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"Examining texts from different information ages in Europe and the United States, Ronald E. Day argues that the history of information culture in the twentieth century ideologically shapes the very form for history and historicity in modernity." "After laying the groundwork and justifying his method of close reading for this study, Day examines the texts of two pre-World War II documentalists, Paul Otlet and Suzanne Briet. Through the work of Otlet and Briet, Day shows how documentation and information were associated with notions of cultural progress. Both writers understood documentation to reflect historical progress as well as to rationally create social order and community."--Jacket

'New media' information technologies were recently thought to be so intrinsically different from 'old,' mass media, technologies that fascism would no longer be possible. Through new media information and communication technologies, the political 'mass' was supposedly replaced by the 'crowd' or the 'swarm,' and an old mass media replaced by a new media serving individual 'information needs.' However, extreme right-wing political populism and encroaching fascism today are world-wide phenomena in developed countries, not only despite new media, but partly because of it. How is this possible?

The topic of this paper is the self-imposed limits of Library and Information Science discourse and its institutional discipline. In particular, this paper discusses the disciplinary limits that the field places upon itself, its phobia regarding critical theory and interdisciplinary work (outside of computer science), and why public information, such as 'the news,' is not seen as part of our domain of inquiry. It also engages how persons are understood and constructed as 'information seeking' subjects in this field, including LIS students and researchers. Finally are questions of the overarching disciplining of students and researchers toward 'positive' research in the field, a research that is, in part, often founded upon very shaky 'foundational' theoretical models. Arguably, these questions are linked in the construction of an 'informationalized,' rather docile and uninteresting, political subject, both within and outside of information research in the university, both within and outside of information professionalism, and in the public at large, which should all now be educated to be "information professionals" in a critical manner. All of this is more striking given the amount of verbiage in the past twenty years or so about the presence and the importance of 'the information age.' These questions are specific to Library and Information Science, but they also extend out to information science more generally understood and to questions about the formation of subjectivity in the contemporary university and in U.S. politics. Issues regarding method and critique are central in this paper.

This book readdresses fundamental issues in knowledge management, leading to a new area of study: knowledge processes. McInerney's and Day's superb authors from various disciplines offer new and exciting views on knowledge acquisition, generation, sharing and management in a post-industrial environment. Their contributions discuss problems of knowledge acquisition, handling, and learning from a variety of perspectives

Rethinking Knowledge Management: From Knowledge Objects to Knowledge Processes readdresses fundamental issues in knowledge management, leading to a new area of study: knowledge processes. These integrate research across a variety of fields, thus reasserting the fundamental insights of knowledge management in organizations and societies. Knowledge processes go far beyond traditional information acquisition and processing by stressing the importance and creative potential of human expression, communication, and learning for successful economic planning and meaningful personal and social existence. McInerney's and Day's superb authors from various disciplines offer new and exciting views on knowledge acquisition, generation, sharing and management in a post-industrial environment. Their contributions discuss problems of knowledge acquisition, handling, and learning from a variety of perspectives. Rather than the traditional notion of stores of knowledge that we hold in our mind, the view presented in this book is that of a constantly changing notion of what we know, of feelings related to that knowledge, and of a more holistic understanding of the act of knowing.

Frontmatter -- CONTENTS -- Introduction -- PART I Intellectual Histories of the Information Age -- Imperial Attractions: Benjamin Franklin's New Experiments of 1751 -- From Heat Engines to Digital Printouts: Machine Models of the Body from the Victorian Era to the Human Genome Project -- The Erasure and Construction of History for the Information Age: Positivism and Its Critics -- PART II Visual Culture, Subjectivity, and the Education of the Senses -- More than the Movies: A History of Somatic Visual Culture through Hale's Tours, imax, and Motion Simulation Rides -- Stereographs and the Construction of a Visual Culture in the United States -- The Convergence of the Pentagon and Hollywood: The Next Generation of Military Training Simulations -- PART III Materiality, Time, and the Reproduction of Sound and Motion -- Helmholtz, Edison, and Sound History -- Media, Materiality, and the Measure of the Digital; or, The Case of Sheet Music and the Problem of Piano Rolls -- Still/Moving: Digital Imaging and Medical Hermeneutics -- PART IV Digital Aesthetics, Social Texts, and Art Objects -- Bodies of Texts, Bodies of Subjects: Metaphoric Networks in New Media -- Electronic Literature: Discourses, Communities, Traditions -- Nostalgia for a Digital Object: Regrets on the Quickening of QuickTime -- Selected Bibliography -- Contributors -- Index