Organizational knowledge sharing, information literacy and sustainability: Two case studies from local government

Leith, D; Yerbury, H

Organizational knowledge sharing, information literacy and sustainability: Two case studies from local government

Leith, D Yerbury, H

Permalink

Publication Type:: Conference Proceeding
Citation:: Communications in Computer and Information Science, 2015, 552 pp. 13 - 21
Issue Date:: 2015-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Microsoft Word XML

Download Accepted Manuscript versionMicrosoft Word XML (46.39 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Leith, D	en_US
dc.contributor.author	Yerbury, H https://orcid.org/0000-0002-1525-3268	en_US
dc.date.available	2020-05-25T19:06:30Z
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Communications in Computer and Information Science, 2015, 552 pp. 13 - 21	en_US
dc.identifier.isbn	9783319281964	en_US
dc.identifier.issn	1865-0929	en_US
dc.identifier.uri	http://hdl.handle.net/10453/41316
dc.description.abstract	© Springer International Publishing Switzerland 2015. Sustainability goals are at the center of a range of local government initiatives in Australia. Such initiatives are often developed in response to community needs and to the broader needs of urban greening. This study takes a sociocultural approach to two such initiatives, one involving intra-organizational and the other inter-organizational knowledge sharing and applies a framework of information literacy activities to the analysis of participant’s knowledge sharing experiences. This framework was supported by the findings though Influencing and Sharing were more prominent than Information work and Coupling activities. Sharing activities became the norm in the study, underpinned by the expectation that the expertise of participants would be validated and incorporated into the collaborative endeavor. Expression of emotion was minimal when the normative nature of this activity was highlighted however emotions were experienced when the norm was not being followed and when participants believed that their contribution was not being validated.	en_US
dc.relation.ispartof	Communications in Computer and Information Science	en_US
dc.relation.isbasedon	10.1007/978-3-319-28197-1_2	en_US
dc.title	Organizational knowledge sharing, information literacy and sustainability: Two case studies from local government	en_US
dc.type	Conference Proceeding
utslib.citation.volume	552	en_US
utslib.for	080707 Organisation of Information and Knowledge Resources	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/IKM and Digital Studies Program
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	552	en_US

Abstract:

© Springer International Publishing Switzerland 2015. Sustainability goals are at the center of a range of local government initiatives in Australia. Such initiatives are often developed in response to community needs and to the broader needs of urban greening. This study takes a sociocultural approach to two such initiatives, one involving intra-organizational and the other inter-organizational knowledge sharing and applies a framework of information literacy activities to the analysis of participant’s knowledge sharing experiences. This framework was supported by the findings though Influencing and Sharing were more prominent than Information work and Coupling activities. Sharing activities became the norm in the study, underpinned by the expectation that the expertise of participants would be validated and incorporated into the collaborative endeavor. Expression of emotion was minimal when the normative nature of this activity was highlighted however emotions were experienced when the norm was not being followed and when participants believed that their contribution was not being validated.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/41316