Information science

Visualisation of various methodological approaches to gaining insights from meta data areas. Including: infometrics, bibliometrics, cybermetrics, scientometrics, webometrics, altmetrics, and placed within Quantative Science Studies
Visualization of various methodological approaches to gaining insights from meta data areas

Information science[1] [2][3] is an academic field which is primarily concerned with analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.[4] Practitioners within and outside the field study the application and the usage of knowledge in organizations in addition to the interaction between people, organizations, and any existing information systems with the aim of creating, replacing, improving, or understanding the information systems.

Historically, information science is associated with informatics, computer science, data science, psychology, technology, documentation science, library science, healthcare, and intelligence agencies.[5] However, information science also incorporates aspects of diverse fields such as archival science, cognitive science, commerce, law, linguistics, museology, management, mathematics, philosophy, public policy, and social sciences.

  1. ^ Ibekwe, Fidelia; Aparac-Jelusic, Tatjana; Abadal, Ernest (2019). "The quest for umbrella terms in information science. Tracking the origins of informatology and informatics". HAL Open Science. 10?: 1–17.
  2. ^ Otten, Klaus; Debons, Anthony (1970). "Towards a metascience of information: Informatology". Journal of the American Society for Information Science. 21: 89–94. doi:10.1002/asi.4630210115.
  3. ^ Ingwersen, Peter. (1992). Information and Information Science in Context Libri, 42(2): 99-135.
  4. ^ Stock, W.G., & Stock, M. (2013). Handbook of Information Science Archived 2023-05-10 at the Wayback Machine. Berlin, Boston, MA: De Gruyter Saur.
  5. ^ Yan, Xue-Shan (2011-07-23). "Information Science: Its Past, Present and Future". Information. 2 (3): 510–527. doi:10.3390/info2030510.

Developed by StudentB