Scholarly Communities and Computing Expertise: The Role of Formal and Informal Learning

Abstract

Based on in-depth interviews of forty-four scholars across four specialist fields, this article explores the role of formal and informal learning in scholars' adoption of computing expertise. In the light of the findings, formal courses had a minor role in the development of scholars' computing expertise. Patterns of collaborative work and information sharing at the workplace, professional role and identity, available time resources, the nature of work tasks, place(s) of work, and existing social ties and networks, were the most important factors at play. It is argued that considerations such as interconnectedness of professional identities and ICT, the mutually shaping relationships between ICT and the sociocultural context in which working and learning takes place, and the importance of social networks for development ICT expertise, are rarely foregrounded in information society initiatives. The findings may thus inform efforts to support professional development not only in academia but other workplaces as well.

Citation

Talja, S. (2007), "Scholarly Communities and Computing Expertise: The Role of Formal and Informal Learning", Garten, E.D., Williams, D.E., Nyce, J.M. and Talja, S. (Ed.) Advances in Library Administration and Organization (Advances in Library Administration and Organization, Vol. 25), Emerald Group Publishing Limited, Leeds, pp. 259-279. https://doi.org/10.1016/S0732-0671(07)25012-6