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Introduction. As knowledge organization systems are an important part of knowledge organization research, gaining deeper understanding of the knowledge organization system is imperative. This paper considers one specific type of knowledge organization system, classification schemes, and asks epistemological questions about our knowledge of them. Method. An original conceptual model is introduced and explained: the multiplane approach. This model is justified and enhanced using a specific aspect (faceting) of an example classification scheme (Dickinson Classification). Model. The multiplane approach separates out knowledge about classification schemes into four planes: the scheme itself; authorial description and analysis; external criticism and analysis; context and author background. The model is visualised using a tetrahedron, with a different plane of knowledge at each vertex. Results and discussion. Analysing Dickinson Classification demonstrates the value in isolating individual planes of knowledge and the importance of interactions between these planes. The multiplane approach unveils important new knowledge through highlighting a contrast between the faceted nature of Dickinson and the lack of faceting theory in the authorial background. Conclusion. The multiplane approach provides an original way to view classification schemes, which produces new information about the scheme. This conception produces new knowledge about classification schemes, organization of domains, and knowledge organization more generally. [ABSTRACT FROM AUTHOR]

Introduction. The point of departure for this paper is the twofold analogy (analogy of content, analogy of medium) between printed and electronic books, the aim being to draw attention to the usual perception of their capacities and relationships, to provide a rather detailed analysis of the outcome and sustainability of such analogies and ultimately to indicate the drawbacks involved. Method. The contextual analysis of contents of the key themes is employed; in the articulation of the conclusions, analytic and synthetic approaches are used. Results. The definitions of the e-book are not consensual or sustainable, rather reflect the current developmental phase of the phenomenon. The emphasis is placed upon changes, and continuity is ignored, and it is not seen that the possibility of analogies derives from a long historical development. While the analogy of content is sustainable, for it implies the reproduction of the same discourses in different media, analogy of medium is not, for the interactive capacities permitted by the printed and the electronic medium are different. Conclusions. The e-book discourse has to be expanded by understandings drawn from cognate areas such as book history, publishing studies and in general by those from the extremely useful insights employed in the cultural-historical approach, for all the media functioning in any given period coexist and affect each other. [ABSTRACT FROM AUTHOR]

The article assesses the library and information science origins, perceptions and definitions, as well as contextual relations, pertaining to the concept pairs homogeneity-heterogeneity and integration-fragmentation. Meta-analytical library and information science literatures were used to gain access to previous studies on the organization of the science. There are several approaches in which library and information science can be interpreted. It can be viewed as a field in crisis which resulted not to fragmentation, but rather interdisciplinarity.