1. Module I: Knowledge Structures and Moral Order Knowledge and Experience Knowledge and Practice Multicultural Perspectives: Deconstructing Orientalism Historical Perspectives: Deconstructing the Enlightenment multiple perspectives of the processes that shape the production of knowledge (and representations), and its circulation; how knowledge creates epistemes (schemas for processing of information) and how epistemes can be critiqued

2. Module I: Knowledge Structures and Moral Order experience: knowledge built through community memory and immediate reality, localization of experience in contrast to ‘ hyperreality ’ of mediated experience; communities seek autonomy and self-reflection practice: formal knowledge systems (education) vs. informal knowledge (situational); legitimation of knowledge through traditional modernist science regulates what can be said under the flag of scientific authority; practical knowledge is excluded from this discourse yet it is the practical knowledge accumulated through work / practice that may influence the creation of knowledge and innovation; practitioner research vs. expert research (practitioners closer to purposes, cares, everyday concerns, and interests of work); need to acknowledge the progressive impact of practical knowledge

3. Knowledge and Experience: deCerteau “ The grand narratives from television and advertising stamp out or atomize the small narratives of streets or neighborhoods ” (deCerteau, pp. 142-3)

4. Knowledge and Practice: Lave JPF mathematics in action vs. story problems and the classroom context Cases: bowling, Weight Watchers, abandoning problems (supermarket calculations of prices)

5. The Theory of Practice: Social Practice Approach Cognition is “socially situated activity” –Comprises of person-acting, activity and setting –Person experiences the self: As in control of activities & interacting with the setting As generating problems in relation to the setting As controlling the problem-solving process Investigation for cognition should be located in everyday activities of the lived-in world

6. Case Studies Adult Math Project –Shoppers correctly computed to decide best-buy items 93% of the time but did poorly on arithmetic test 59% of the time Weight Watchers Study –Dieters substituted equivalence for measuring activities Money Management Study –Creation of different stashes of money demonstrated the assembly of quantitative relations in situationally specific ways

7. Conclusions People learn most effectively in the lived-in world when using all their physical senses through hands-on experience Knowledge transfer is not effective when done out of context Problem solving activities are not always a quest for the ‘right answer’ Problems may be redefined in the course of solving them, leading to different problems and resulting in new or changed knowledge Need? / caution regarding the predictive value of school testing for success in the workplace

8. Knowledge is not a compendium of facts but a process of knowing (librarians need to grow already acquired knowledge to evolve that base) Knowledge does not have to come from a think tank to be of value / knowledge created by just plain folks in everyday activities has value Be on guard for pre-conceptions since the self is socially constituted Give your own examples of knowledge acquired in everyday activities Implications (for Information Work)

9. Edith Beckett and Margaret Eng presentation slides (Spring 2004) Source (for Lave):