Playing the language-games of design and use-on skill and participation
COCS '88 Proceedings of the ACM SIGOIS and IEEECS TC-OA 1988 conference on Office information systems
Technological frames: making sense of information technology in organizations
ACM Transactions on Information Systems (TOIS) - Special issue on social science perspectives on IS
Community design of DLESE's collections review policy: a technological frames analysis
Proceedings of the 1st ACM/IEEE-CS joint conference on Digital libraries
Work-Oriented Design of Computer Artifacts
Work-Oriented Design of Computer Artifacts
Digital art 2.0: art meets web 2.0 trend
Proceedings of the 3rd international conference on Digital Interactive Media in Entertainment and Arts
Merging metadata: a sociotechnical study of crosswalking and interoperability
Proceedings of the 10th annual joint conference on Digital libraries
A sociotechnical framework for evaluating a large-scale distributed educational digital library
ECDL'06 Proceedings of the 10th European conference on Research and Advanced Technology for Digital Libraries
The user-centered development and testing of a dublin core metadata tool
Proceedings of the 13th ACM/IEEE-CS joint conference on Digital libraries
Information and Organization
| Hi-index | 0.00 |
This paper discusses the impact that developers' and users' tacit understandings can have on digital library development. It draws on three years of ethnographic research with the Digital Water Education Library (DWEL) that focused on the observation, collection, and analysis of the project's face-to-face and electronic organizational communication. The DWEL project involved formal and informal educators in the development of its collection, and experienced problems at the start of the project with getting these educators to complete their cataloguing tasks. The research showed that despite having spent several days in face-to-face workshops, the project's PIs and the educators had different tacit understandings of what digital libraries were, that were impeding the project's organizational communication and workflow. I describe how these differences were identified and analyzed, and subsequently addressed and mediated through the design and development of online tools that acted as boundary objects between the PIs and the educators.