ABSTRACT: Knowledge management has become a big business in the business environment. Paper discusses the challenges of this approach in an educational environment, the necessity of achieving shared understanding of knowledge as a cognitive process, and the tensions between knowledge enabling and knowledge management. A vernacular model is offered as a potential benchmark for design of knowledge management processes suitable to teaching and learning pedagogy.

___(2003)

Whose knowledge? Whose management? Cognitive considerations for the provision of virtual library services to school communities. School Libraries Worldwide 8 (2) 65-81.

ABSTRACT: Participating in knowledge management requires school libraries and libraries that serve school communities to understand the cognitive aspects of knowledge acquisition and sharing, and the inadequacies of knowledge management initiatives driven by information technology. Discontinuities in the data-information-knowledge continuum make information fundamentally different from knowledge. Three knowledge principles are critical to successful design and delivery of virtual services, and a knowledge management approach may require reduction in the amount and speed of information the library delivers in order to convert knowledge to value for the school. To manage knowledge effectively, we need to shift our focus to the social context and intentionally and carefully manage the tacit knowing of librarians.

with R. Sayers (2002)

Creating and managing context: The use of knowledge management principles to deliver virtual information services to schools. (PDF version of paper)Access 16 (2) pp 34-37.

ABSTRACT: This paper discusses the applicability of Knowledge Management principles to the delivery of virtual library and information services and describes the development of specific services to support governance, management and the curriculum. It was originally presented at the ASLA XVIII Conference, October 2001, Twin Waters Resort, Sunshine Coast, Queensland.