Reading and knowledge in Library Science
The intention here is understanding how reading develops cognitively through the Library Science field, mainly in its education and research dimensions, resorting to the following concepts of sociologist Bruno Latour: mediators, intermediaries and translation. The intermediaries consist of the actio...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | México |
| Recursos: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositório: | Investigación Bibliotecológica: Archivonomía, Bibliotecología e Información |
| Idioma: | espanhol |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/58381 |
| Acesso em linha: | http://rev-ib.unam.mx/ib/index.php/ib/article/view/58381 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Reading Knowledge Mediator Intermediary Lectura Conocimiento Mediador Intermediador |
| Resumo: | The intention here is understanding how reading develops cognitively through the Library Science field, mainly in its education and research dimensions, resorting to the following concepts of sociologist Bruno Latour: mediators, intermediaries and translation. The intermediaries consist of the actions that transport content without undergoing changes, so that the reading (conceived as an intermediary) has predominated in the Library Science field and besides is also determined by objectivity. The mediators transform the meaning of its contents by undergoing translation. Reading as a mediator entails the transformation of information into different or new knowledge as it is translated, through the posing of problems and questions to the text, all of which encourages a reading marked by subjectivity, which can become a transforming factor in the Library Science field. |
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