By Tammera M. Race, Stephann Makri
Accidental details Discovery: Cultivating Serendipity within the electronic Age offers readers with an engaging dialogue at the methods serendipity―defined because the unintentional discovery of valued information―plays a huge position in artistic problem-solving.
This insightful source brings jointly discussions on serendipity and data discovery, learn in computing device and data technological know-how, and engaging recommendations at the artistic technique. 5 thorough chapters discover the importance of serendipity in creativity and innovation, the features of serendipity-friendly instruments and minds, and the way destiny discovery environments might inspire serendipity.
- Examines serendipity in a multidisciplinary context
- Bridges idea and practice
- Explores electronic details landscapes of the long run with essays from present researchers
- Brings the concept that of unintentional discovery and its worth entrance and center
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Extra resources for Accidental Information Discovery. Cultivating Serendipity in the Digital Age
In practice, this can be achieved through communication; discussions between people from different disciplines can result in knowledge, techniques, or approaches from one discipline being adopted or adapted in another discipline. EXTERNAL FACTORS System Characteristics McCay-Peet and Toms (2011) describe characteristics of interactive systems that encourage accidental discovery. Systems that cultivate serendipity enable connections, introduce the unexpected, present variety, trigger divergence, and induce curiosity (McCay-Peet & Toms, 2011).
The researcher understands one field enough to define a gap in its theories and stumbles upon a concept from another field that helps create a new framework. How might faculty and librarians prepare students for serendipity as they practice empirical ways-of-doing? Serendipity happens when scholars are reaching for answers about questions that are real and vivid. Yet, because the nature of empirical experiments is to test one isolated factor at a time, the broader purpose of individual experiments may be left unstated.
Novice researchers may have trouble switching from the immediate information need to evaluate how the new information might factor into later parts of the project. A more difficult encounter to accommodate is coming across something of unexpected value (Foster & Ford, 2003, pp. 332À334). Here, the broader project may have to be adjusted, because the new information shifts the researcher’s way of defining the problem, changes the parameters the researcher had developed to study the problem, or provides a new way to analyze and interpret the results.