By Tammera M. Race, Stephann Makri
Accidental details Discovery: Cultivating Serendipity within the electronic Age presents readers with an engaging dialogue at the methods serendipity―defined because the unintentional discovery of valued information―plays a massive position in inventive problem-solving.
This insightful source brings jointly discussions on serendipity and knowledge discovery, study in computing device and data technology, and fascinating options at the inventive procedure. 5 thorough chapters discover the importance of serendipity in creativity and innovation, the features of serendipity-friendly instruments and minds, and the way destiny discovery environments may possibly motivate serendipity.
- Examines serendipity in a multidisciplinary context
- Bridges thought and practice
- Explores electronic info landscapes of the longer term with essays from present researchers
- Brings the idea that of unintended discovery and its worth entrance and center
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Extra resources for Accidental Information Discovery. Cultivating Serendipity in the Digital Age
Johnson, S. (2010). Where good ideas come from: The natural history of innovation. New York: Riverhead Books. Keller, L. (2007). Uncovering the biodiversity of genetic and reproductive systems: Time for a more open approach. The American Naturalist, 169(1), 1À8. 1086/509938 . , & Carter, S. (1999). The false focus in online searching: The particular case of undergraduates seeking information for course assignments in the humanities and social sciences. Reference & User Services Quarterly, 38(3), 267À273.
It takes time for a bystander to fully distinguish who is saying what and why. It takes time to tease out whose perspective is most respected and what types of proof convinces them. Most of all, it takes audacity to join in. This rhetorical approach to research provides students a new way to map resources. Reading means not only noting relevant information; it also means capturing the network of arguments, attitudes, and relationships. The conversational metaphor can help students anticipate how new sources might inform their projects, especially when the strategy is combined with an understanding about how conversations typically play out within disciplines.
Novice writers “lack procedures or heuristics to help them reorder lines of reasoning or ask questions about their purposes and readers” (Sommers, 2011, p. 48). Serendipity, if they encounter it, can only be the first type: finding information they were already looking for in an unexpected place. Faculty and librarians can help students make the conceptual shift by talking about research-based writing as a process of entering ongoing conversations among scholars (see Nutefall & Ryder, 2005). The metaphor of “conversation” gives students a framework for identifying and evaluating the broader, rhetorical components of their research materials.