properly use the library when he is
able to go straight to the shelves and learns to grasp
the interconnections between problems by the manner of arrangement. No amount of borrowing from
the library can possibly give him the same understanding of its intellectual universe [In rechter
Weise wird ferner der Student erst dann die Bibliothek benutzen, wenn er selbst an die Schrnke herangeht und so schon durch die Art der Aufstellung
die Zusammenhnge der Probleme erfassen lernt.
Durch keinen noch so intensiven Leihverkehr mit
der Bibliothek knnte er in deren Gedankenwelt
eindringen.] (Saxl [1921], 121). As this passage
suggests, the librarys open access system gains its
meaning from the fact that the shelf arrangement is
intended to serve an instructive function. Similarly,
in her article The Warburg Institute, Gertrud Bing
writes (1934, 7):
The educational influence of a library which invites a student to adopt a special subject and
method of research can only be effective if he is
allowed to be guided by the books themselves.
The scholar who is expected to penetrate into
the borderlands of his special subject must find
the new territory ready surveyed for him by the
able planning of an expert.
In what ways, then, was the shelf arrangement in the
Warburg Institute Library meant to be instructive?
Firstly, the librarys open shelves were intended to
give users an overview of the literature on a topic or,
in the words of J. B. Trapp, to serve as selective
running bibliographies (1984, 198). The corollary
of this aim was the ambition to collect as broadly as
possible, avoiding narrow specialization. More im-
portantly, however, the shelf arrangement in Warburgs library was from the first intended to draw attention to interconnections between different areas
of knowledge. This is clearly expressed in the unpublished report from February 1934, where it is stated
that the collection was put together with the special
view to showing the inter-dependence of the different fields of research (WIA, Ia.2.1.1, [4]).
The librarys commitment to open access was
thus underpinned by pedagogic considerations. It is,
however, worth pausing at this point to note that it
has not always beenor been able to bean open
access library. Notably, between 1926 and 1933,
when Saxl and Bing were transforming it into a public institution in Hamburg, the stacks were not accessible to readers; one possible explanation for this
is that the organization of the library at this time was
not deemed efficient enough to merit an open access
system. It was only in 1934, when the library took
up residence in its first London home, Thames
House, that the stack room was opened up to readerswith supervision from the porter (Bing 1934,
4). In July 1937, the library moved to the Imperial
Institute Buildings at South Kensington, but the
stock was not unpacked until January 1939. Later the
same year, the library was evacuated at the request of
the University of London (Bing 1998, 23); it was not
until the beginning of 1946 that the books were reassembled on the open shelves (Warburg Institute
1946, 2). The shelf arrangement at this time was not
felt to be ideal: It proved impossible to keep to the
pre-war arrangement of shelving, and a new system
had to be worked out which is far from ideal but as
satisfactory as present conditions of space permit
(Warburg Institute 1946, 2). In fact, it was only in
1958, when the library moved to new, purpose-built
premises in Woburn Square, Bloomsbury, that the
desired combination of open access and an ideal shelf
arrangement could be achieved.
3.3. Open access and shelf arrangement:
the broader context
Saxl, in his History of Warburgs Library, situates
the librarys commitment to open access and a meaningful shelf arrangement in the context of a broader
nineteenth- and early twentieth-century debate on
library classification. The passage in question is
worth quoting in full (Saxl 1970, 327):
Those were the decades when in many libraries,
big and small, the old systematic arrangements
197
public libraries (1912, 251). And indeed, the educational benefits of systematic shelf order had been
discussed as part of a lively debate on open access in
public libraries which took place in Britain during
the 1890s. An 1899 pamphlet signed by twelve British public librarians and described by its authors as
the first [statement] to be publicly made by librarians having practical experience of safe-guarded open
access libraries (Account 1899, 5) sets out the reasons why systematic arrangement is particularly appropriate to open access libraries. The first reason
given is a practical one. In open access libraries, systematic arrangement, and the method of ordering
and marking books that it imposes, helps to prevent
misplacements (Account 1899, 3):
In safe-guarded open access libraries, where the
books are all closely and exactly classified by
subjects, and so marked by means of distinctive
labels as to clearly distinguish class from class,
subject from subject, and book from book,
misplacements are not only comparatively rare,
but readily detected and set right when they do
occur.
The second and more important reason is an intellectual one: open access and systematic arrangement
give the public a higher and more rational enjoyment of literature (Account 1899, 1). Systematic
shelf arrangement in open access public libraries
makes it possible for users to survey a librarys holdings in any given subject area, gain an overview of
the literature on a topic, and make intelligent, informed choices about what they want to borrow
based on examination and comparison of related
items. Furthermore, direct contact with the shelves
of a well-ordered library is seen to serve an instructive, pedagogic function per se: Access to properly
classified libraries is an education in itself (Account 1899, 6). In contrast, the library in which the
stock is not arranged systematically and in which, in
the emphatic words of James Duff Brown, the books
as they stand together on the shelves have no more
arrangement or relation to each other than have the
contents of a dust-bin (1898, 15) cannot help shape
the minds of its users.
The affinity between the pedagogic ethos underlying the Warburg Institute Library and that behind the
Anglo-American public library movement is an important one which has been overlooked in the secondary literature. In an entry from the library journal
from March 1928, Gertrud Bing draws a parallel be-
198
lowing sections: Festivals, History, Aesthetics, Philosophy, Cultural History, History of Literature, The
Art of the Book, Art History, Periodicals, Philology,
and Archaeology (see WIA, I.4.5.1I.4.5.6). Between
1911 and 1915, three further sections were added:
Natural History, The Occult and Astrology, and
Hamburgiana; History of Literature and Philology
were combined to form a single section. In 1916-17,
the main sections of the library were thus: Philosophy and Theology, Cultural History, Natural History, The Occult and Astrology, Literature and Philology, Festivals, The Art of the Book, History,
Aesthetics, Art History, Archaeology, Hamburgiana,
and Periodicals (WIA, I.4.5.9).
In 1921, Bing joined the library; and overhaul of its
main sections began. The accessions graph for 192122 reveals some significant changes in the organization of the library; its sections and subsections are
now as follows: Philosophy (General, History of Philosophy, Aesthetics, Philosophy of History); History
of Religion (Pre-Christian, ChristianityReformation, Reformation, Astrology, Magic); World History
(General, Antiquity and Middle Ages, Renaissance);
Art History (General, Archaeology, Middle Ages,
Renaissance); History of Science; Language and Literature; Folklore and Ethnology; History of Scholarship; History and Culture of the Orient; Hamburgiana; War and Politics; Periodicals (adapted from WIA,
I.4.5.10). History of Religion (formerly Theology)
has now branched off from Philosophy and embraces
what was previously called The Occult and Astrology.
Aesthetics is now a subsection within Philosophy,
and Archaeology a subsection within Art History.
Four entirely new sections have been added: Folklore
and Ethnology, which we can assume embraces the
earlier section Festivals; History of Scholarship,
which presumably includes the earlier section The
Art of the Book; History and Culture of the Orient;
and War and Politics. Generally, it is possible to discern an upgrading of the vocabulary used to describe
the collection: the main sections are now given
broader but more scientific designations than before;
and an attempt has been made to align the names of
the main sections in order to emphasize the collections historical component.
In 1921-22, Saxl and Bing not only overhauled the
librarys main sections; they also set about developing
their system of pressmarks. The Bericht ber die
Bibliothek Warburg fr das Jahr 1922the annual
report for 1922explains that two factors in particular determined the type of notation chosen: firstly,
the need for a flexible and expansible notation; and
199
200
Rooms 5 & 4
Room 3
Room 2
Room 1
With the exception of the use of the terms Orientation, Word, Image and Dromenon (from the
Greek for rite), this model agrees with that described by Gertrud Bing in her article The Warburg Institute, where the librarys four main sections in the
order in which the reader encounters them in the
stack room are identified as: Religion, Natural Science and Philosophy; Language and Literature; Fine
Arts; and Social and Political Life (1934, 4-5).
In 1958, the library moved to its purpose-built
premises in Woburn Square, where it has remained to
the present day. The limitations on space imposed by
the temporary quarters were thus lifted, and renewed
consideration could be given to the ideal arrangement of the stock. This is spelt out in the Annual
Ground floor:
History
Social Patterns
Religion (Comparative,
Greco-Roman,
Christian, Eastern)
Magic and Science
Philosophy
Literature
Classical Studies
Archaeology
Art
Reading Room
Basement:
Periodicals
Third floorOrientation:
Second floorWord:
First floorImage:
The 1958 arrangement restores the original fourfloor order in all but one particularthe transposition of Word and Orientation , as the following
synoptic representation of the three stages in the development of the arrangement makes clear:
Section/
Floor
4
3
2
1
Hamburg
1926-33
Action
Word
Orientation
Image
London
1934-58
Action
Image
Word
Orientation
London
1958Action
Orientation
Word
Image
201
202
snake cult of the Pueblo Indians, he here posits a development in symbolism from real and substantial
symbolism which appropriates by actual gestures
(e.g. the Pueblo Indians masked dances) to that
symbolism which exists in thought alonea system
of mythology (Warburg 1938-39, 291). He suggests
that this second type of symbolism is in turn superseded by scientific argument, which ultimately leads
to emancipation from the mythological view (Warburg 1938-39, 291). In Bings interpretation of the librarys four-floor system, it is possible to discern a
reflection of the model of cultural progress described
in this lecture: symbols and myths (Image and
Word) are supplanted by religious, scientific and
philosophical argument (Orientation), culminating
in a rational world view (Action).
Attractive as this interpretation is, it does, however, conflict with that given by J. B. Trapp, former
Librarian and Director of the Warburg Institute, in
his publications on the library. In his article The
Warburg Institute, Trapp suggests that in order to
understand the arrangement of the library as Warburg intended it, the student should progress
through it in the opposite direction from that proposed by Bing in the Historical Note (1961, 745):
The library was to be arranged in such a way
that the student of the activities of man would
be led from the science of man as an individual
(psychology) through the first main division.
This was called drmenon (action, the performance of rites) and dealt with mankinds patterns of behaviourfolklore, anthropology, festivals, music, the theatre and, finally, political
theoryand his actions, the subject matter of
ancient and modern history. Thence the reader
passed [onto?] the second division of the library, comprising the history of religion, science
and philosophy, all of them products of mans
search for orientation (Orientierung). The two
last main divisions were devoted to mans expression of himself in language and literature
(Wort) and art and archaeology (Bild).
In a later article, Trapp describes the librarys arrangement in terms in which the idea of evolutionary
cultural development is even less conspicuous; once
again, he begins his description with the top floor
(1986, 173):
The first main division of the Library comprises
history and patterns of social behaviour; the se-
cond was named by Warburg Orientation (Orientierung)the history of religion, of magic and
science, and of philosophy, the history of human responses to, human attempts to explain
and control the human condition, by appeal to
the divine or by human reasoning; the third was
called Words (Wort)classical, humanist and
vernacular, their preservation and transmission;
the fourth Images (Bild)classical, humanist
and vernacular also, how and why they were
created and copied, how they have survived, and
in what often unexpected forms.
Here, the librarys main sections are presented not as
successive stages in a developmental cultural process
which the user of the library may gain an insight into
by moving through the collection in a particular direction, but simply as approaches to a set of broadly
related intellectual problems.
Evidence presented in Section 3.2 lends support
to Trapps account of the organization of knowledge
in the Warburg Institute Library. There, it was
emphasized that Warburg himself reached no definitive answers to the questions he investigated, and
that he therefore envisaged his library as a tool or instrument that future scholars might use to draw closer to solutions. In view of this, it seems inappropriate to regard the library as one whose arrangement is intended to disclose a particular view of the
organization of knowledge. It better befits the explorative ethos behind the library to view its main
sections as different approaches to a set of questions,
all of which may be seen to relate to the broad problem of the classical tradition. Furthermore, the readiness with which whole sections of the library have
been moved to new positions over the years also
suggests that an overarching principle of order was
never intended. More importance has always been attached in this classification to the dynamic relationships between neighbouring subjects than to the establishment of a stable order of classes.
5.2. Order within classes
The fullest account of the order within classes in the
Warburg Institute Library classification is given by
Edgar Wind in his article The Warburg Institute
Classification Scheme, in which the significance of
each of the three letters that constitute a Warburg
classmark is elucidated. The first letter refers to the
most general division of subjects (Art, Religion,
etc.); the second specifies that general subject by
203
show with reference to specific examples. The following discussion draws on the Catalog of the Warburg Institute Library (second edition, 1967), which
represents the first authoritative statement of the
classification and shows it in the form in which it has
by and large remained up to the present day. References to the major bibliographic classification
schemes which have passed through several editions
are taken principally from earlier significant editions
(wherever possible, contemporaneous with the Catalog) because these capture an earlier state of knowledge; where relevant, however, reference has also
been made to the current editions of these schemes.
In Section 3.2, it was established that one of the
main aims of the Warburg classification has always
been to make interconnections between different areas of knowledge visible. A particularly good illustration of this aspect of the scheme is furnished by the
classification of Class F, History of Science, which is
divided into the following subclasses: Natural Sciences (FF); Magic (FB); Magical Objects (FC); Sorcery, Freemasonry and Rosicrucianism (FD); Zoology, Botany and Pharmacy (FO); Alchemy and
Chemistry (FG); History of Medicine (FE); Mathematics (FN); Divination (FM); Prophecy (FH); Astrology and Astronomy (FA); Cosmology (FI); and
Geography (FP). The most remarkable feature of this
section of the classification is the connections which
it establishes between the enlightened, sophisticated sphere of science and the unenlightened,
primitive realm of magicconnections suggestive
of a pre-Enlightenment world view within which science and magic were not yet polarized. Not only,
however, does this section of the classification suggest interconnections between subjects which intellectual historians have come to regard as distinctly
separate; it also posits a parity or equality between
these subjects by placing them on the same horizontal axis.
The uniqueness of the classifications treatment of
the History of Science emerges clearly when we
compare the treatment of subjects such as magic and
divination in other bibliographic classification schemes. A particularly illustrative counterexample is
furnished by Browns Subject Classification, which
places Divination, Prophecies and Sorcery under
Folklore and Occult Science (within Religion);
neighbouring subjects are Demonology and Witchcraft, Fairies, Monsters, Dragons, Unicorns, Werewolves and Phantom Ships, all of which clearly belong in the realm of superstition rather than science.
We find similar, if less extreme, arrangements in the
204
General
Textbooks
History of Psychology
Experimental Psychology
Gestalt Psychology
Apperception
Sense Perception
Imagination
Emotion and Will
Memory
Symbol
Subconscious: Dreams
Animal Psychology
Child Psychology
Psychopathology
Psychoanalysis
Schizophrenia
Character
Psychology of Genius
Temperaments
Physiognomy and Gestures
Graphology
Physiognomy in Art
DAF
DAD
DAA
DAN
DAC
Although it may be possible to discern hints of a conventional treatment here (in the faculty-based approach within Apperception; in the movement downwards from Apperception to Psychopathology), these are strongly counterbalanced by the emphasis that
is placed throughout on non-rational psychology
the psychology of the lower mental faculties and abnormal psychologywhich represents a significant
departure from classificatory tradition.
Another good example of the Warburg Institute
Library classifications non-normative approach to
the organization of knowledge is furnished by the
classification of Post-Classical and Modern Art
(Class C), which is divided into the following subclasses: General; Topography; Iconography; Survival
of Ancient Art; Early Christian Art; Illuminated Manuscripts; Italian, Spanish etc. Art (arranged by country); Applied Arts; Modern Art. The analogous classes within DDC16 and early editions of LC (taken
from the 1942 Outline) are subdivided as follows:
700
710
720
730
740
The arts
Landscape and
civic art
Architecture
Sculpture
N
N
Fine arts
General
NA
NB
Drawing and
decorative arts
NC
Architecture
Sculpture and
related arts
Graphic arts in
general;
Drawing and design;
Illustration
750
760
770
780
790
Painting
Prints and
print making
Photography
Music
Recreation
ND
NE
Painting
Engraving; Prints
NK
Art applied to
industry;
Decoration and
ornament
DcD
205
206
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207
208
209
Ok nam Park is a PhD candidate at The Information School, University of Washington. Her research
interests bridge practice and research in knowledge organization, and her dissertation explores an
empirical investigation of classification systems design practice in an organizational setting. She
obtained her MIS at University of North Carolina at Chapel Hill. Ok nam has been working on
diverse research projects related to classification systems design, ontologies, and metadata.
* Acknowledgements: The author would like to acknowledge Allyson Carlyle, Raya Fidel, and the anonymous reviewers for
their helpful suggestions.
1. Introduction
Ontologies are often cited as a critical part of information system design. Firstly, they help sustain a
communications framework around the domains of
interest between people, organizations, and systems
by providing a shared and common understanding of
a domain. Secondly, they enable knowledge re-use
and sharing, since other researchers can adopt or integrate an ontology for their own purposes (Noy &
McGuinness 2001). They facilitate interoperability
among systems by specifying and translating different concepts and languages in a domain (or across
several domains). A well-developed ontology produces cost-time benefits by eliminating or reducing
the cost of re-inventing a knowledge base system for
210
Analysis. In investigate the kinds of problems currently facing ontology research, then demonstrate
the potential contributions of KO in LIS in order to
better define the limitations of ontology research.
These inquiries form the methodological foundation
for ontology design, based on a sound understanding
of the concept of ontology itself. I propose a context-centered approach for ontology design and suggest faceted classification as a method for structuring
ontology. Finally, a case study of wine ontology is
included to show how KO approaches in LIS can be
applied to ontology design.
2. Ontology vs. Classification in Knowledge
Organization
Classification in knowledge organization (KO) and
ontology are very similar: both are knowledge representation systems, both consist of terms, and both
exhibit structured relationships (Adams 2002).
There have been several studies of ontology in LIS
(Adams 2002, Ding 2001, Fisher 1998, Gilchrist
2003, Jacob 2003, Moreira & Alvarenga 2004, Soergel 1999, Vickery 1997). Most have discussed the introduction of ontology in LIS as an emerging area in
the semantic web or artificial intelligent areas along
with survey backgrounds, ontology language and
techniques, and projects, (Ding 2001, Jacob 2003,
Soergel 1999, Vickery 1997); some researchers have
attempted to identify the relationships between ontology and classification or thesaurus use in library
sciences (Adams 2000, Gilchrist 2001, Jacob 2003,
Soergel 1999).
Adams (2002) mentioned that in some research
instances, ontology and taxonomies are used as
synonyms. Jacob (2003) wrote that ontologies have
been regarded as classification schemes, thesauri,
controlled vocabularies, terminologies, and even dictionaries. Soergel (1999) also pointed out that classification has been used in library and information
science for a long period of time, and that the term
ontology has been added only recently in areas
such as AI, knowledge representation, and semantic
web.
Gilchrist (2001) and Adams (2002) also tried to
differentiate ontology from other knowledge organization systems in LIS such as classification systems
or thesauri. The first difference asserted was intended
use. A knowledge organization system strives to assist users in information retrieval, whereas ontology
usually aspires to maintain problem-solving and decision-making for systems and humans in a broader
211
Properties Represented
Priority Measure
General Functions
Physical Resources
Resources both used and created within a work domain including actors involved in the
activities of a domain.
Goals
What?
Constraints
Priorities
How?
Functions
Processes
Resources
Why?
What?
How?
Why?
What?
How?
Why?
What?
How?
Why?
What?
A M-E tool for the analysis of the territory of ontology design has two implications. First, the map of
a work domain by the why-what-how relationship
provides the entire structure of the ontology domain, and describes what an ontology work domain
212
looks like. Current ontology discussions are somewhat dispersed in diverse discussion areas; some focus primarily on ontological backgrounds and goals
(Chandrasekaran et al., 1999, Ding 2001, Ding &
Foo 2002), some mainly discuss technologies and
projects (Fensel 2002, Gruber 1993, Hyvnen et al.,
2003), and others focus on design techniques (Gruber 1994, Guarino 1997, Noy and Hafner 1997).
This mapping tool enables the examination of ontology design across diverse study areas and reveals a
deeper understanding of semantic relationships
which ultimately assists researchers in revealing the
missing links within a specific ontology design and
presenting appropriate improvements. For example,
using this mapping tool, a researcher is able to suggest additional processes when an inadequate number exist (What?) to support one function in a
domain (Why?).
3.2.3. Constraints
3.2.1. Purposes
213
3.2.4. Functions
3.2.6. Resources
The processes of ontology design employ several resources. In order to process an ontology in a machine understandable way, ontology developers,
computers, programming languages, programming
language skills, and individual programs are necessary. Within all abstract-hierarchy systems of ontology design, an ontology can finally be created for the
role of an explicitly defined reference model of application domains (Ding and Foo 2002, 124), and
supports shared understanding and communication.
In the end, the ontology leads to knowledge sharing
and reusability, saves unnecessary costs and efforts,
and justifies the high costs of system development
and management (Vickery 1997).
The summary of the analysis of ontology design is
presented in table 3 below.
3.2.5. Process
Each function of ontology design is supported by
several specific processes. In order to gain domain
knowledge, ontology developers are required to
scope a project; to achieve effective scoping, developers must first determine a domain and decide on
the specificity of an ontology (Noy and McGuinness
2001, Uschold 1996). To make domain knowledge
more explicit, an ontology can be generated from the
domain knowledge gained through the scoping process, then expanded through the sub-processes of
enumerating terms, defining concepts/relationships,
and providing definitions (Gruber 1993, 1994, Noy
and McGuinness 2001). The varied processes are approached using one of several methods: bottom-up
(specification concept to generalization), top-down
(generalization to specification), or middle-out
(from key concepts) paradigms may be employed,
depending on the specific features of the project
domain (Ding and Foo 2002). Domain knowledge
may also be presented using diverse granularity or
specificity levels such as problem-solving, defining
specific tasks, and generalizing the domain. The next
function required is ontology commitment, which is
an agreement onor compromise regardingthe
knowledge map represented by an ontology and a
defined conformity required to use the ontology
(Uschold and Grninger 1996). To build an ontology in both human and computer understandable
languages, it should be developed using code in addition to a computerized representational language.
214
Goals
Constraints
Budget and timeline allowed for ontology design, human resources, ontology designer domain knowledge, number of participant designer technologies, languages, approaches of ontology design
Proprieties
Functions
Function 1:
To analyze domain
knowledge
Function 2:
To make domain
knowledge more
explicit
Function 3:
OntologicalCommitment
Function 4:
To represent dmain
knowledge in a computer-processable
way
Process
Resource
Domain; Users in a domain; Ontology developers; Domain experts; Language; Technology; Domain experts skills, using technology; Domain experts familiarity with the domain; Ontology design guidelines
Table 3. Means-Ends Analysis for an Ontology
focused almost exclusively on Functions 3 and 4. Recent articles have discussed application technologies
like RDF (Resource Description Frameworks) or
OWL (Web Ontology Language)for which ontology design has been exploredor on well-known or
on-going ontology projects. Noy and McGuinness
(2001) published development guides of ontologies
in order to support ontology development using semantic web technologies such as Protg, and the
guidelines developed were compliant with what Protg supports. These examples suggest that ontology
design has been limited to representing ontologies in
a machine-processable way.
In summary, a M-E analysis revealed a lack of discussion of Functions 1 and 2 and their processes.
These are not disconnected issues in ontology design, and without a sufficient understanding of these
functions, processes are not specified in sufficient
detail. This generates a set of fairly limited guidelines
for the use of resources in ontology design and ulti-
mately leads to inefficient ontology design. A welldeveloped ontology produces cost-time benefits and
supports knowledge sharing (Uschold and Grninger 1996); with these expected benefits, ontologies
have been discussed at length in many disciplines and
research communities. Despite the many advantages
of creating an ontology, it is difficult to understand
how an ontology can present benefits in application
areas improve communications among systems and
people, and exemplify knowledge sharing and reuse.
One reason that these intricacies are difficult to pinpoint is that an excess of mechanical discussion of
ontology development in Function 3 and 4 has been
conducted, while structuring an ontology (Function
2) based on the understanding of a domain (Function 1) is limited.
Without an appropriate ontology to reflect a domain, ontology may be unable to serve as a communication framework in a domain. It may not provide
sufficient benefits for knowledge sharing, use, or
cost-reductions. Further discussions of ontology
specifically, how to gain needed knowledge of a domain and how to construct an suitable ontology
would be valuable for the field of ontology design.
4. The Implications of Knowledge Organization
for Ontology Construction
4.1. A Context-Centered View on Ontology
A recent trend in knowledge organization research is
to develop organizational schemes using context as a
primary motivator (Mai 2004). Traditional knowledge organization research focuses on the development of objective and universal guidelines or structures of knowledge, whereas knowledge organization
in context considers user groups and the social, cultural, and historical dimensions of the context to be
served. Context-based knowledge organization is
one step further from a user-centered approach,
which primarily focuses on users and their needs.
The rise of context-centered approaches in knowledge organization is fundamentally driven by the
recognition of the limits of system-centered approachesa single classification scheme does not
necessarily reflect the level of specificity of document representation across specific domains (Hjrland 2002, Mai 2005), and often fails to meet the required point of view, which could be specific to the
user, a library, or an information center (Hjrland
2002, Mai 2005). Traditional knowledge organization
approaches are limited. Reflections of context and
215
classification cannot be regarded as absolute, objective, or neutral any longer; rather they should be
conditioned contextually (Hjrland 2002).
Below are some examples that further illustrate
the dependency of the meanings of words in context. Lakeoff (1987, 93) developed a classification
that expresses relativity of knowledge in traditional
Dyirbal, an aboriginal language of Australia:
I.
Bayi:
II.
Balan:
III. Balam:
Non-flesh food
IV.
Bala:
216
217
tion is expected to encourage a more structured ontology construction than current ad-hoc-based ontology development. In the next section, a case study
is conducted to demonstrate how a guideline of a
faceted classification is applied to wine ontology. A
wine ontology based on a faceted classification is different from current wine ontologies.
4.3. Case Studies of Wine Ontology
The following wine ontology is employed to display
how context-centered viewpoints and Spiteris faceted analysis are applied in ontology design. The
wine ontology used below was developed by Noy
and Machiness (2001), based on the following development process: 1) defining classes in the ontology,
2) arranging the classes in a hierarchy, 3) defining
properties and values, 4) defining the facets of the
properties of classes. They employed the term
facet to build their wine ontology. The aim of the
ontology is for use among applications related to
restaurant-managing tools, such as making menu
suggestions, explaining wine to people, managing an
inventory list of a wine to purchase, etc. It is represented as figure 1.
Information about how this ontology was designed and constructed has not been made publicly
available to date, including information regarding
whether the ontology is based on the study of the
domain of wine or on restaurant-managing domains,
or regarding what kinds of methods are employed to
create the structure.
The study of this ontology, based on Spiteris faceted analysis, presents several insights. The choice of
facets, first of all, it does not meet the principle of
mutual exclusivity. As seen in figure 1, Consumable
Things and Meal Course include the same foci.
This does not provide different instances or form
any differences at all, which violates the principle of
differentiation following the principles of mutual exclusivity, these two facets could be merged into one
facet. Secondly, Wine Region and Winery are not
at the same level; Wine Region is a subset of Winery and may not be compliant with the principle of
homogeneity and fundamental categoriesWine
Region calls for a place under Winery. Thirdly, in
this ontology, Consumable Things and Meal
Course both include food and wine; however, if
wine is a theme or a subject of the ontology and
food is used to suggest which wine is suitable for
which food, food might be considered another facet
of the wine, rather than sub-facets with wine under
218
Proprieties
Functions
F1: Manage a wine menu; F2: Recommends wines; F3: Manage an inventory
list of wine
Processes
Resources
219
swering what questions: what kinds of benefits ontologies can bring, what background the term ontology has in being introduced to different disciplines
and research areas, what projects are well known in
ontology research, what kinds of technology ontology research has developed, etc. Current studies of
ontology design have been limited to the suggestion
of ontology design processes and very simple guidelines, seemingly avoiding the specificities that are
sorely lacking. They have not thoroughly discussed
how ontology design is approached, how the required information for ontology design may be obtained in the domain of interests, or how ontology
should be structured. Discussions of ontology technology and language have focused on the functions
that they bring to ontology construction, rather than
on how new ontology technology and language can
enhance ontology design. The descriptions of wellknown ontology projects do not sufficiently explain
how they were constructed. This lack of specific instruction has led to the current state of largely adhoc ontology development (Noy & Hafner 1997).
The kinds of approaches ontology design should
take and how to construct good ontology in a process
level should be created to compliment qualified ontology and move ontology design to the next level.
The semantic hierarchy relationships of ontology
domain by a M-E analysis further found that without
this complimentary material, there is an insufficient
amount of reinforcement to support additional uses
and purposes, such as communication frameworks,
knowledge sharing and re-use. I have discussed here
two primary themescontext-centered perspectives
and faceted classificationsto determine how knowl-
220
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222
Wilfred Dolfsma, economist and philosopher, holds a PhD in economics from Erasmus University. He
is professor of Innovation at the University of Groningen, Netherlands. He is corresponding editor
for the Review of Social Economy. His research interests are the interrelations between economy society and technology, media industries, feminist economics, globalisation, consumption, and the developments in and effects of IPR. His book Institutional Economics and the Formation of Preferences
(Edward Elgar 2004) won him EAEPE's Myrdal Prize. His most recent books are Knowledge Economies (Routledge 2008) and Consuming Symbolic Goods (ed., Routledge 2008).
Dolfsma, Wilfred. Making Knowledge Work: Intra-firm Networks, Gifts, and Innovation. Knowledge Organization, 35(4), 222-228. 40 references.
Abstract: Exchanging knowledge between individuals working in a firm, between but even within divisions, does not occur automatically (Szulanski 1996). It is not obvious that people exchange ideas, point each other to information that the other might
use, or give feedback, even when they have no evil motives for not cooperating in such a manner. As a firms competitive advantage is closely related to its innovative capacity, however, largely based on how it uses knowledge that is already available,
the question then is: How does knowledge flow within a firm? What can be done to stimulate or re-direct knowledge flow
within a firm?
In recent years, increasing attention is given, by scholars in social sciences in general and in management in particular, to the
networks of relations between individuals within firms involved in knowledge transfer and development. Consultancies too are
scrambling to set up units that can analyze these networks for firms. In addition to the structural issue of who relates how to
whom, I will argue that there is a need to look at why relations are established and maintained. This article thus discusses insights from both the literature on social networks and the anthropological literature on gift and favor exchange. As such, the
how and the why of knowledge transfer
* Acknowledgments: I would like to thank two anonymous referees of this journal for their comments and suggestions.
1. Knowledge flows
Different, possibly partly overlapping networks can
be distinguished, most important of which are the
formal and the informal ones. Informal contacts are
believed to stimulate knowledge flow in particular
(Cross et al. 2002, Stevenson and Gilly 1991). Figure
1 presents the informal network of people (the dots
or nodes) working in a daughter company of a large
European multinational firm in the field of electronics and electrical engineering. (This figure is from
Aalbers et al. (2006); also consult this source for a
discussion of data collection and analysis that is entailed in this kind of approach.) A similar picture
could be shown for the formal network. This company, in reformulating its corporate strategy, emphasizes cooperation between the different divisions to
stimulate innovation. Dots are individuals, and colors of the dots indicate the divisions in which the
persons are based; the circles do so as well. Figure 1
is typical in the sense that only a few individuals bear
the brunt of the entire communication flow both
within but especially between units.
A visual inspection of the network figures is illuminating, but network data can be statistically analyzed as well. Even before doing statistical analysis, it
is obvious that there is a surprisingly small number
of individuals who are involved in knowledge ex-
223
change across division boundaries. Only a few people thus are the linking pins or structural holes between divisions (Burt 1992). Visualizing this has caused something of a shock when senior management
at this company saw this picture. For better or for
worse, they are in a position to influence the flow of
communication to a large degree. In addition, Burt
(2004) has claimed that such individuals can come up
with new ideas themselves, combining ideas from
two or more separated fields.
In addition to such an immediate, in-your-face
finding, statistical analyses can bring out other insights and address further questions. Such analyses
can be done at the level of the network or at the level
of individuals. One example of the former approach
may be: Is the knowledge transferred within the
company primarily exchanged through formal ways,
or through informal routes? We have found (Aalbers
et al. 2006) that both these networks contribute, but
that the formal network might even contribute more
than the informal one. The formal contacts within an
organization that go beyond the organizational chart
do affect knowledge flow and thus a firms innovative capacity. An example of the latter approach, focusing on individuals within the network, could be:
does the centrality of an individual matter for knowledge exchange? Are individuals who have many con-
224
3. Gift Exchange
When cooperating in an innovation project, the outcome is uncertain, the relation between ones input
and the innovative output is highly obscure, and thus
the incentive to shirk is strong. No (labor) contract
will be able to cover every possible contingency. Certainly when people are called upon to be creative, the
usual command and control measures within a firm
have limited use (Hodgson 2005).
In a recent paper (Dolfsma and van der Eijk 2008)
we draw on the anthropological literature on gift exchange to tackle the action problem. We argue with
Marcel Mauss in his essay The Gift (1954) that there
is a strong obligation for people to give, accept, and
reciprocate. Those unwilling or unable to do so will
not be allowed to become a member of a community
or will be ex-communicated. Objects of material value may be given, but so may compliments, hints and
tips, pieces of information, feedback on another persons plans even if they are still in an early stage of
development. People will not give, or will not give
something of value to someone who is not part of
their group. A group may but need not equate to a
division; there can obviously be social boundaries
within a division. Giving an improper (sexist) gift
can for instance create a schism between groups
(men and women).
Ferrary (2003) reports on Silicon Valley venture
capitalists and the gifts they exchange among each
other. They are in a situation of great uncertainty
information about the options they face, the likely
outcomes of these and their chances of occurrence is
absent. These players will have to rely on the soft information they receive from people in their network.
The information given can be crucial, but its value
can only be established with hindsight.
Giving information about the students that they
have supervised to a venture capitalist that is about
to invest in the firm of these former students signals
that the Stanford professor values the relation with
the VC as well as with the former students. He may
expect something in return too, at a later date. Accepting a giftin this case information about the
former students when deciding to invest in their
venture-entails accepting the perspective of the giveran improper first gift might alienate a romantic
partner as much as it will the possible business partner in a deal among venture capitalists. A gift not given can alienate too. The core group of venture capitalists in Silicon Valley will not accept the offer of a
newly established VC firm to participate in a deal
(Ferrary 2003). One might find this irrational as business is foregone, but one might also interpret it as a
rational concern for their reputation that pays off in
the long run (Dolfsma 2006). Where uncertainties
abound yet where being perceived as a reliable partner is of profound importance, it pays not to do business with newly established undertakings that
might not be sufficiently embedded so as to be able
to obtain the necessary information (Podolny 1993).
However, if players view each other as belonging
to the same group, one such company failing to involve another venture capitalist in a deal, for instance
because it can handle the business itself and does not
want to share the prospective profits, will alienate
the other. The first firm will be kept out of the loop
for future deals by the other firms, even if there is a
cost involved in doing just that. Relations between
firms may be rational, but they established and maintained by concrete individuals (Child and Faulkner
1998). Rational considerations thus play an important role, as well as personal relations. Rational calculation must however remain unspoken in gift exchange.
In gift exchange, it is essential that the return gift
is not immediate. Having given in the past means
that you have credit slips outstanding, but they cannot be called on at will. A gift may never be returnedif that is the case, the relation will surely
suffer.
4. Gift Exchange and Knowledge Transfer Between
Scientists
Reciprocal gift exchange establishes a transactional
relationship between individuals (Sherry, 1983) and
allows actors to forge and personalize relationships
and to develop guarantees of personal bonding
(Zucker 1986; Shapiro 1987). As these relationships
develop and the exchange interactions progresses actors learn to cooperate with these particular others
(Starpoli 1998; Gulati 1995) and establish a common
frame of reference allowing actors to incorporate
new (tacit) knowledge (Hansen 1999; Kogut and
Zander 1992; Von Hippel 1994).
In every empirical piece of research on gift giving,
in whatever context, the Matthew Effect is found to
be true: to those who have shall be given. This may
hold in particular when the individuals who exchange
are involved in the uncertain business of knowledge
development (cf. Merton 1968). Those in a powerful
position thus receive more than others. They also give more than many others, if only because their net-
225
works tend to be more elaborate. What is an appropriate gift or what is the appropriate value of a gift
then depends on the understanding of the position
of giver, receiver and their mutual relationship.
In studies looking at what determines the success
that some corporate scientists have and others lack
some noteworthy findings emerge. Those who actively engage in the publication of papers, giving to
the scientific community at large, are more successful
than those who dont. This is, obviously, partly due
to the fact that this is a means for them to be up-tospeed with the most recent developments in their
fields, keeping their own and their organizations absorptive capacity high (Cohen and Levinthal, 1989).
There is more to this, however. These scientists claim
themselves that they also receive more from others,
working elsewhere, formally and informally, in the
form of access to scientists in other organizations and
unpublished tacit knowledge (Furukawa and Goto
2006; Hicks 1995). Most of the knowledge at the
frontier of advanced research may be tacit (Hicks
1995); such knowledge can be shared with researchers
whom one has established a longer term relationship
of trust and understanding with, a relationship of
strong ties (Hansen 1999). This active behavior in
publishing of some scientists in an organization
boosts their effectiveness within their own organizations as well. The resulting flow of knowledge encourages innovation in which they themselves and
their co-workers are involved, thereby benefiting the
organization as whole (Furukawa and Goto, 2006).
Corporate scientists, creating goodwill and establishing obligations by building a relationship of give and
take with the scientific community (Hicks 1995),
can act as technological gatekeepers and serve as a
bridge between external sources of knowledge and
their co-workers.
The story of successful corporate scientists cooperating informally through gift exchange continues.
Bouty (2000) has shown that they are involved in relations with scientists they know in other, sometimes competing, organizations helping each other
out in ways that may counter explicit organizational
regulations, and if taken advantage off could seriously hurt the organization. Still, for specific others,
laboratory tests, feed back, hints and the like are exchanged. The gift element is clear: if a person is not
known, no gifts are exchanged; if a person is not
known well, gifts of low value such as commonly
available knowledge is exchanged; if a person is
known well and for a long time very valuable knowledge can get to be exchanged. In each of these cases,
226
of course, no guarantee of a counter-gift, of equal value, is available. Opportunism remains possible at all
times, but would lead to excommunication and a loss
of reputation. These relations between corporate scientists within and between firms is not an unknown
observation (see Allen 1977; Kreiner and Schultz
1993; Von Hippel 1987; or the communities-ofpractice literature Wenger and Snyder 2000; Wenger
2001; Brown and Duguid 1991, 2001), but tends not
to be conceptualized in terms of gift exchange.
Even in markets where standard products are exchanged, however, gift giving is rife. One wellresearched example is that of electronic parts (Darr
2003). Sellers representatives try to build a relationship with buyers not just because they like to personally, but also to stabilize sales and to further increase
the volumes sold. Buyers hope to be kept up-to-date
about developments better than they might otherwise
(as it is not stipulated in any contract) and hope to be
given special consideration in unforeseen circumstances. Sudden additional supplies may not be available (at attractive conditions) when buyers have had a
tendency to buy on the street.
Gift exchange is more risky, can backfire more easily, but at the same time, cannot be avoided and is a
prerequisite for innovation in modern organizations.
5. Some implications for Management
While much of the academic work that is done studying networks is highly theoretical and at the same
time using complex statistical tools in their analyses,
there is an indispensable mundane element to it as
well. Pictures such as those of Figure 1 never fail to
amaze even those who have worked at the firm for
which the picture is drawn for many years: Does
communication within my firm really depend on so
few individuals? What happens when they leave? Do
these few individuals have the company goals in
mind all the time? Are the few linking pins sufficiently recognized, let alone rewarded?
What should be a relief to managers is that formal
networks within their organization does play an important role in knowledge exchange and will contribute to innovation. Setting up teams is one example of
this. Network analysis also allows one to pinpoint the
weaknesses in the communication structure of a firm:
which individuals are important for the flow of
knowledge? Are these recognized and rewarded sufficiently, or are they disgruntled? Are certain divisions
cut-off from others? Is there enough redundancy in
the networks so dependence on a single person is re-
227
228
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440-59.
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623-58.
229
Ben Christensen received a master of library and information science degree from the University of Washington in
2008 and also holds bachelor's and master's degrees in English from Brigham Young University. He currently works
as the information specialist for Isocrat.org, an LGBTQ information resource, sociopolitical advocate, debate forum,
and support community. He worked previously for four years in public and academic library reference and for a
year as a volunteer media cataloger at the University of Washington Libraries. He is the author of Getting
Out/Staying In: One Mormon Straight/Gay Marriage, published in Dialogue: A Journal of Mormon Thought.
1. Introduction
In his application of Eve Kosofsky Sedgwicks (1990)
theories of human sexuality to bibliographic access
tools, Grant Campbell posits that survival within a
marginalized group depends on the regular and frequent subversion of traditional classification categories (2000, 127). In the world of American libraries,
there is no set of classification categories more traditional than the Library of Congresss Subject Headings and Classification systems (heretofore referred to
as LCSH and LCC, respectively), and yet little has
been done to subvert the categories assumed by these
systems in regard to one of the most marginalized
groups in contemporary America, lesbians and gay
men. One of the few systematic analysesand certainly the most thoroughof the representation of
lesbianism and male homosexuality in LCSH is Ellen
Greenblatts Homosexuality: The Evolution of a
Concept in The Library of Congress Subject Headings, published in 1990. A comparable analysis of gay
and lesbian concepts represented in LCC is notably
absent from library and information science literature,
perhaps because LCC and its underlying structure and
terminology is not quite so visible to library users and
therefore the potential for offense seems to be lesser
In this article I will follow up on Greenblatts study,
noting changes relevant to her critique that have been
made in the past two decades. Then I will take the
complaints Greenblatt raised against LCSH and see
how LCC holds up to the same criticism, looking at
Greenblatt, LCSH, and LCC through the lens of the
minoritizing vs. universalizing concept Campbell
adopts from Sedgwick. In the process I hope to show
that it is just as important to avoid unintentional biaseswhether against homosexuality in general or lesbians specificallyin LCC as it is in LCSH, as these
biases also have an impact on the user.
230
than heterosexist bias (1990, 86). Apparently recognizing the age bias of the term aged, LC has replaced it, but with older rather than Greenblatts
proposed senior. In light of the previous complaint,
its notable that Older lesbians is considered a narrower term of Older gays.
The first new heading, or rather pair of headings,
that Greenblatt proposes is Gay menComing out
and LesbiansComing out. She points out that the
coming out process is an important element of gay
and lesbian discourse, that many gays and lesbians in
the midst of this process turn to libraries and books
for support, and, most importantly as far as LC is
concerned, there is literary warrant within the LC collection. Again, LC has responded to this need but
used a slightly different heading. In 1990, the same
year Greenblatts paper was written and published, the
subject heading Coming out (Sexual orientation) was
added, followed later by the narrower term Coming
out (Sexual orientation) in literature. The difference
between Greenblatts proposed terms and the one
chosen by LCSH points back to differing philosophiesit is important to Greenblatt to highlight the
differences between the gay male and lesbian experiences, while whoever is responsible for this particular
subject heading is content to group them together.
Greenblatts second proposed addition is Gay Holocaust (1939-1945). The concept has been added, but
is represented as GaysNazi persecution. A note on
the subjects record indicates that this decision was influenced by a 1998 Washington Blade article entitled
Researcher says Nazi persecution not systematic,
indicating that while many gay men were tortured and
killed by Nazis, there was no systematic Gay Holocaust, per se (Library of Congress). Here the nonpreferred terms Gay menNazi persecution and Nazi
persecution of gay men, as well as the fact that the notes
refer specifically to homosexual men, seem to indicate that Gays means gay men, as opposed to its inclusive uses elsewhere in LCSH. This question of terminology, then, is not only a question of current usage,
but also of consistency and disambiguation. How can
a user of LCSH know when gays means one thing and
when it means another?
The third new heading Greenblatt proposes is Heterosexuality. She cites literary warrant and the following quote from lesbian feminist Marilyn Frye
(quoted in Greenblatt 1990, 91):
One of the privileges of being normal and ordinary is a certain unconsciousness. When one
is that which is taken as the norm in ones so-
231
232
Greenblatt
LCSH
LCC
Gays
*Homosexuality. Lesbianism
Gay men and lesbians (3)
Gay men. Lesbians (4)
Gays. Lesbians (3)
Homosexuality. Gays. Lesbians (1)
Gays. Lesbians. Homosexuals (1)
Homosexuals (9; 1 of which lists Gay men and
Lesbians as non-preferred terms with See references, and 1 that lists Gays as a nonpreferred term with a See reference)
Gays (29; 4 of which offer Lesbians as an equivalent term)
Homosexuality. Gays (2)
Gay nurses. Lesbian nurses
Homosexuality
Bisexuality
Lesbian feminism
Lesbian feminism
Lesbian separatism
Parents of lesbians and gay men
Table 1. Ellen Greenblatts Proposed Headings vs. Current LSCH and LCC Headings
233
234
Term
BF
BF
BF
BL
BL
BM
BP
BX
BR
BS
Homosexuality
Gay men
Gays
Homosexuality
Gays
Homosexuality. Gays. Lesbians
Homosexuality
Homosexuality
Homosexuality
Homosexuality (with Lesbianism offered as
a complementary term at the same level of the
hierarchy)
Gay interpretations
Lesbianism
Gays
Gays. Lesbians. Homosexuals
Gays, Services for
Homosexuality (with Lesbianism offered as
a complementary term at the same level of the
hierarchy)
BS
BS
BV
BV
BV
BX
SC
Term
BX
BX
BX
BX
BX
D
D
GN
GV
GV
GV
HD
HD
HE
HF
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HQ
HS
HV
HV
HV
HV
HV
HV
HV
HX
JK
K
KB
KE
KF
KF
KJ
KJ
235
SC
Term
SC
Term
KJ
KJ
KK
KK
KK
PS
LB
LC
LC
LC
M
ML
N
NX
NX
NX
P
P
PA
PA
PE
PG
PJ
PL
PN
PN
PN
PN
PN
PN
PN
PN
PN
PN
PQ
PQ
PQ
PQ
PQ
PR
PR
PR
PR
PR
PS
PS
PS
PS
PS
PT
PT
PT
QP
R
R
RA
RA
RC
RC
RC
RC
RC
RJ
TR
UB
VB
Z
Z
Z
Z
Z
Z
Z
236
237
238
Corliss, Heather L., Michael D. Shankle, and Matthew B. Moyer. 2007. Research, curricula, and resources related to lesbian, gay, bisexual, and transgender health in US schools of public health. The
American journal of public health 97: 1023-27.
Devor, Holly. 2002. Who are we?: where sexual orientation meets gender identity. Journal of gay &
lesbian psychotherapy 6: 5-21.
Greenblatt, Ellen. 1990. Homosexuality: the evolution of a concept in the Library of Congress Subject Headings. In Cal Gough and Ellen Greenblatt, eds. Gay and lesbian library service. Jefferson, N.C.: McFarland, pp. 75-101.
Hjrland, Birger. 1997. Information seeking and subject representation: an activity-theoretical approach
to information science. Westport, Conn.: Greenwood Press.
Library of Congress. 2003. Subjects record: Gays
Nazi persecution. Retrieved June 6, 2007, from
Classification Web database. <http://classification
web.net/>
Lovaas, Karen E., John P. Elia, and Gust A. Yep.
2006. Shifting ground(s): surveying the contested
terrain of LGBT studies and queer theory. Journal
of homosexuality 52: 1-18.
Macgillivray, Ian K., and Todd Jennings. 2008. A
content analysis exploring lesbian, gay, bisexual,
and transgender topics in foundations of education textbooks. Journal of teacher education 59:
170-88.
ODriscoll, Sally. 1996. Outlaw readings: beyond
queer theory. Signs 22: 30-51.
Sedgwick, Eve Kosofsky. 1990. Epistemology of the
closet. Berkeley: University of California Press.
239
Ibekwe-SanJuan, Fidelia. The impact of geographic location on the development of a specialty field: A case study of Sloan
Digital Sky Survey in Astronomy. Knowledge Organization, 35(4), 239-250. 19 references.
Abstract: We analyze the scientific discourse of researchers in a specialty field in Astronomy by examining the influence that
geographic location may have on the development of this field. Using as a case study the Sloan Digital Sky Survey (SDSS) project, we analyzed texts from bibliographic records along three geographic axes: US-only publications, non-US publications and
international collaboration. Each geographic region reflected authors affiliated to research institutions in that region. International collaboration refers to papers published by both US-based and non-US based institutions. Through clustering of domain
terms used in titles and abstracts fields of the bibliographic records, we were able to automatically identify the topology of topics peculiar to each geographic region and identify the research topics common to the three geographic zones. The results
showed that US-only and non-US research in SDSS shared more commonalities with international collaboration than with one
another, thus indicating that the former two focused on rather distinct topics.
* This is a longer and re-worked version of a paper presented at the 10th ISKO international conference, 5-8 August, Montral, 2008.
1. Introduction
It is a reasonable assumption to think that geographic
location can play a determining role in the complex
processes involved in knowledge creation, acquisition
and organization. However, this parameter has rarely
been the focus of automated methods and systems for
knowledge representation. It becomes crucial to integrate this dimension when dealing with knowledge
that can affect the performance of services at the individual, community or national level. In this study, we
240
bound by the same research object in the sense defined by (Swales 1990) and cited in (Borg 2003): discourse communities are groups that have goals or
purposes, and use communication to achieve these
goals. We seek to characterize their terminology by
an in-depth analysis along geographical axis. Terminology is particularly relevant to the focus of the current study as it will enable us to carry out a detailed
study of focus in the scientific discourse in the three
data sets (Fellbaum 1998, Nenadic et al. 2004). The
type of results produced by our system are research
topic maps and terminology network. These constitute knowledge organization artifacts which can be
used by specialists in a given field to perform other
knowledge organization tasks. The interdisciplinary
nature of knowledge organization (KO) as a field of
research has been underlined by several authors (see
for instance, the special issue of the current journal
dedicated to the foundations of KO, edited by McIlwaine & Mitchell 2008). Several definitions of the
field have been offered, some contrasting with the
others. One component of KO on which all the authors seem to agree is that, among other things, KO
is about designing knowledge organization systems
(classification schemes, thesauri, subject headings,
lexicons, etc) and applying them to index and to retrieve documents. As pointed out by Hjrland (2002)
and cited in Lpez-Huertas (2008), amongst the
various methods for accessing domain knowledge,
terminology analysis plays a vital role because it can
reveal the emergence of new terms correlated with
new concepts in a domain. Other methods are bibliometric analysis and the joint application of methods
(bibliometric, terminological, indexing, etc.). Our
approach offers a combination of the first two
bibliometric and terminological, with a particular emphasis on the terminological level.
As more specialized digital collections become
available, there is a need to support more advanced
and customized access to information especially for
domain specialists. For this category of users, information needs, knowledge acquisition and organization are expressed in terms of more advanced computer-assisted representation of the available knowledge stored in electronic memories. One important
technique used for discovering and organizing topics
from a collection of texts is clustering (Jardine and
Van Rijsbergen 1971, Hearst 1999). Clustering offers
a means of structuring domain topics and thus furnishes the end user with some sort of map and taxonomy of major domain concepts (Schneider and
Borlund 2004). These enhanced forms of domain
241
242
where:
<mod> = a determiner (DT) and/or an adjective
(JJ)
<N> = a noun tag
<prep1> = all other prepositions excluding of
* = Kleenes operator (zero or n occurrences of
an element)
+ = at least one occurrence of an element
This rule favours the extraction of terminological
noun phrases in a preposition structure where the
preposition is of. This preposition has been found
to play an active role in the formation of multi-word
terms. About ten such rules were sufficient to account for nominal composition in English.
4.2 Generating a graph of semantic term variants
We can see from these figures that the US-only publications in SDSS journal publications is almost equal
to the quantity produced by non-US (the rest of the
world). Thus, it is legitimate to seek to determine
the impact of the US in shaping the research landscape in SDSS.
4. Domain terminology acquisition and
representation
In this section, we briefly outline the processes leading from terminology extraction, terminology structuring to research topic mapping.
4.1 Multi-word Term Extraction
After the corpus has been tagged using TreeTagger
(Schmid 1999), contextual rules are used to extract
multi-word terms based on morphological and syntactic properties of terms. One such rule is the following:
<mod>* <N>+ of <mod>* <N>+
<prep1> <verb> <mod>* <N>+
then return:
1) <mod>* <N>+ of <mod>* <N>+
2) <mod>* <N>+
Term
Variant
Spelling
variants
WordNet
synonyms
Modifier
expansions
Head
Expansions
cold-dark-matter
model
Modifier
Substitutions
AGN luminosity
function
Head
substitutions
recent star
formation activity
cold dark
matter model
spectroscopic
survey
hubble ultra deep
field
star formation
truncation
r-band
luminosity
function
recent star
formation history
spectroscopic study
hubble deep field
star formation
243
244
245
246
cluster label which is the representative of each research topic (a kind of descriptor)
cluster content comparison in the three geographic regions.
are some that are shared by pairs of geographic regions or by all three regions.
247
Non_US
Total nb_clusters
163
Total clusters
US_only
119
Inter
240
Overlap (%)
552
(1 %)
US vs Non_US
282
10 (4 %)
US vs Inter
359
22 (6 %)
Non_US vs Inter
403
29 (7 %)
From table 4, it appears that the topics of star formation, emission line, surface brightness, rest frame,
large scale structure are shared by all SDSS researchers regardless of geographic location.
248
Topic labels
US, Non-US, Inter (6)
star formation rate, emission line, surface brightness, black hole, rest frame,
large scale structure
ne or into their contents. This consistency is remarkable considering that the terms were extracted automatically from the text fields of the titles and abstracts
and were not humanly attributed keywords. This term
extraction procedure was able to automatically identify the subset of invariant terminology in the SDSS
publications across distinct geographic regions. The
system was also able to automatically isolate the set of
shared knowledge among SDSS researchers worldwide
without resorting to a human perusal of the publications which would have been too time consuming.
The overlap observed in the three data sets, although
small, indicates a certain stability in the terminology
employed by SDSS researchers worldwide. Table 6
gives examples of some the common terms.
Terms common across the three geographic regions
US, Non-US,
Inter
US vs Inter
1467
72
(5 %)
Non-US vs Inter accretion rate, BAL quasar, candidate RR lyrae, column density, concentration index,
dark energy equation, density profile, emission line, gravitational lensing, matter power
spectrum, RR lyrae, late-type galaxy, massive
galaxy, photometric redshift accuracy, old
stellar population, young stellar population,
SDSS data release, stellar population, radioloud quasar, weak gravitational lensing, ZZ
ceti instability strip
US vs Non_US
784
86
(11 %)
US vs Non-US
US vs Inter
1025
137 (13 %)
Non_US vs Inter
1125
153 (14 %)
Total nb_terms
Non_US
US_only
International
442
342
683
Total terms
Overlap (%)
non-US
International
249
250
Schneider, Jesper W. and Borlund Pia. 2004. Introduction to bibliometrics for construction and
maintenance of thesauri. Journal of documentation
60: 524-49.
Small, Henry. 1999. Visualizing science by citation
mapping. Journal of the American Society for Information Science 50: 799-813.
Swales, John. 1990. Genre analysis: English in academic and research settings. Cambridge University
Press.
Salager,-Meyer Franoise. 1990. Discoursal movements in medical English abstracts and their linguistic exponents: a genre analysis study. Interface
4n2:107-24.
Wacholder, Nina. 1998. Simplex NPs sorted by head:
a method for identifying significant topics within
a document, Workshop on the Computational
Treatment of Nominals, in the Joint 17th International Conference on Computational Linguistics
and 36th Annual Meeting of the Association for
Computational Linguistics (COLING-ACL'98),
Montreal, Quebec, Canada, August, pp. 70-79.
White, Howard D. and McCain, Katherine W. 1998.
Visualizing a discipline: an author cocitation analysis of information science, 19721995. Journal of
the American Society for Information Science 49:
32755.
Zitt, Michel and Bassecoulard, Elise. 1994. Development of a method for detection and trend analysis of research fronts built by lexical or cocitation analysis. Scientometrics 30: 33351.
251
Book Reviews
Edited by Clment Arsenault
Book Review Editor
background in chemistry may indicate a growing recognition among scientists of the importance of conceptual and philosophical problems.
Given the importance of the periodical system,
one supposes that the literature about it must be
overwhelming. This is not the case, however, and the
few earlier books on the subject in English are presented in the introduction. What is of special importance for us in the field of knowledge organization is
that there is no other book in English that deals adequately with the conceptual and philosophical aspects of the periodical system.
The book is organized as follows:
Introduction
1. The Periodic SystemAn Overview
2. Quantitative Relationships among the Elements and
the Origins of the Periodic Table
3. Discoverers of the System
4. Mendeleev
5. Prediction and Accommodation: The Acceptance of
Mendeleevs Periodic System
6. The Nucleus and the Periodic Table: Radioactivity,
Atomic Number, and Isotopy
7. The Electron and Chemical Periodicity
8. Electronic Explanations of the Periodical System Developed by Chemists
9. Quantum Mechanics and the Periodic Table
10. Astrophysics, Nucleosynthesis, and More Chemistry
Notes
Index
252
253
254
produced the periodical system]. Merely a classification by the names of the elements for
which practically no literature in book form exists. No monograph, for instance, has yet been
published on the Chemistry of Iron or Gold.
Marc Ereshefsky. The Poverty of the Linnaean Hierarchy: A Philosophical Study of Biological Taxonomy.
Cambridge: Cambridge University Press, 2007. x,
316 p. ISBN-13: 978-0-521-03883-6.
This book was published in 2000 simultaneously in
hardback and as an electronic resource, and, in 2007,
as a paperback. The author is a professor of philosophy at the University of Calgary, Canada. He has
an impressive list of contributions, mostly addressing
issues in biological taxonomy such as units of evolution, natural kinds and the species concept.
The book is a scholarly criticism of the famous
classification system developed by the Swedish botanist Carl Linnaeus (17071778). This system consists
of both a set of rules for the naming of living organisms (biological nomenclature) and principles of
classification. Linns system has been used and
adapted by biologists over a period of almost 250
years. Under the current system of codes, it is now
applied to more than two million species of organisms. Inherent in the Linnaean system is the indication of hierarchic relationships. The Linnaean system
255
256
257
258
A third and final consideration for knowledge organization is the distinction made between classification and categorization. Jacob (2004, 15) contrasted
classification with categorization and defined classification in a restricted way that does not account
for Ereshefskys three general philosophical schools
[of classification] []: essentialism, cluster analysis,
and historical classification. Although Jacob claims
that Ereshefsky misuses the term classification,
thus confusing classification and categorization,
we might ask for textual evidence showing that
Ereshefskys terminology is faulty. My own feeling is
that it is not.
Conclusion
Ereshefsky (2000) has been cited once in this journal. The citation concludes (Gnoli 2006, 144):
To summarize what we have seen in various domains, classification can be based on two major principles: similarity, and common origin.
Gnoli here seems to have overlooked the fact that
Ereshefsky (2000) discusses three major principles:
logical division based on essential characteristics,
cluster analysis based on similarity measurement and
historical classification based on common ancestors.
(He has also overlooked that Hjrland (1998 and
2003) discusses four major principles of classification
based on, respectively, empiricism, rationalism, historicism and pragmatism.)
I believe that Ereshefskys book has much to offer
to KO and that we really need to consider the literature of scientific classifications.
References
Broadfield, A. 1946. The philosophy of classification.
London: Grafton.
Cooper, Rachel. 2005. Classifying madness: A philosophical examination of the diagnostic and statistical
manual of mental disorders. Berlin: Springer.
Ereshefsky, Marc. 2000. The poverty of the Linnaean
hierarchy: a philosophical study of biological taxonomy. Cambridge: Cambridge University Press.
Fleck, Ludwik. 1979. Genesis and development of a scientific fact. Chicago: University of Chicago Press.
(German original 1935).
Gnoli, Claudio. 2006. Phylogenetic classification.
Knowledge organization 33: 13852.
Hjrland, Birger. 1998. The classification of psychology: a case study in the classification of a knowledge field. Knowledge organization 24: 162201.
259
260
bility that observation in psychiatry is theoryladen, and from the fact that the D.S.M. is
shaped by pressures emerging from the various
ways in which it is used in practice.
3 The Problem of Theory-ladenness
This important chapter concerns the theory-ladenness
of observations, as well as that of classifications. For
people without knowledge of this philosophical problem, it may be hard to accept that our observations are
not direct reflections of a true reality, but are influenced by the theories we have. This chapter does a
very fine job in presenting the problem in a clear way
and could be assigned as required reading in classes on
classification and knowledge organization.
Although Cooper discusses at length the kind of
theory relevant in discussing the theory-ladenness of
the DSM system, I feel that she does not present a
clear picture of which different metaphysical theories
may be the most relevant ones. My on view is informed by, for example, Danziger (2000).I suspect
that psychiatrists tend to focus more on symptoms,
methods and criteria related to metaphysical theories
such as atomism, universalism and decomposability,
while disregarding, for example, the roles of language
and cultural objects and thus more holistic and relativistic metaphysical assumptions. The positivist researchers claim to be anti-metaphysical, but in reality
use implicit metaphysical theories that limit their
perspectives. Relevant theoretical issues may be uncovered by considering underlying positivist assumptions in psychiatric research.
DSM-I and DSM-II were strongly influenced by
the psychodynamic approach to mental disorders,
but with DSM-III, the psychodynamic view was
abandoned and the biomedical model became the
primary approach, introducing a clear distinction between normal and abnormal. The DSM claimed to be
atheoretical since it had no preferred etiology for
mental disorders. When DSM-III was first published
in 1980, it embodied a radical new method for identifying psychiatric illness. The most central problem
for a theory of classification is how it is related to
theories in its domain, for a system cannot be neutral
with respect to those theories. The next section goes
into this question in more detail.
261
Chapter 3, Section 4:
The Theory-ladenness of Numerical Techniques
of Classification
At the end of Chapter 3, Cooper discusses the technique of cluster analysis and relates it to numerical
techniques in general. This important section deserves a chapter of its own. The question here taken
up could also be asked of research in information
science and knowledge organization: are techniques
such as bibliometrics and automatic indexing providing neutral, objective, atheoretical classifications?
Cooper says about this is valid. First, she finds
that, although DSM is not based on cluster analysis
to any extent worth mentioning, it succumbs to presuppositions implicit in the latter (p. 96):
The numerical taxonomy movement in biology
made much of the supposed objectivity, empiricism, and naturalness of the classes produced. Similarly, the D.S.M.-III committee
called for a rejection of theory-based classification on the grounds of the paucity of theoretical knowledge. Like the Numerical Taxonomists, they also aimed at a classification system
constructed on empirical, atheoretical grounds.
Coopers most important conclusion is that one
cannot select empirical variables for numerical techniques for classification without a basis in domainspecific theory. The arguments are mostly based on
thought-experiments, however, and not upon empirical studies. I believe, nonetheless, that in this her
reasoning is sound. Firstly, such techniques have
been used very much (e.g. in intelligence research)
and no clear pattern seems to have been established.
Secondly, such studies appear to be based on unrealistic assumptions that disregard cultural factors.
4 The D.S.M. and Feedback in Applied Science
This chapter should prove the most stimulating for
information scientists. It not only relates how the
DSM is used in different kinds of practice and explains why the growth in use has been tremendous,
but also investigates the impact of its application on
the system. Its wider influence has also meant that
psychiatrists have succeeded in controlling the ways
in which other professionals such as psychologists
and social workers see and do things. The pharmacological industry, as well as the insurance industry,
has had much influence. Cooper shows how social
262
interests and pragmatic factors influence a classification that claims to be purely scientific.
Relevance for LIS
When a system becomes as powerful as the DSM has,
other systems of knowledge organization come under pressure to adapt to them. For example, the Clinicians Thesaurus (Zuckerman, 2000), which is more
like a handbook than a traditional thesaurus, was described as follows in the publishers advertising:
Clinicians Thesaurus helps mental health practitioners find the right words to describe their
clients quickly and accurately. The new edition
of this popular guidebook has been updated
and expanded and is fully compatible with
DSM-IV. It offers an exhaustive checklist of
thousands of words and phrases in an easily accessible formatin effect, the whole language
of the mental health professions. Enabling
practitioners to quickly select the appropriate
terms to describe almost every clinical situation, it makes constructing meaningful reports
easier than ever before.
Similarly, the Thesaurus of Psychological Index Terms,
5th edition, claimed to reflect the DSM (Walker and
Mulholland 1992, 48):
With the publication of the third revised edition of the Diagnostic and Statistical Manual of
Mental Disorders (DSM-III-R), all index terms
in the psychological disorders area were reviewed. A major reorganization and reconstruction of index terminology for mood disorders,
schizophrenias, psychoses, and anxiety disorders was completed. Most disorder terms now
reflect changes in diagnostic categories represented by the DSM-III-R.
Danziger, Kurt. 2000. Making social psychology experimental: A conceptual history, 19201970.
Journal of the history of the behavioral sciences 36:
32947.
PsycINFO News, 20(3), 20002001. http://www.
apa.org/psycinfo/training/pin/00-01falwin.pdf.
Spasser, Mark A. 1998. Psychiatrists make diagnoses,
but not in circumstances of their own choosing:
agency and structure in the DSM. Library trends
47(2): 31337.
263
264
ISKO News
Edited by Hanne Albrechtsen
Communications Editor
2-4 December
Grand Hall, Olympia, London, UK
Content Architecture:
Exploiting and Managing Diverse Resources
London, 22-23 June 2009
Biennial Conference of the British Chapter
of the International Society for Knowledge
Organization (ISKO UK)
265
Petras (German Social Science Infrastructure Services, Information Centre Bonn) and Ulrich Reimer
(Technical College, St. Gallen). On the last day of
the conference there was an English speaking session
with Thomas H. Baker (Gttingen), Aida Slavic
(London), Claudio Gnoli (Pavia), and Markus Kattenbeck (Regensburg).
A selection of photographs from the Constance
conference are available at http://www.bonn.iz-soz.
de/wiss-org/WissOrg11Fotos/. Abstracts of the
talks will be made available at http://www2.bsz-bw.
de/cms/isko2008. The Proceedings of the 11th German ISKO Conference are now in preparation and
are planned to be published in 2008.
We are also pleased to announce that the newly
elected members of the executive committee of the
German ISKO are Joern Sieglerschmidt, Peter Ohly
and Christian Swertz.
The next, 12th German ISKO conference with the
theme KnowledgeScienceOrganization will be
held in Bonn at the end of 2009.
H. Peter Ohly
266
0 Form division
02 Literature Reviews in Knowledge Organization
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0168
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0169
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Tecnologia, 2007. 2v. (UDC-P053).
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