Knowledge Management Practices at Goethe institute libraries Worldwide

Vatandaş olma ile ilgili kavramsal anlayış, bireylerin okulda doğrudan öğretim ve ders kitapları aracılığıyla edindiği açık bilgiler kadar, sosyo-kültürel ve siyasal ortamlarda edindiği örtük deneyimsel bilgiyi de içermektedir. Vatandaş olma ile ilgili edindiğimiz açık ve örtük kavramsal bilgi, vatandaş olarak sahip olduğumuz değerlerimizi, tutumlarımızı ve ortaya koyduğumuz davranışlarımızı da etkiler. Bu araştırmanın amacı, ortaokul yedinci sınıf öğrencilerinin vatandaş kavramına ilişkin örtük ve açık bilgilerini belirlemektir. Araştırma yakınsayan paralel karma yöntem kullanılarak gerçekleştirilmiştir. Vatandaş kavramı ile ilgili örtük bilgiyi belirlemek için seçilen 27 öğrenci, tipik durum örneklemesi ile açık bilgiyi belirlemek amacıyla seçilen 124 öğrenci ise basit seçkisiz örnekleme ile belirlenmiştir. Veriler, üç devlet okulunda öğrenim gören yedinci sınıf öğrencileri arasından gönüllü ve veli izni olan öğrencilerden toplanmıştır. Çalışmada örtük bilgi, repertuar ağı tekniği (RGT) ile elde edilmiştir. Açık bilgi, yedi açık uçlu sorudan oluşan bir test kullanılarak toplanmıştır. Örtük bilgi için elde edilen nitel veriler, içerik analizi ve İdiogrid 2.4 programı ile çözümlenmiştir. Öğrencilerin açık bilgi için testte verdikleri yanıtlar bütüncül rubrik ile puanlanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, standart sapma, t–testi ve tek yönlü ANOVA kullanılmıştır. Araştırma sonucunda, öğrencilerin vatandaş kavramıyla ilgili örtük bilgilerine bakıldığında vatandaşı en fazla “İyi insan” olarak anlamlandırdıkları, buna karşılık en az “Hakları olan birey” olarak anlamlandırdıkları belirlenmiştir. "Bir vatandaş olarak ben" merkezi elementi ile "Nasıl bir vatandaş olmayı arzuluyorum?, “Çevremdeki diğer insanlara göre bir vatandaş olarak ben" ve "Nasıl bir vatandaş olmak zorundayım?" merkezi elementleri arasındaki farkı yansıtan öz değerlerine (Öklid katsayısı) göre öğrencilerin büyük çoğunluğunun vatandaş olma ile ilgili kendilerine ait öz değerlerinin yüksek olduğu saptanmıştır. Araştırmada öğrencilerin çoğunluğunun vatandaş kavramına ilişkin açık bilgilerinin "birinci düzeyde-yetersiz" olduğu, az sayıda öğrencinin "ikinci düzeyde-kısmen yeterli" olduğu; “üçüncü düzeyde-çoğunlukla yeterli” ve “dördüncü düzeyde-yeterli” puan alan öğrencinin olmadığı tespit edilmiştir. Öğrencilerin açık bilgi testinden elde ettikleri puanların ortalamaları arasında anne eğitim düzeyine, farklı kültürel özelliklere sahip arkadaşları olmasına ve evde konuşulan dillere göre anlamlı farklılık saptanırken, okulun bulunduğu yere, cinsiyete, baba eğitim düzeyine ve ana diline göre anlamlı farklılık tespit edilememiştir.

Purpose Tacit and explicit knowledge sharing play crucial roles in today’s rapidly changing business environment, particularly in fostering innovation. However, uncovering tacit knowledge sharing remains complex. The purpose of this study is to analyze the mediating roles of tacit and explicit knowledge in the relationship between a knowledge-sharing culture and organizational creativity. Design/methodology/approach In this study, the authors developed an extended analytical process to analyze the impact of explicit and tacit knowledge on a knowledge-sharing culture and organizational creativity. This process combines two analytical techniques: necessary condition analysis (NCA) and partial least squares structural equation modeling (PLS-SEM). NCA identifies essential bottlenecks for a specific outcome, while PLS-SEM uncovers strong connections between predictor and outcome variables. The authors applied these analyses to a sample of 155 IT experts from a leading telecom company in the Turkish ICT industry to test the relevant hypotheses. Findings The findings of this study indicate that tacit knowledge, rather than explicit knowledge, partially mediates the relationship between a knowledge-sharing culture and organizational creativity. This mediating role of tacit knowledge is particularly pronounced in the ICT sector. Additionally, the impact of organizational capabilities on organizational creativity is amplified by higher levels of tacit knowledge sharing. Originality/value The effect of organizational capabilities on organizational creativity was found to increase because of tacit knowledge sharing compared to explicit knowledge sharing, depending on the knowledge-sharing climate.

Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This paper examines the relationship between these three variables in language learners. Native English speakers were exposed to an artificial language containing three sentence patterns of varying linguistic complexity. They were randomly assigned to two groups – incidental and instructed – designed to promote the acquisition of implicit and explicit knowledge, respectively. Learning was assessed with a grammaticality judgment task, while subjective measures of awareness were used to measure whether exposure had resulted in implicit or explicit knowledge. Participants also completed cognitive tests. Awareness measures demonstrated that learners in the incidental group relied more on implicit knowledge, whereas learners in the instructed group relied more on explicit knowledge. Overall, exposure condition was the most significant predictor of performance on the grammaticality judgment task, with learners in the instructed group outperforming those in the incidental group. Performance on a procedural learning task accounted for additional variance. When outcomes were analysed according to linguistic complexity, exposure condition was the most significant predictor for two syntactic patterns, but it was not a predictor for the most complex sentence group; instead, procedural learning ability was.

A book collection in corpore is usually used to describe a historically formed, indivisible collection of books having a historic, scientific and cultural value. Specialized research on this topic in Lithuania has been scanty, if any, with the exception of research conducted on acquiring and storing book collections in libraries as well as similar topics. The article aims at investigating the theoretical aspects of using the term book collection and providing the analysis of existing practices and trends with regard to book collections both in Lithuanian and foreign libraries. To achieve this objective, the following methods of literary analysis and empirical research have been used: analysis of library websites, expert survey, interviews with the library staff taking care of book collections at their disposal. The objects of research are the book collections in corpore, acquired and stored in the National Library of Lithuania, libraries of state-level and county libraries. The libraries which decide to store and preserve book collections in corpore, undertake a museum function, that is, the inherent function pertinent to a memory institution. This function is not characteristic of public libraries. However, it is among the core functions of the libraries having the national and state status. Based on the criterion of the former owner, collections in corpore can be grouped as follows: personal libraries (the libraries of outstanding statesmen, public figures, science and culture mak­ers) and book heritage of various institutions (institutional libraries). It turned out that currently 144 collections in corpore are being stored in the National Library of Lithuania, state-level and coun­ty libraries, with personal libraries identified as the prevailing group among them (137). The seven remaining collections in corpore are institutional libraries. The analysis of the information available in library websites on the collections in corpore revealed that the material presented is rather scarce and the websites do not contain comprehensive infor­mation about the scope of the respective collections. Thus, the user’s access to information is rather restricted. Today, the acquisition of collections in corpore has been reduced in scope, reflecting the current situation in librarianship. The status of some of the libraries which have acquired a great many book collections in corpore (for example, Vilnius University Library) have to be reviewed. Hav­ing established whether we are dealing with a collection in corpore or whether it is merely a donated collection of books, we can integrate the books in question into the library holdings, marking book provenance indicators in a bibliographic description in the online catalogue. Due to their exclusiv­ity, book collections in corpore are becoming book monuments. Such a status puts their custodians under an obligation to treat them as the sets of documents having special value, that is, as book monuments.

Knowledge hiding (KHi) is the intentional withholding of knowledge from colleagues, often caused by a lack of trust. It takes three forms: rationalized hiding, evasive hiding, and playing dumb, with the latter two fueling ongoing mistrust. To address this, organizations promote sharing both Tacit Knowledge (TK) and Explicit Knowledge (EK), to improve teamwork, problem-solving, and workplace relationships. Recent studies highlight the challenge of distinguishing general knowledge from TK and the difficulty of articulating TK, which adds to its scarcity and value. Examining the intentions and motivations behind KHi and KHo, often driven by fear, provides important insights into organizational knowledge dynamics. This study aimed to identify key factors influencing individuals' decisions to share TK or engage in KHi or KHo behaviors in the workplace. Using an 11-stage Survey Design methodology, data was collected from 285 Knowledge Management (KM) professionals across five countries over 42 days. This comprehensive approach ensured a diverse and representative sample, enhancing the validity and applicability of the findings. Results revealed that participants were aware of and engaged in KHi, KHo, and Knowledge Sharing (KS) behaviors. They recognized that TK holders made deliberate sharing decisions based on trust, sincerity, skillsets, and expertise. This insight underscores the complexity of KM in organizational settings and the need for nuanced approaches to encourage KS. The study highlighted the need for future research to include leadership influences, which significantly impact KHi and KHo behaviors. This finding emphasizes the critical role of leadership in shaping knowledge-sharing cultures within organizations and suggests that effective KM strategies must consider leadership styles and practices. By addressing these complex issues, organizations can develop more effective strategies to promote KS, reduce harmful hiding behaviors, and ultimately enhance their competitive advantage through improved KM practices. The study's findings provide a foundation for future research and practical applications in organizational KM, potentially leading to more efficient and collaborative work environments.

Design education traditionally centers around the critique as a pivotal assessment process, fostering the development of both explicit and tacit knowledge within the physical studio environment. Ideally, the critique encourages students to develop their creativity, sharpen their thought processes and refine their technique. This study contributes to the ongoing discourse on technology-enhanced teaching in practice-based design studios by examining the effectiveness of online peer critique as a strategy to capture tacit knowledge and make it explicit in the design learning environment. Drawing on the experiences of 90 undergraduate visual communication design students, findings show the critique process was a collaborative experience which afforded the fluid exchange of both tacit and explicit knowledge. Technology played a key role in this knowledge exchange, giving students a confidence in their creative abilities as observers and participants. The online process facilitated anonymity, enabling open and honest communication, while digital records supported post-critique reflection. Despite challenges, this systematic approach to online peer critique proves beneficial in fully online courses and warrants exploration in physical design studios given that more programs transitioning to blended learning. This research contributes to the discourse on leveraging technology for tacit knowledge construction and learning in design education.

MixEI: Mixing explicit and implicit commonsense knowledge in open-domain dialogue response generation

a In his TESOL Quarterly article (Vol. 27, No. 1, Spring 1993), Rod Ellis attempts to make a case for the role of a structural syllabus as a means to promote gradual mastery of implicit second language knowledge. Ellis proposes a two-dimensional model of skill learning which is similar to the analysis control model proposed by Bialystok (1982). However, the invocation of a distinction between implicit and explicit knowledge to replace one of Bialystok's constructs, the dimension of analysis, leads to confusion and theoretical incoherence because it is not clear how Ellis's definitions of implicit and explicit knowledge relate to similar distinctions in cognitive psychology and L2 research (e.g., Hulstijn, 1990; Logan, 1988; McLaughlin, 1987; Reber, 1989; Shiffrin & Schneider, 1977). No empirical evidence from this research is adduced to support assertions Ellis makes about implicit knowledge which are fundamental to his proposals for pedagogy. In particular, it is unclear how Ellis motivates claims about the nature of the interface between implicit and explicit knowledge, and the form of implicit knowledge. In his model of second language acquisition processes, Ellis replaces Bialystok's (1982) +/analyzed distinction with a distinction between two of knowledge, explicit and implicit. For Bialystok, this dimension represents a continuum of analysis, with early language being toward the unanalyzed end of the scale and analyzed language characterizing the later, more developed system. For Ellis this is a dichotomy between interfaced, but distinct implicit and explicit types of knowledge. Bialystok's dimension of control is referred to as the to procedural (Anderson, 1983) dimension by Ellis. Language development is characterized as the process whereby explicit declarative

This study examined the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open‐ended laboratory investigations. The results indicate that the students provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit knowledge. However, the performance over the duration of the study (7 weeks) of those students provided with explicit knowledge improved for some integrated process skills, while for other skills, the explicit knowledge gave no significant advantage over those provided with tacit knowledge. These findings have important implications on what teachers should emphasize when teaching open‐ended laboratory investigations.

It is commonplace in artificial intelligence to draw a distinction between the explicit knowledge appearing in an agent's memory and the implicit knowledge it represents. Many AI theories of knowledge assume this representation relation is logical, that is, that implicit knowledge is derived from explicit knowledge via a logic. Such theories, however, are limited in their ability to treat incomplete or inconsistent knowledge in useful ways. We suggest that a more illuminating theory of implicit knowledge is that it is the result of rational representation, in which the agent rationally (in the sense of decision theory) chooses interpretations of its explicit knowledge. This research was supported by the Defense Advanced Research Projects Agency (DOD), ARPA Order No. 4976, Amendment 20, monitored by the Air Force Avionics Laboratory under Contract F33615-87-C-1499. The views and conclusions contained in this document are those of the author, and should not be interpreted as representing the official policies, either expressed or implied, of the Defense Advanced Research Projects Agency or the Government of the United States of America.

Learning from public health emergencies has not always been possible due to suboptimal knowledge accrual from previous outbreaks. This study described the knowledge attributes of Health Management Information Systems (HMIS) that are currently used during health emergencies. It aims to inform the development of a "nuggets of knowledge" (NoK) platform to support agile decision-making and knowledge continuity following health emergencies. A search was conducted on the Web of Science and Google Scholar, with no date restriction for articles that conveniently selected 13 HMIS and their knowledge attributes. Proportions were used to summarize HMIS distribution by countries' World Bank income status. Thematic content analysis was used to describe knowledge attributes of HMIS based on the knowledge attributes of Holsapple et al. Seven of the 13 HMIS contained tacit knowledge; the 7 HMIS were predominantly used in higher-income settings and developed after explicit knowledge containing HMIS. More HMISs that contained tacit knowledge were currently usable, universal, programmable, user-friendly, and relied on informal information sources than HMIS that contained explicit knowledge HMIS. Tacit and explicit knowledge containing HMIS were equally practical, accessible, and domain-oriented. HMIS should continuously capture both tacit and explicit knowledge that is actionable and practical in HMIS, user-friendly, programmable, and accessible to persons in all geographical settings. HMIS that contain tacit knowledge have more favorable attributes than those that contain explicit knowledge, but they may not be available to all emergency responders globally, a distribution that may change as newer low-cost technologies become available. Future research should investigate the impact of the NoK platform on public health emergency management.

Interpretations of the relationship between explicit and implicit knowledge in second language acquisition theory and pedagogy have historically been captured by one of three positions: a non‐interface, a weak interface, or a strong interface. Non‐interface positions reject the existence of a facilitative and transformational relationship between explicit and implicit knowledge. A weak interface position allows for a limited facilitative relationship between the two. A strong interface position, not only sees a relationship between explicit and implicit knowledge, but believes that explicit knowledge can, under the right conditions and with enough practice, become implicit.

This article aims to identify the types of knowledge needed in reducing the risk of disasters and challenges in applying knowledge. Based on the literature review, this article analyzes various kinds of knowledge, the process of knowledge creation, and the challenges of knowledge transmission. Basically, knowledge consists of explicit and tacit knowledge. In the context of disasters, most of the knowledge is tacit in individual local people (indigenous knowledge). Tacit knowledge can motivate someone to make decisions (act) when a disaster occurs. To be understood and disseminated to the wider community, tacit knowledge needs to be converted into explicit knowledge and scientifically validated. This article proposes the importance of integrating tacit knowledge in the form of local knowledge to become explicit knowledge so it can be widely used. Knowledge built in a bottom-up manner, which comes from local knowledge, is believed to be effective in disaster risk reduction. However, in some countries, the process of applying the knowledge is constrained by a fatalism that is influenced by social culture and religious beliefs.

This article re-examines the question of what makes some grammatical structures more difficult to learn than others, arguing that this question can only be properly understood and investigated with reference to the distinction between implicit and explicit knowledge of a second language. Using a battery of tests that were designed to measure implicit and explicit L2 grammatical knowledge of seventeen grammatical structures (Ellis 2005), learning difficulty in relation to these two types of knowledge was investigated. The results showed that structures that were easy in terms of implicit knowledge were often difficult in terms of explicit knowledge and sometimes vice versa and that, overall, there was no correlation between the rank orders of difficulty of seventeen grammatical structures for the two types of knowledge. A correlational analysis showed that the structures varied as to whether it was implicit or explicit knowledge of them that was related to a measure of general language proficiency. A regression analysis demonstrated that both types of knowledge predict general language proficiency.

Objective: in today’s volatile and knowledge-intensive business environment, knowledge management has become a key driver of organizational profitability beyond traditional cost- and productivity-based measures. This study addresses a gap in the literature by empirically examining how tacit and explicit knowledge contribute to profitability, with particular attention to the mediating role of breakthrough innovation. Methods: a quantitative research design was adopted using a structured questionnaire. Data were collected from 189 valid respondents, randomly selected from an initial sample of 240, ensuring a respondent-to-item ratio of 15:1. The relationships among tacit knowledge, explicit knowledge, breakthrough innovation, and organizational profitability were analyzed using SPSS and AMOS. Results: the findings reveal that both tacit and explicit knowledge exert significant positive effects on organizational profitability. A one-unit increase in tacit knowledge leads to a 0.26-unit increase in profitability and a 0.32-unit increase in breakthrough innovation. Likewise, explicit knowledge increases profitability by 0.21 units and breakthrough innovation by 0.10 units. When both knowledge types increase simultaneously, profitability rises by approximately 0.10 units, confirming the mediating role of breakthrough innovation. Conclusions: empirical evidence on the knowledge-profitability nexus, particularly within the healthcare sector, remains limited. This study advances the literature by demonstrating how breakthrough innovation translates knowledge assets into competitive advantage. The results also highlight the strategic importance of medical teaching institution (MTI) reforms in fostering innovation-driven performance. Overall, the study offers valuable theoretical and practical implications for developing knowledge-centric strategies to sustain organizational competitiveness.