Strategic Cartography: Identifying IL Intersections Across the Curriculum

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Systems of knowledge... take account of ambiguity, redundancy,

noise, or randomness generated from the organization and its

environment, delineating patterns that enhance or impede knowledge

construction and exchange. -I Nonaka,1994

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Maps enable citizens of academic communities to perceive their environs in multiple, adaptable and evolving ways, delineating patterns that enhance or impede knowledge construction and exchange...

-Hamilton and Graniero, 2012

…while those within a discipline bring a richness of lived

experience to the work, the (map) developer can offer techniques for

exploring and uncovering. -Hamilton and Graniero, 2012

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B e v e r l e y H am i l t o n a n d P h i l A . G r a n i e r o . " D i s r u p t i v e C a r t o g r a p h y i n A c a d em i c D e v e l o p m e n t , " I n t e r n a t i o n a l J o u r n a l F o r A c a d em i c D e v e l o p m e n t 1 7 , n o . 3 ( 2 0 1 2 ) .

J e a n L a v e . " S i t u a t i n g L e a r n i n g i n C o mm u n i t i e s o f P r a c t i c e . " P e r s p e c t i v e s o n S o c i a l l y S h a r e d C o g n i t i o n . E d . L a u r e n B . R e s n i c k , J o h n M . L e v i n e a n d S t e p h a n i e T e a s l e y . W a s h i n g t o n , D . C . : A m e r i c a n P s y c h o l o g i c a l A s s o c i a t i o n , ( 1 9 9 1 ) . 6 3 - 8 2 .

D a v i d W . L e w i s . " A S t r a t e g y f o r A c a d em i c L i b r a r i e s i n t h e F i r s t Q u a r t e r o f t h e 2 1 s t C e n t u r y . " C o l l e g e & R e s e a r c h L i b r a r i e s 6 8 , n o . 5 ( 2 0 0 7 ) .

N o n a k a , I k u j i r o . 1 9 9 4 . " A D y n am i c T h e o r y o f O r g a n i z a t i o n a l K n o w l e d g e C r e a t i o n " . O r g a n i z a t i o n S c i e n c e . 5 ( 1 ) : 1 4 - 3 7 .

B r o w n , J o h n S e e l y , a n d P a u l D u g u i d . 2 0 0 1 . " K n o w l e d g e a n d O r g a n i z a t i o n : A S o c i a l - P r a c t i c e P e r s p e c t i v e " . O r g a n i z a t i o n S c i e n c e . 1 2 ( 2 ) : 1 9 8 - 2 1 3 .

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