Metatheoretical Snowmen
Metatheoretical Snowmen was originally a poster presented at the 2005 ALISE annual meeting (Boston, MA) and was later developed into a panel presentation at the 2009 (Vancouver) and 2011 (New Orleans) ASIS&T Annual Meetings, and the 2010 CoLIS conference (London, UK). The overview below refers to the panel version of the concept.
Presentation Slides Now Available
The presentation slides from Metatheoretical Snowmen II at the ASIST Annual Meeting in New Orleans, LA (October 9-12, 2011) are available below in the section Past Presenters. Click here for Jenna Hartel's Introduction to the session.
Abstract
Metatheory is the highest level conceptual device used in research and determines a way of thinking and speaking about reality and its information behavior. Today, numerous metatheories exist in information studies and create a dynamic climate; yet they also create some confusion. This panel aims to demystify methatheory by addressing the matter in a playful, comparative, competitive spirit. Articulate champions of five major metatheories will be given an opportunity to cast their metatheory onto the life and information experience of an ordinary and affable persona: a snowman. The vivid renderings of the snowman and its information world will bring the features of each metatheory into clear view. To invigorate both discussants and the audience, the presentations will be judged by a jury appointed on the spot. The panelist who offers the most illuminating exposition will take home a trophy while the audience gains new understanding.
Background
Metatheory is, “the philosophy behind the theory, the fundamental set of ideas about how phenomena of interest in a particular field should be thought about and researched” (Bates, 2006, p. 2). A commitment to a metatheory orients research and suggests a methodology and the meaning of major concepts of study. Unlike a field such as biology, that operates within one dominant paradigm (the theory of evolution), information science is an interdiscipline with many metatheories in play. This has always been the case: 75 years ago, the first textbook on library science tellingly acknowledged sociological, psychological, and historical perspectives (Butler, 1933). Recently, in a landmark book on information behavior (Fisher, Erdelez & McKechnie, 2005), Bates identified 13 metatheories and noted, “we now have a confusion of many approaches competing for attention.” In short, one can glean that metatheory: 1.) Is a critical clarifying device for research; 2.) Leads to different perspectives on information behavior; and 3.) Is an unruly topic for students and experts alike.
The ProcessThe panel will begin with an introduction to metatheory by the moderator. Then, five thought-leaders of their respective positions will provide succinct (5-minute) overviews of the metatheories they champion and employ. To make these abstract matters accessible to all, and to enable comparison and contrast, discussants will explain their metatheory in the context of a snowman. All presenters will address three fundamental questions from the perspective of their metatheory: 1.) What does the snowman’s reality look like?; 2.) What constitutes information for the snowman?; and 3.) What is information behavior in the snowman’s world? An abbreviated version of the exercise, illustrating the metatheories of pragmatism and cognitivism appears at right.
|  Illustrated examples of snowmen from the perspective of pragmatism and cognitivism. |
The Snowman Trophy
To motivate the panelists, the event will be staged as a competition. Which speaker offers the most lucid and compelling presentation? At the beginning of the session, a jury of three judges will be drawn from the audience, composed of a senior academic; a junior academic; and a student. In real time, the jury will rank each presentation on a scale of 1 (“incomprehensible!”) to 10 (“eureka!”). The presenter with the highest score will be awarded the Snowman Trophy which is held for a year or until the next Metatheoretical Snowmen panel, which will engage a different set of metatheories. At the conclusion of the session, a discussant will provide synthesizing observations. Each speaker will be timed and kept on schedule to allow a minimum of 30 minutes for audience questions and discussion.
Past Presenters
In three iterations of the panel the following scholars have presented:
Jonathan Furner (Philosphical-analytic) Associate Professor, Department of Information Studies, University of California, Los Angeles. Dr. Furner presented the philosophical-analytic approach, in which the classical techniques of the discipline of philosophy are brought to bear on information-related matters (Bates, 2005, p. 11). [PDF presentation slides]
Ross Todd (Cognitivism) Associate Professor, School of Communication, Information & Library Studies, Rutgers University. Dr. Todd represented cognitivism, a metatheory in which “the thinking of the individual person operating in the world is the dominating focus of research on information seeking, retrieval, and use” (Bates, 2005, p. 13).
Birger HjØrland (Domain analysis/Socio-cognitivism) Professor, Royal School of Library and Information Science. Dr. HjØrland presented domain analysis (socio-cognitivism) a position in which “both the individual’s thinking and the social and documentary domain in which the individual operates are seen to influence the use of information” (Bates, 2005, p. 12).
Jens-Erik Mai (Pluralism) Associate Professor, Faculty of Information, University of Toronto. Dr. Mai addressed pluralism, a position that challenges unitary meanings and understandings and instead promotes diversity and multiple meanings and understandings of information and categories.
Siobhan Stevenson (Political economy) Assistant Professor, Faculty of Information, University of Toronto. Dr. Stevenson represented the political economy perspective, which provides analytic tools and concepts based on Marx’s general theory of capitalism that enhance our ability to interpret and respond to contemporary social, economic, cultural and political conditions associated with the transition to “information” societies.
Howard D. White (Bibliometrics) Professor Emeritus, College of Information Science and Technology, Drexel University. Dr. White represented bibliometrics, a metatheory in which “the analysis of the statistical properties of information is seen to provide understanding of value for both the design of information provision and the theoretical understanding of social processes around information, including historical processes” (Bates, 2005, p. 13).
Pamela McKenzie (Constructionism/Discourse Analysis) Associate Professor, Faculty of Information and Media Studies, University of Western Ontario Dr. McKenzie addressed constructionism (discourse analysis), an approach in which “it is assumed that the discourse of a society predominately conditions the responses of individuals within that society, including the social understanding of information” (Bates, 2005, p. 11).
Paul Solomon (Sense-Making) Associate Professor, School of Library and Information Science, University of South Carolina Dr. Solomon interpreted Sense-Making, a set of metatheoretic assumptions for understanding how people overcome discontinuity.
Soo Young Rieh (User-Centered Design) Associate Professor, School of Information, University of Michigan. Dr. Rieh represented user-centered design, in which “the development and human testing of information organization and information system designs is seen as a path to both scientific understanding and improved information access” (Bates, 2005, p. 13-14). [PDF presentation slides]
Mike Olsson (Critical Studies) Senior Lecturer, Journalism, Information & Media Studies Group, University of Technology, Sydney. Dr. Olsson championed critical studies, an approach in which “the hidden power relations and patterns of documentation within society are revealed and debunked” (Bates, 2005, p. 11). [PDF presentation slides]
Marcia Bates (Evolutionary Approach) Professor Emerita, School of Education and Information Studies, UCLA. Dr. Bates addressed an evolutionary stance, in which “the insights of biology and evolutionary psychology are brought to bear on information-related phenomena” (Bates, 2005, p. 14).
Nicolas Belkin (Cognitive Viewpoint) Professor, School of Communication, Information & Library Studies, Rutgers University. Dr. Belkin represented the cognitive viewpoint, a perspective arising out of cognitive science in which “the thinking of the individual person operating in the world is the dominating focus of research on information seeking, retrieval, and use” (Bates, 2005, p. 13). [PDF presentation slides]
Jonathan Furner (Philosphical-analytic) Associate Professor, Department of Information Studies, University of California, Los Angeles. Dr. Furner presented the philosophical-analytic approach, in which the classical techniques of the discipline of philosophy are brought to bear on information-related matters (Bates, 2005, p. 11). [PDF presentation slides]
Ross Todd (Cognitivism) Associate Professor, School of Communication, Information & Library Studies, Rutgers University. Dr. Todd represented cognitivism, a metatheory in which “the thinking of the individual person operating in the world is the dominating focus of research on information seeking, retrieval, and use” (Bates, 2005, p. 13).
Birger HjØrland (Domain analysis/Socio-cognitivism) Professor, Royal School of Library and Information Science. Dr. HjØrland presented domain analysis (socio-cognitivism) a position in which “both the individual’s thinking and the social and documentary domain in which the individual operates are seen to influence the use of information” (Bates, 2005, p. 12).
Jens-Erik Mai (Pluralism) Associate Professor, Faculty of Information, University of Toronto. Dr. Mai addressed pluralism, a position that challenges unitary meanings and understandings and instead promotes diversity and multiple meanings and understandings of information and categories.
Siobhan Stevenson (Political economy) Assistant Professor, Faculty of Information, University of Toronto. Dr. Stevenson represented the political economy perspective, which provides analytic tools and concepts based on Marx’s general theory of capitalism that enhance our ability to interpret and respond to contemporary social, economic, cultural and political conditions associated with the transition to “information” societies.
Howard D. White (Bibliometrics) Professor Emeritus, College of Information Science and Technology, Drexel University. Dr. White represented bibliometrics, a metatheory in which “the analysis of the statistical properties of information is seen to provide understanding of value for both the design of information provision and the theoretical understanding of social processes around information, including historical processes” (Bates, 2005, p. 13).
Pamela McKenzie (Constructionism/Discourse Analysis) Associate Professor, Faculty of Information and Media Studies, University of Western Ontario Dr. McKenzie addressed constructionism (discourse analysis), an approach in which “it is assumed that the discourse of a society predominately conditions the responses of individuals within that society, including the social understanding of information” (Bates, 2005, p. 11).
Paul Solomon (Sense-Making) Associate Professor, School of Library and Information Science, University of South Carolina Dr. Solomon interpreted Sense-Making, a set of metatheoretic assumptions for understanding how people overcome discontinuity.
Soo Young Rieh (User-Centered Design) Associate Professor, School of Information, University of Michigan. Dr. Rieh represented user-centered design, in which “the development and human testing of information organization and information system designs is seen as a path to both scientific understanding and improved information access” (Bates, 2005, p. 13-14). [PDF presentation slides]
Mike Olsson (Critical Studies) Senior Lecturer, Journalism, Information & Media Studies Group, University of Technology, Sydney. Dr. Olsson championed critical studies, an approach in which “the hidden power relations and patterns of documentation within society are revealed and debunked” (Bates, 2005, p. 11). [PDF presentation slides]
Marcia Bates (Evolutionary Approach) Professor Emerita, School of Education and Information Studies, UCLA. Dr. Bates addressed an evolutionary stance, in which “the insights of biology and evolutionary psychology are brought to bear on information-related phenomena” (Bates, 2005, p. 14).
Nicolas Belkin (Cognitive Viewpoint) Professor, School of Communication, Information & Library Studies, Rutgers University. Dr. Belkin represented the cognitive viewpoint, a perspective arising out of cognitive science in which “the thinking of the individual person operating in the world is the dominating focus of research on information seeking, retrieval, and use” (Bates, 2005, p. 13). [PDF presentation slides]
Photos from Metatheoretical Snowmen (CoLIS 2010 and ASIS&T 2011)
Metatheoretical Snowmen at ASIS&T SIG-CON (2011)
SIG-CON is an annual comedy event at the ASIS&T Annual Meeting. At this year's session in New Orleans, one SIG-CON skit involved a game of Pictionary and the word to draw was ethnomethodology. Someone in the audience yelled out, "Draw a snowman!"
The photo at left was taken by Erica Hendry of the Faculty of Information, University of Toronto; and that's the head of historian Michael Buckland.
The photo at left was taken by Erica Hendry of the Faculty of Information, University of Toronto; and that's the head of historian Michael Buckland.
References
Bates, M. J. (2005). An Introduction to metatheories, theories, and models. In K. Fisher, S. Erdelez, & L. McKechnie (Eds.), Theories of information behavior: A Researcher's guide (pp. 1-24). Medford, NJ: Information Today.
Butler, L. P. (1933). An Introduction to Library Science. Chicago: University of Chicago Press.
Fisher, K.E., Erdelez, S., & McKechnie, L. F. F. (2005). Theories of information behavior: A Researcher’s guide. Medford, NJ: Information Today, Inc.
Butler, L. P. (1933). An Introduction to Library Science. Chicago: University of Chicago Press.
Fisher, K.E., Erdelez, S., & McKechnie, L. F. F. (2005). Theories of information behavior: A Researcher’s guide. Medford, NJ: Information Today, Inc.
