By Tammera M. Race, Stephann Makri
Accidental details Discovery: Cultivating Serendipity within the electronic Age offers readers with an enticing dialogue at the methods serendipity―defined because the unintended discovery of valued information―plays a major function in artistic problem-solving.
This insightful source brings jointly discussions on serendipity and knowledge discovery, study in machine and data technology, and engaging ideas at the inventive strategy. 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 could inspire serendipity.
- Examines serendipity in a multidisciplinary context
- Bridges thought and practice
- Explores electronic details landscapes of the long run with essays from present researchers
- Brings the concept that of unintentional discovery and its worth entrance and center
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Extra info for Accidental Information Discovery. Cultivating Serendipity in the Digital Age
Encouraging students to talk about their projects with friends, family, and acquaintances, to see every interaction as a chance to think through their ideas with other people. Faculty and librarians can help students use visual learning in searches as well as note-taking by: • Teaching novice researchers some of the strategies for reading images directly and indirectly. • Introducing novice researchers to image databases beyond Google. • Providing opportunities for novice researchers to practice capturing their research in collages.
30 Accidental Information Discovery To make room for the messiness of serendipity, faculty members and librarians need to change how they talk about research. The fields of information literacy and writing studies both recognize the recursive qualities of researching and writing, yet librarians and faculty continue to teach the process as if it were primarily a matter of going through a series of steps to gather already-formed kernels of information (Nutefall & Ryder, 2005). Erdelez, Basic, and Levitov (2011), who reviewed five prominent models of information literacy, noted that while some models stress recursivity and others highlight the need for regular reflection, none explicitly talks about how researchers accommodate unexpected information.
Then she received a call to participate in a workshop about serendipity as part of conference she already planned to attend; however, she dismissed the workshop as too removed from her own work. Finally, as she prepared her presentation, she came across articles that linked serendipity to her general area of research. One of those articles was written by the scholar who had sent the workshop invitation. , 2011, pp. 14À15). Chambel’s insight depended on her ability to recognize when she had repeatedly encountered new people.