Re-conceptualizing Librarianship as a Design Discipline
From ‘Design Thinking’ to ‘Design Knowing’
Rachel Ivy Clarke, Ph.D. (@archivy) discussed the theoretical underpinnings that distinguish design knowledge from scientific knowledge and how it is relevant to research, teaching and practice in librarianship.
Recent years have seen an upsurge of interest in applying “design thinking” to library work, but librarianship also aligns with “design knowing”—foundations of knowledge in design that differentiate it from science.
The Blended Librarians Online Community for the webcast of the session
problem solving – who is doing and how.
how the problem is framed. e.g. is the classification system for the librarians or for the students. or both; a wicked problem
design is not an end product, but an ongoing
iteration. a procedure in which repetition of a sequence of operations yields results successively closer to a desired result
in design, reflection is going throughout the entire process.
repertoire is the accumulation but not acknowledged.
rationale – why; critique, constructive, so what – research and education and practice