The Cultural Knowledge Perspective: Insights on Resource Creation for Marketing Theory, Practice, and Education

Marketing researchers and marketers have long focused on the importance of resources: organizations having enough raw materials, advertising budget, distribution and supply facilities, data, technology, money, connections, time, or employees. However, these only become valuable to the organization when people identify them as potential resources and then use them adeptly. In this conceptual paper, we argue that understanding the process of identifying and creating resources is essential to understanding organizational success. We introduce the Cultural Knowledge Perspective. The perspective refocuses attention on the process by which people use and extend their cultural knowledge to identify latent materials, materials that have resource potential, and the process by which cultural knowledge is used to activate latent materials to create actual resources. We bring together and build on disparate research in marketing, sociology, and management to show the importance of understanding how the cultural knowledge of marketers and consumers is deployed for resource creation. In doing so, we show how this perspective opens avenues for hiring marketing talent, product development, marketing communications, and marketing education.

Participation in OER Creation: A Trajectory of Values

This paper provides an analysis of interviews with seven faculty members who engaged in creating Open textbooks funded by government grants at a university in Canada in 2018. Using four values—access and equity, community and connection, agency and ownership, and risk and responsibility—identified by Sinkinson (2018), McAndrew (2018), and Keyek-Fransen (2018), we traced the ways in which university faculty members’ understanding of Open changed through the process of Open Educational Resource creation. As a teaching support-focused unit, we explore ways to provide our faculty and instructors with meaningful opportunities to develop their Open pedagogy. These findings reconceive the way that Open Educational Practice can be promoted at our University and others. Instead of focusing solely on OER creation, our faculty started engaging in thinking through the different conceptions of Open educational practice and identifying which concepts resonated with them. By reframing the ways in which faculty thought about Open Educational Practices, we have been better able to address the ways in which we support them.

The first named entity recognizer in Maithili: Resource creation and system development

In this paper, we present our effort on the development of a Maithili Named Entity Recognition (NER) system. Maithili is one of the official languages of India, with around 50 million native speakers. Although various NER systems have been developed in several Indian languages, we did not find any openly available NER resource or system in Maithili. For the development, we manually annotated a Maithili NER corpus containing around 200K words. We prepared a baseline classifier using Conditional Random Fields (CRF). Then we ran many experiments using various recurrent neural networks (RNN). We collected larger raw corpus to obtain better word embedding and character embedding. In our experiments, we found, neural models are better than CRF; a CRF layer is effective for the prediction of the final output in the RNN models; character embedding is effective in Maithili language. We also investigated the effectiveness of gazetteer lists in neural models. We prepared a few gazetteer lists from various web resources and used those in the neural models. The incorporation of the gazetteer layer caused performance improvement. The final system achieved an f-measure of 91.6% with 94.9% precision and 88.53% recall.

The role of the teacher librarian in the bookless library: information literacy and resource creation

This modified Delphi study examined the views of the leaders of Australia’s teacher librarian associations on the bookless school library i.e. a library with no printed books or other printed material. Interviews were used to gather data on the participants’ views of what a bookless school library might look like, and what the role of the teacher librarian would be in relation to information literacy and resource creation. Results showed that a bookless school library would contain flexible learning spaces and be a learning commons in the school, which made use of a range of advanced technologies, including interactive walls. The roles of the teacher librarian as information literacy leader and as resource creator would be more important than today.