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This paper takes an apparent knowledgeparadox as its point of departure. `Knowledge'has acquired a more all encompassing meaningtoday, yet this has not strengthened thesupport for and confidence in higher educationinstitutions. On the contrary, it is oftenclaimed that they have outlived theirusefulness. In trying to understand thedevelopment behind this paradox, we deal withthree issues. We discuss first thewidening concept of knowledge and the claimthat there is emerging a new mode of knowledgeproduction. Secondly the widening concept ofknowledge is put into a social and politicalcontext, where massification and its socialimplications are discussed. Thirdly we developa theoretical framework based on the concept ofknowledge regimes. In this part wediscuss how the concept of knowledge regimesand the related concepts of knowledgeinterests and knowledge alliances may behelpful in understanding the complexities andambiguity of higher education development.Finally we discuss some implications regardingknowledge's role in social development. Wequestion the assumption that there is anecessary relationship between a wideningconcept of knowledge and a given form ofknowledge development. 相似文献
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This paper imparts the experiences of two similar but unaffiliated medical libraries that use QuestionPoint, OCLC's collaborative virtual reference product. The authors introduce the major features of QuestionPoint, with particular emphasis on its asynchronous e-mail reference service. After presenting how both libraries have employed this service in their respective environments, the paper examines the quantity and quality of reference questions submitted via QuestionPoint. The types of questions are explicated, and statistical trends are compared. 相似文献
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