The Smithsonian’s National Museum of Natural History houses Martha, the last passenger pigeon and a some collections still have Great Auk specimens, a bird species that went extinct in 1844.[1]
This reminds me of a book I read...
5 Matching Annotations
- May 2017
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en.wikipedia.org en.wikipedia.org
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Due to their composite nature, taxidermy specimens require special care and conservation treatments for the different materials.
This is a particularly insightful comment about the nature of organic specimens.
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- Sep 2016
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atrium.lib.uoguelph.ca atrium.lib.uoguelph.ca
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However, in numerous texts that assert this claim, authors conflate the ostensibly universal concept of informationon the one handwith minority-worldknowledge systems and technologieson the other.
Haider & Bawden (2007, "Conceptions of “information poverty” in LIS: a discourse analysis") present an assessment that the commodification of information via the comprehensive integration of ICT into info professions has created a framework in which information seekers are consumers and the info impoverished into charity cases, a construction that reinforces colonial modes of understanding majority/minority world interactions. Professionally, the author's also point out that LIS professionals have bought in to this development narrative -- especially with the use of the term "information poor" -- by representing our work as noble, salvific. This then reinforces minority world / Christian conceptions of charity, grace, and the role of the (info) rich in saving the (info) poor.
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The assertion of the centrality of individual education to relieving suffering only becomes tenable through the tacit assumption that marginalization is, at some level, an outcome of the ignorance of the marginalized—that is, their lack of knowledge, or at leastofthe right kind of knowledge.
Smacks of information poverty theory presented by Chatman (1996, "The Impoverished Life-World of Outsiders") in which information poverty is a largely self-imposed state due to a self-perception of lack of viable resources, continuation of info poverty is somehow a self-protective behavior as violating social norms of info seeking places the info poor outside of social expectations creating "negative consequences [that] outweigh the benefit, and that this leads to deception and sneakiness.
Aside from the association with historic prejudices against majority world peoples and the poor, this reinforces binary understanding of info rich vs. poor, casting their position within the development narrative pointed out here. This also establishes a cyclic system in which the info poor are info poor because they are info poor.
Also worth pointing out that this was written by a researcher at UNC Chapel Hill (a large-looming institution in our field) and -- as of 2014 -- is still actively being taught in my LIS program.
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The assertion of the centrality of individual education to relieving suffering only becomes tenable through the tacit assumption that marginalization is, at some level, an outcome of the ignorance of the marginalized—that is, their lack of knowledge, or at leastofthe right kind of knowledge.
Smacks of Information Poverty theory presented by Chatman (1996 "The Impoverished Life-World of Outsiders"): Information poverty -- by and large -- is a self-imposed state in which the information poor actively shun information because of a self-perception of having no resources, shunning of available information is a practice of self-deception, and that information is not actively pursued because of a desire to not appear 'in need' is conjoined with the desire to not violate social norms of your self-selected community and that "negative consequences [of violating social norms] outweigh benefits [of new information]."
This theory creates a cyclic system in which you are information poor because you are information poor. Reestablishes the binary dynamic of info poor vs. rich based on some inherent vice of the individual or the community.
Also worth noting: written by researcher from UNC Chapel Hill, and -- as of 2014 -- still being taught in my LIS program.
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