•  
  •  
 

Abstract

This paper describes how alternative documents – memory, metaphor, and storytelling – negotiate musicians’ ongoing process of knowledge building. Examples are drawn from five music practitioners of different traditions around the world. In the contexts of teaching and learning, these documents provide evidence of changing epistemic perspectives in these music practitioners, and can be used to examine the complex relationships between time, knowledge building, and experience. Recent work in oral information and oral documents by Turner (2007; 2010), in addition to conceptual views of documents and documentation as early as Otlet (1934) and Briet (1951) and revisited by Buckland (1991; 1997) and Frohmann (2004; 2009), continue to examine what constitutes a document and in which contexts. The idea of devices like memory, metaphor, and storytelling as documents providing “windows” into epistemological dynamics is a new perspective offered on a diverse and complex subject. Future research into music knowledge contexts of documents will further the overall discussion of non-textual documents and documentation practices in Library and Information Science.

Share

COinS
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.