How Knowing Changes

Isto Huvila

doi:10.1007/978-3-319-94177-6_9

How Knowing Changes

Isto Huvila

Research output: Chapter in Book/Conference proceeding › Chapter › Scientific

1 Citation (Scopus)

Abstract

As the contemporary society is changing, knowing and its premises and conditions change together with it. This chapter explores this change and its implications to knowledge making. The main argument is that much of the contemporary experiences of change in information and knowledge practices can be understood from the perspective of how the conditions of (un)naming and (dis)trusting individuals, groups and institutions are changing. Further, it is suggested that the most significant issue may not necessarily be the change of knowing itself but rather the question of what is considered to count as knowing.

Original language	Undefined/Unknown
Title of host publication	Research Outside The Academy: Professional Knowledge-Making in the Digital Age
Editors	Börjesson Lisa, Huvila Isto
Publisher	Palgrave Macmillan
Pages	155–170
ISBN (Print)	978-3-319-94176-9
DOIs	https://doi.org/10.1007/978-3-319-94177-6_9
Publication status	Published - 2019
MoE publication type	B2 Part of a book or another research book

Access to Document

10.1007/978-3-319-94177-6_9

Cite this

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abstract = "As the contemporary society is changing, knowing and its premises and conditions change together with it. This chapter explores this change and its implications to knowledge making. The main argument is that much of the contemporary experiences of change in information and knowledge practices can be understood from the perspective of how the conditions of (un)naming and (dis)trusting individuals, groups and institutions are changing. Further, it is suggested that the most significant issue may not necessarily be the change of knowing itself but rather the question of what is considered to count as knowing.",

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AB - As the contemporary society is changing, knowing and its premises and conditions change together with it. This chapter explores this change and its implications to knowledge making. The main argument is that much of the contemporary experiences of change in information and knowledge practices can be understood from the perspective of how the conditions of (un)naming and (dis)trusting individuals, groups and institutions are changing. Further, it is suggested that the most significant issue may not necessarily be the change of knowing itself but rather the question of what is considered to count as knowing.

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