Reconfiguring working spaces

Pinheiro, M., Barrulas, M. J., and Carvalho, J. A. (2013). Role of artifacts for reconfiguring working spaces and information systems. In Conferência Associação Portuguesa Sistemas de Informação. CAPSI:

"Individuals, like organizations, need to manage information for work (and non-work) related activities, on a daily basis. In order to extend their communication and fulfill information needs, people use artifacts (man made objects), that became increasingly technological, and in turn, these very technological artifacts are increasingly more dependent upon other supporting technologies, widely referred as infrastructures. In order to design information systems that support workers’needs, what do we know about their use of artifacts? Across time? Inside and outside their organizations? And on the move?"

Accepted

«We are pleased to inform you that your submission to the Internet Technologies & Society 2013 Conference (ITS 2013) has been accepted as a "Full Paper"»:

Pinheiro, M., Cardoso, M., Barrulas, M. J., and Carvalho, J. A. (2013). Some things I tend to overlap even if not necessary. A discussion on PIM artifacts between researcher and research agent. In International Conference on Internet Technologies & Society.

information overload ca. 1550-1700

Blair, Ann (2003). Reading Strategies for Coping with Information Overload ca. 1550-1700. Journal of the History of Ideas, vol. ?(?), pp. 11-28:

"The perception of an overabundance of books led to more books being used in a great variety ways. Alongside the well-established methods of thorough reading and note-taking, which engaged the personal judgment and effort of the reader, early modern scholars also relied on shortcuts to “process” books so as to retrieve items of use with less investment of time and self. (...) The proliferation of inventive methods of and aids to study, whether unique to individuals or spread more widely through official or unofficial teaching, can help us understand better not only the conditions of production of early modern scholarly and pedagogical works, but also the deep roots of the ways in which we, too, cope with what we now call information overload."