1995
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TRENDS
IN...
A CRITICAL
REVIEW
CONCEPTS
OF
MICHEL J. MENOU
CIDEGI, 129 Av. P. Vaillant-Couturier,F-94250, Gentilly,France
(Received September 1994; accepted in final form January 1995)
Abstract--A renewal of interest for the theory of information seems to emerge from a series
of recent publications. A number of them advocate a shift toward a cognitive perspective. The
preliminary investigation of the concept of impact of information and the research questions
raised by its assessment suggest that the most significant impact may be found in the
transformation of knowledge structures at the deep paradigmatic level as a result of
information-as-contents. This leads to propose a revised formulation of Brookes' Fundamental equation and possible approaches for describing the attributes of the beneficiaries and
their knowledge structure.
INTRODUCTION
The previous article, "The impact of information--I. Toward a research agenda for its definition
and measurement" described the project "Impact of information on development" of the
International Development Research Centre (IDRC) and reviewed the research issues involved
in the assessment of the impact of information, further to the first report of the project (Menou,
1995). It stressed that among the different states of information, information-as-contents might
be the most critical. We now expand these considerations by revisiting the theories of
information and suggesting a model for the assessment of information-as-contents, which was
first outlined in an earlier paper (Menou, 1995).
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MichelJ. Menou
EX RNAL
INFORMATION I
RESOURCES,,,,,,I
I PItOBI.I~
IDENTIFICATION
E /Jt S
!
PROBLEM
FORaMULATION
PERSONALITYI
CULTURE
I FORMULATION
SOLUTION
INTERNAL
KNOWLEDGE
_1
EMOTION ]
BASE
LOGIC
CHOICE OF
ACTION
INTELLIGENCE
ACTION
481
attributes Brookes had mentioned for what he called the "meta-cognitive basis".
Other attractive metaphors about information are mentioned or tried from time to time. One
of them stems from the many analogies between information and energy, of which Stonier
(1991) recently reminded us. Otten and Debons (1970) also noted that "information, like,
energy, can be viewed as a fundamental phenomenon . . . . Similarly, the attributes of information
are experienced in various forms (knowledge, news, etc.)". Another metaphor, which should
have deserved more attention, is based on the similarities between information and money,
which Ribault (1993) explored with a parallel between information and capital.
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Michel J. Menou
a given category, while it is both in and out, is more an impediment than anything else. In this
respect, the communitarian, or dialogic, ontological stereotype suggested by Dervin (1994)
might offer a most appropriate alternative.
When considering the nature and role of information, from whatever perspective, meaning, or
sense-making, becomes central. Sperber and Wilson (1986) tell us that "a fact is manifest to a
person at a given time if and only if he can understand it at that time, and accept its
representation as true or probably true". Information operates only when it "makes sense", that
is either fit with pre-existing meanings, or even can be integrated to them, and thus possibly
transform them. Asking West African mothers to report incidents such as blood in the urine of
their children, in order to monitor the spread of bilharziosis, when they instead consider the lack
of blood as being abnormal, is one among the many examples of the basic requirement for
meaning.
483
authors have recognized to the existence and role of a lower and higher, or deeper, level in the
knowledge structure. It may well be that the deeper, paradigmatic structure is itself composed
of several sub-layers. At the surface those which provide the connections necessary for
understanding and use, though not necessarily acceptance. At the core, those on which
appropriation is grounded, which contain "our theory of the world in our heads" (Smith, 1988).
That the different levels in the knowledge structure work independently seems to be a
reasonably established, but this does not exclude their interdependance in the later stages of
sense making and integration of the new elements into the knowledge structure.
Strong stressed the importance of "another kind of information to be considered in behaving
systems which is not directly treated in classical information theory--that deals with pattern,
and thus with meaning in relation to goal-directed behavior". Assuming that the process of
information reduction by which significance is established in terms of meeting goals and needs
is primarily a pattern-based selection as he suggests (Strong, 1982, p. 403), the principal benefit
of information is to be looked for in the enhancement of the paradigmatic structure of the
knowledge base.
The "fundamental equation" proposed by Brookes (1980a,b) is not altered in this statement.
He tentatively formulated (Brookes, 1980a) it as:
A I-,K(S +A S)-K(S)
where
K(S)+AI=K(S+AS).
If the knowledge structure is defined as the paradigmatic structure, the fundamental equation
may be kept as it is. However one may wish to distinguish between the superficial knowledge
structure (semantic and syntactic) and the deep structure (paradigmatic) and thus use two
parallel equations of the same form. One may further consider that the ultimate benefit of
information is a combination of the two. I feel that it may be possible to derive from the above
another "'fundamental equation" for the effect, or value, of information, which would read:
E=K(S+f(S, AI))-K(S)
where K(S) stands for the paradigmatic structure of the knowledge base.
Brookes also mentioned that the increment of information could be measured in bits, what
may apply for the superficial structure, but not for the deep one. As a matter of fact, we do not
know which measures could be appropriate for the paradigmatic structure, the pattern content,
of information or the knowledge structure, whether the subject is an individual or, even less, if
it is a group. This is yet another exciting subject for future investigations.
The above implies that information-as-contents, in order to have a lasting value, should first
present attributes that meet the requirements resulting from the existing paradigmatic structure
of the knowledge base, in order to be acknowledged, possibly understood, memorized and
eventually used at a later stage. Information-as-contents should secondly, in order to have a
lasting impact, transform the existing knowledge structure in such a way that it becomes more
able to cope with the kind of problem at hand, or is perceived as such. These two conditions can
be seen as a result of the quality which Cole (1994, p. 473) expects from information: "being
unexpected and expected, old and new at the same time". Until further examination, I feel that
the requirement set by Cole (1994, p. 470) in his second criterion that "Information must modify
knowledge structure at the highest fundamental level of it, not the lower level of it" can apply
to the essential and lasting value of information-as-contents. But a less valuable yet significant
modification can be limited to increments to the existing structure, e.g. simply validating it
through another experience, and also occur at the superficial level.
The stock of paradigms is not static, even though it may evolve only slowly. It is also not
isolated but permanently confronted with incoming information-as-contents it has to process and
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Michel J. Menou
organize. The more information-as-contents carries patterns that can be absorbed, the higher its
value. The more diversified, comprehensive and flexible the stock of paradigms available to
individuals and groups, the more they are able to interpret new information, or to generate
appropriate meanings, hopefully leading to adapted actions. Not only is the transformation likely
to require a two-stage process as Cole is suggesting, but it may well require a series of
successful iterations of the process associated with successful actions. The transformation of the
knowledge structure, both at the superficial and deep levels, is obviously at least a part of, if not
the key to, leaming. These statements echo one of the fundamental questions in information
science research mentioned by Kochen (1984, p. 198) "What is the process of learning, of
growth in knowledge, growth in understanding and growth in wisdom?".
The shift from information to knowledge, which represents information that has been
understood and assimilated, in first place, and more importantly, perhaps further to a maturation
period during which the new structure is trialed, information that has been appropriated, has
many important consequences. With regard to developing countries, it implies in particular that
indigenous knowledge rather than the "world's stores of information" and access to them should
be regarded as the main source of potential benefits. Machlup (1980, p. 167) told us that "from
various points of view, "living knowledge", or what living people know, may be the relevant
stock of knowledge in society".
485
elsewhere. The session on "Wisdom is . . . " organized by Karl Schneider at the 1993 Annual
Meeting of the American Society for Information Science is hopefully a positive signal.
readiness, or willingness
propensity to change
capability, or ability
appropriation
"gestuality"
mediacy
objectification or "reification" of institutions.
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Michel J. Menou
assumption. Tales convey knowledge through the description of behaviors. I would not be
surprised that what we call "innate" is nothing but paradigms of the knowledge base which were
glued over so many thousands of years of behavior that they became part of our heritage, e.g.
the fascination for fire I refered to in the above quoted paper, or standard machism. How could
this be demonstrated is another story, worth attention.
Mediacy (Carbo Bearman, 1992), that is the understanding of, and ability to use modem
media, was discussed in the previous paper. The last trait was suggested by Cherry (1977,
p. 201) who saw the trust in "idealized" institutions, as opposed to personally known
individuals, as one key to the effective use of modem information.
These traits are obviously dependent on the complex interaction of a wealth of factors. But
they also suppose the existence of paradigms which can support them. In the absence of those
traits, the availability of information-as-contents would make no difference, as we have plenty
of evidence with regard to the protection of the environment, prevention of AIDS and the like.
The timely provision of accurate and relevant information to the highly educated professionals
who flourish in today's large and complex organizations seems on the contrary to breed more
and more failures.
487
along the axes of the dimensions, as discussed below. Here again extreme care should be taken
not to bias the answers and their interpretation. During this process, new dimensions may
become apparent. The investigator will also be in a position, either from the original replies or
from subsidiary questions, to determine the relative importance and significance of the
various dimensions. This discussion may also help single out the most critical factors
and/or a selection of the most relevant paradigms. It would then be possible to tentatively draw
the maps for single paradigms and, when appropriate and feasible, a combined map, based for
instance on mean values on each axis.
The resulting picture could be validated by constructing stories similar to those by which the
initial information was gathered, relying upon paradigms with the same dimensions as those
found, or on the contrary antithetic ones, and analyzing the feedback of the respondents when
they hear these stories. If the behaviour and information reported in the story are judged valid,
in the case when the same dimensions are implied, or else invalid, one may assume that the
mapping is correct. Group discussions of the findings or the simple observation of relevant cases
may also be considered as means of validation. One time investigations are not likely to yield
decisive results because of the risk of misinterpretation and other interferences. It would be
advisable to repeat them at regular intervals over some time, as a further means of verification.
More distant observations would probably be even more interesting by evidencing possible
changes in the paradigmatic stock and the related information use and behaviour.
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MichelJ. Menou
7
FONCTIONS MULTIPLES
MULTIPLE PURPOSES
1
FORMELLE
FORMAL
2
ENDOGENE
ENDOGENOUS
6
CHANGEANTE
CHANGING
3
RESlDENTE
RESIDENT
4
INCONSCIENTE
UNCOUNSClOUS
5
RECENTE
RECENT
5
ANClENNE
ANCIENT
4
CONSCIENTE
COUNSCIOUS
6
STABLE
STABLE
3
CIRCULANTE
CIRCULATING
2
EXOGENE
EXOGENOUS
1
INFORMELLE
INFORMAL
7
FONCTION UNIQUE
SINGLE PURPOSE
Fig. 2. Hypothetical maps of the dimensions of the paradigmatic core of information and knowledge.
informal and formal paradigmatic stock and 10 a fully formal paradigmatic stock, etc. A
"traditional" stock of paradigms could hypothetically be characterized as being fully informal,
endogenous, resident, unconscious, ancient, stable and multiple purposes. This implying no
value judgement. Conversely a flexible and responsive paradigmatic stock may be a priori
depicted as one which would concentrate in the area along the axes which is more congenial to
the problem at hand, or in general terms evenly distributed around the median position.
Considering, for example, the adoption of a new cultural practice, an appropriate stock of
paradigms would need to be more on the formal, exogenous, circulating, conScious, recent,
changing and single purpose side.
Using these dimensions, one may be able to draw maps similar to the chart of a visual field.
The notation of the dimensions could not be done by means of single dots on the axis. It calls
for lines to be drawn from the centre and extending toward both ends, so as to represent the
balance between the two extreme states. Half a unit on the scale would represent 10% in either
direction. An equally formal and informal and informal paradigm would be represented by a line
equally distributed from the centre, from 2,5 on one side to 2,5 on the other. A 60% formal
paradigm would thus be represented by a line of 6 units on the formal side and 4 on the informal
one. A 60 % informal paradigm by a line of 6 units on the informal side and 4 on the formal
one. A 100% formal paradigm by a 10 units line on the formal side.
The differences between the paradigmatic stocks of two groups confronted with a particular
problem, or the evolution of the paradigmatic stock of a single group over time, in conjunction
with an improved supply of information for instance, could then be visualized and assessed. A
theoretical example is shown in Fig. 2 where I tentatively mapped the paradigmatic stock of two
groups, e.g. farmers and extension workers, involved in a given problem such as the
preservation of water resources in a Sahel village.
489
CONCLUSION
Focusing on information-as-contents and its ability to transform the paradigmatic structure of
the knowledge bases does not invalidate the concerns which were discussed in the previous
article. Information products whose contents would be appropriate to the problem at hand could
certainly contribute to bring about a positive solution, at least in the short-term. But it adds, in
my view, an essential perspective which may well form a field of research in its own right.
If one is sensitive to a broad and universal notion of development which would be the
enhanced capability of individuals and groups to cope with their problems and achieve more
harmony both within themselves and in relation to their environment, the issue of the
transformation of the knowledge structures and especially their deep paradigmatic layers
becomes central.
The speculative nature of the above outlined concepts and models needs no emphasis. We are
nevertheless struck by the apparent convergence they seem to have with a number of recent
contributions. A renewal of interest and possibly a leap forward seems to take shape on this
front. In addition to the many questions underlying what we said in these two articles on the
impact of information, two of those mentioned by Dervin (1994, p. 383) are certainly worth
mentioning "What are the different strategies people use to construct and deconstruct their
worlds? What are the different ways in which humans conform to and resist order?"
Empirical research is required in order to determine whether:
- - t h e concepts and models I have suggested can be applied;
---objective, or non-biased, measures of these dimensions can be performed, and
- - t h e resulting assessments and maps allow for meaningful interpretations in the eyes of
both the groups under study and the investigator.
It is hoped that a first attempt could be made in the framework of a research project to be soon
initiated in Africa. Appropriate procedures and protocols for fact finding and interpretation can
only be devised on this occasion.
Kochen (1984) challenged us with one of his open and fundamental questions for information
science research: "Can a deeper conceptualization of "information" that includes the relation to
meaning, decision-relevancy, reduction of uncertainty, complexity and tension be devised that
lead to insights about its nature and properties?" In face of this questioning, most of the hightech induced subjects which monopolize the research agenda of information science seem
somewhat futile. The two types of research may be more interdependent than usually
acknowledged. As a matter of fact, the reader will have noted the convergence, though at
different levels and with different perspectives, of the above mentioned concerns and those of,
for instance, research on relevance (Froehlich & Eisenberg, 1994), or on knowledge utilization
(Lunin & Paisley, 1993).
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