Types and levels of collaboration in interdisciplinary research in the sciences
Journal of the American Society for Information Science
Work, friendship, and media use for information exchange in a networked organization
Journal of the American Society for Information Science
Structures and strategies of interdisciplinary science
Journal of the American Society for Information Science
Boundary crossing in research literatures as a means of interdisciplinary information transfer
Journal of the American Society for Information Science
Modeling Distributed Knowledge Processes in Next Generation Multidisciplinary Alliances*
Information Systems Frontiers
Working Knowledge: How Organizations Manage What They Know
Working Knowledge: How Organizations Manage What They Know
Knowing in Practice: Enacting a Collective Capability in Distributed Organizing
Organization Science
Learning relations and networks in web-based communities
International Journal of Web Based Communities
Learning and knowledge exchange in science teaching
Proceedings of the 2011 iConference
Bridging the Disciplinary Divide: Co-Creating Research Ideas in eScience Teams
Computer Supported Cooperative Work
Learning networks, crowds and communities
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
Learning potential in youth's online networks: A multilevel approach
Computers & Education
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Interdisciplinary collaboration has become of particular interest as science and social science research increasingly crosses traditional boundaries, raising issues about what kinds of information and knowledge exchange occurs, and thus what to support. Research on interdisciplinarity, learning, and knowledge management suggest the benefits of collaboration are achieved when individuals pool knowledge toward a common goal. Yet, it is not sufficient to say that knowledge exchange must take place; instead, we need to ask what kinds of exchanges form the basis of collaboration in these groups. To explore this, members of three distributed, interdisciplinary teams (one science and two social science teams) were asked what they learned from the five to eight others with whom they worked most closely, and what they thought those others learned from them. Results show the exchange of factual knowledge to be only one of a number of learning exchanges that support the team. Important exchanges also include learning the process of doing something, learning about methods, engaging jointly in research, learning about technology, generating new ideas, socialization into the profession, accessing a network of contacts, and administration work. Distributions of these relations show that there is more sharing of similar than different kinds knowledge, suggesting that knowledge may flow across disciplinary boundaries along lines of practice. © 2006 Wiley Periodicals, Inc.