Job-redesign in knowledge work

2010 ◽  
pp. 111-120 ◽  
Author(s):  
Ole Sørensen ◽  
David Holman
Keyword(s):  
Knowledge Work ◽  
Job Redesign

Decolonial Information Practices: Repatriating and Stewarding the Popol Vuh Online

2019 ◽  
Vol 48 (3-4) ◽  
pp. 107-119
Author(s):  
Pamela Espinosa de los Monteros
Keyword(s):  
Best Practices ◽  
Indigenous Knowledge ◽  
Digital Library ◽  
Knowledge Society ◽  
Knowledge Work ◽  
Vantage Point ◽  
Cultural Appropriation ◽  
Digital Environment ◽  
Popol Vuh

AbstractThe digitization and online dissemination of the Popol Vuh, a historical indigenous knowledge work, poses distinct ethical, legal, intellectual, and technological concerns for humanities researchers and information practitioners seeking to study and digitally curate works through a decolonized consciousness. Ongoing debates on data sovereignty, the repatriation of cultural artifacts, and cultural appropriation question the ability of researchers and information practitioners to effectively steward indigenous knowledge works in a digital environment. While consensus on best practices for the postcolonial digital library or archive remain to be established, information inequity continues to persist, effacing indigenous knowledge, languages, and content from the knowledge society. The following case study will discuss the results of a 10-year multi-institutional initiative to curate, repatriate, and steward the reproduction of an indigenous knowledge work online. From the vantage point of the library, the case study will explore the project’s successes, failures, and the work left to be done.

scholarly journals Beyond Knowledge Capitalism’s Happy Labour Subject

Sociology ◽  
2021 ◽  
pp. 003803852110281
Author(s):  
Breda Gray
Keyword(s):  
Knowledge Workers ◽  
Knowledge Work ◽  
Social Benefits ◽  
Social Contributions ◽  
A Site ◽  
Study Participants

This article unravels the workings of happiness as integral to knowledge capitalism’s ‘emotionality of rule’ from the perspectives of two cohorts of ‘knowledge workers’: digital creatives and academics. It analyses the ways in which the study participants make work a site of personal fulfilment and happiness as they strive to become ‘happy’ labour subjects. Despite their different worklife trajectories, both cohorts appeal to the promise of happy entrepreneurial productivism. This promise attaches workers to the privileges of knowledge work in ways that downplay its costs. However, the dominance of knowledge capitalism’s happy labour subject is challenged by the backgrounded significance of work’s social benefits in their accounts. As such, this article argues that the individualised depoliticisation of contemporary ‘knowledge work’ can be challenged by re-valorising work’s social contributions.

scholarly journals From virtual to participatory learning with technology during COVID-19

2021 ◽  
pp. 204275302110229
Author(s):  
Kurt D Squire
Keyword(s):  
Youth Development ◽  
Technology Use ◽  
Knowledge Work ◽  
Extended Period ◽  
The United States ◽  
Learning Technologies ◽  
Learning Goals ◽  
Virtual Schooling ◽  
Technology Infrastructure ◽  
Participatory Learning

During COVID-19, schools around the world rapidly went online. Examining youth technology use reveals sharp inequities within the United States’ education system and incongruencies between the technologies used in virtual schooling and those in the lives of students outside of school. In affluent communities, virtual schooling is supported by a distributed schooling infrastructure that coordinates students’ knowledge work. This home and school technology infrastructure features material, human, and structural capital that facilitates youth development as nascent knowledge workers. Technology use during virtual schooling keeps youth activity grounded within the “walls” of school; during virtual schooling, students have little voice in setting learning goals or contributing “content.” Technology use at home for learning or entertainment stems from their own goals and features them as active inquisitors seeking out information and extending their social networks, and crucially, using participatory learning technologies such as Discord for communications. An extended period of virtual schooling could enable a rethinking of the role of technology in schools, including an embrace of play, emotional design, participatory communications, place-based learning, embodied understandings, and creative construction.

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