BUSS 951 Critical Issues in Information Systems Lecture 12 Evolution of Systems Clarke, R. J (2001) L 951 -12: 1
Recall n Last week we claimed that you could analyse a system using Systemic Functional Linguistics n we can use texts associated with workpractices to analyse what is being done, by whom to whom, and how this is being done Clarke, R. J (2001) L 951 -12: 2
Agenda nthis week we will describe ndescribe several theories of one useful strata- genre and apply it to SFL to an actual IS in its workplace- ALABS nuse our substantive knowledge of IS to alter theory napply this theory to some features of the ALABS system Clarke, R. J (2001) L 951 -12: 3
Agenda n overtime we can see shifts in the genre structure of texts associated with these workpractices and a system features. . . n NOTE: case studies conducted over time are referred to as longitudinal studies, or diachronic studies n we can do this because we can study systems features using texts, remembering that there is a relationship between text and context! n we can ask question why did this change to take place? Clarke, R. J (2001) L 951 -12: 4
Readings n Kress (1985) “The linguistic expression of social meaning: discourse, genre and text” #22 n Eggins (1994) “Context of culture: genre” #23 n Hasan (1985) “The structure of a text” #24 n Clarke (1996) “The Persistence of Systems in Organisations: Genre Analysis of Systems Commissioning” #25 Clarke, R. J (2001) L 951 -12: 5
Genre Theory Revisited Clarke, R. J (2001) L 951 -12: 6
Clarke, R. J (2001) L 951 -12: 7
Social Context and Language Genre: Several Theories nnow it so happens that there are two major views on genre nthe first is that genre is simply the unique instance of field, tenor and mode (also called Contextual Configuration) nthis is the model of genre theorised by Hasan (this tutorial) Clarke, R. J (2001) L 951 -12: 8
Social Context and Language Genre: Several Theories nin your reading, the ALABS system is looked at from this point of view initially- but it has some problems when looking at IS in organisations nthe alternative way of looking at genre is to treat it in exactly the same way as the rest of the SFL model ie/ as its own strata Clarke, R. J (2001) L 951 -12: 9
Genre (Martin) n obligatory/optional element distinction developed by Hasan is also used by Martin, but nfield evidence: the absence of an obligatory element (ALABS Identification Given element renegotiated into a Value Retained Item) nconsequence: abandoning the system to perform the loan, ad hoc development of a manual workaround to complete the loan Clarke, R. J (2001) L 951 -12: 10
Negotiable Genre Elements Implications for Elements. . . ngenre elements are negotiated entities: na genre is more likely to fail to complete when both parties cannot come to an agreement n. IG may ‘fail’ for Labstaff member but may under certain circumstances be renegotiated by a ‘pushy’ Student na student who fails to negotiate will not complete a loan by any means Clarke, R. J (2001) L 951 -12: 11
Negotiable Genre Elements. . . Implications for Elements nif genre elements are negotiable categories ncan’t use a crisp obligatory-not obligatory (i. e. optional) distinction nhave to use something more like conditional probabilistic occurrence nelements can be arranged somewhere on a continuum of occurrence; where, 0 = never found (i. e. absent) or 1 = always found Clarke, R. J (2001) L 951 -12: 12
Negotiable Genre Elements Implications for Genres n if genre elements are negotiable categories, then the following consequences apply nsome genres will have renegotiated obligatory elements (Clarke) or missing obligatory elements (Ventola) ntherefore, a larger range of genre sequences, can find themselves as members of specific genres- genres become fuzzy not crisp classifications Clarke, R. J (2001) L 951 -12: 13
Quasispecies Field Tenor Mode M: M: M Other Genre most dissimilar identical most dissimilar Quasispecies Clarke, R. J (2001) L 951 -12: 14
Comparison Genre Species (Hasan 1985) Other Genre Quasispecies Other Genre Clarke, R. J (2001) L 951 -12: 15
Social Context and Language Genre: Several Theories n for various reasons genre as a strata (after Martin) is much better way of looking at IS n like everything is SFL: linguistic resources form systems available to language usersngenre should also be treated in this way n. IS appear to have some strange characteristics- they are multigeneric by nature Clarke, R. J (2001) L 951 -12: 16
Genre and ALABS Clarke, R. J (2001) L 951 -12: 17
Genre Analysis Applied to IS n. Genre Analysis is applied bottom-up: provides a very detailed view of work practices which then need to be integrated across various sites nneed to look at many actual texts in a social context in order to find out about work practices Clarke, R. J (2001) L 951 -12: 18
Genre Analysis Data Collection eg/ Buying Bread 1. Multiple texts gathered in a particular Material Setting associated with a particular Context of Situation (ie. Register) 2. Texts are transcribed if involving spoken language. All texts are analysed for genre elements 3. Individual Schematic Structures (SS) (after Martin) or Genre Sequences (GS) (after Clarke) are analysed Data Analysis/Results 3. A single Generic Structure Potential (GSP) (after Hasan) or a single Genre Digraph is formed (after Clarke) Clarke, R. J (2001) L 951 -12: 19
ALABS Study (1) n Automated Library And Borrowing System at the Microcomputer Laboratories, UOW n now effectively decommissioned as a consequence of networking n developed by staff who then used the system (end-user developed system) n study looked at parts of system which used speech only referred to as service encounters n longitudinal study of these service encounters over 12 years of operation, four versions and three platforms Clarke, R. J (2001) L 951 -12: 20
Clarke, R. J (2001) L 951 -12: 21
Student Loans n. By taking transcripts of Students borrowing s/w, manuals and h/w (especially s/w) a number of stages were found in texts na genre sequence was identified which accounted for most Student Loans Clarke, R. J (2001) L 951 -12: 22
Student Loans Greetings, Service Request, Identification Sought, Regulations, Enrolment, Materials Out, Finis ALABS Student Loan G SR RE IS E MO F SR Clarke, R. J (2001) L 951 -12: 23
Conditions of Use form n ALABS Example: Conditions of Use form (written text) is associated with the Regulations (RE) element in Student Loans genre. n the Conditions of Use form describes what students can borrow, when to return it and what can happen if they don’t n By inference once a student signs this form, all subsequent Student Loans in a session will operate by these conditionsit’s a contract Clarke, R. J (2001) L 951 -12: 24
Student Returns n. Student Returns are of course much simpler because the student does not need proof of identity (student card was retained at the office during the Student Loan). n. None-the-less the Conditions of Use form relates Loans and Returns together! Clarke, R. J (2001) L 951 -12: 25
Student Returns Greetings, Request Completion, Materials In Identification Returned, Finis ALABS Student Return G RC MI IR F Clarke, R. J (2001) L 951 -12: 26
Systems Evolution Clarke, R. J (2001) L 951 -12: 27
Cutting, Pasting, Elaboration n. ALABS provides evidence for the wholesale, purposeful manipulation of individual genres nthe manipulation is of three types: nthe removal of genre elements nthe addition of new genre elements nboth of the above Clarke, R. J (2001) L 951 -12: 28
ALABS Version 1 ALABS Student Loan G SR RE E IS MO F SR ALABS Student Return G RC IR MI MI IR F Clarke, R. J (2001) L 951 -12: 29
ALABS Version 2 & 3 Pasting ALABS Student Loan G SR RE E LO IS MO F SR ALABS Student Return G RC IR MI LI MI IR LI F Clarke, R. J (2001) L 951 -12: 30
ALABS Version 4 Cutting ALABS Student Loan G SR RE E LO IS MO F SR ALABS Student Return G RC IR MI LI MI IR LI F Clarke, R. J (2001) L 951 -12: 31
Cutting, Pasting, Elaboration n the evidence for purposeful manipulation of genres: n is that changes are ‘optimal’ and ngenres which form assemblages get changed together n Is this how non-IS related genres change? Is it just that IS speed up these changes? nwrt IS, genre re-use appears to be preferred to genre reinvention Clarke, R. J (2001) L 951 -12: 32
Cutting, Pasting, Elaboration nimplications for end-user programming practices: nwas the programmer so intimately familiar with the code that they knew exactly which lines to add/remove nor was the programmer so intimately familiar with the workpractice that they knew which code implemented which genre element Clarke, R. J (2001) L 951 -12: 33
Cutting, Pasting, Elaboration nthe programmer was very aware of the ‘staging’ of the workpractice nthere is further evidence to suggest thisthe addition of a Student Append Feature in Version 2 of ALABS nthe code was copied from the Student Loan and then ‘crippled’ in order to implement the Student Append Clarke, R. J (2001) L 951 -12: 34
ALABS Version 2 & 3 Elaboration ALABS Student Loan G SR RE E LO IS MO F SR ALABS Student Append G SR IS RE E FI LO MO F SR Clarke, R. J (2001) L 951 -12: 35
Genre Assemblages Clarke, R. J (2001) L 951 -12: 36
Genre Assemblages (1) Summary nwe have a new theory of genre (as a quasispecies), and we also have a new way of representing them (as a directed cyclical graph- digraph) none of the other advantages of using a digraph is that we can represent something the linguists haven’t seen. . . Clarke, R. J (2001) L 951 -12: 37
ALABS Student Return G MI RC IR RE E F Conditions of Use ALABS Student Loan G SR IS MO F SR Clarke, R. J (2001) L 951 -12: 38
Genre Assemblages nwhich we can simplify as: Student Loan Cond of Use Student Return Clarke, R. J (2001) L 951 -12: 39
Genre Assemblages nand also include the social subjects affected: Student Loan Cond of Use Student Return Labstaff Clarke, R. J (2001) L 951 -12: 40
Genre Assemblages (2) nwe know from tutorials that IS produce many texts nwe know that a genre defines a single set of text types nlinguists typically look at single genres. . . but IS always have multiple genres Clarke, R. J (2001) L 951 -12: 41
Genre Assemblages (3) nfor example in ALABS, the Student Loan Genre is related to the Student Return Genre (each there own genre) nalso the Student Loan Genre is related to Conditions of Use Form (a regulatory genre) Clarke, R. J (2001) L 951 -12: 42
Genre Assemblages (4) n these relationships between genres characterise IS n Clarke (1995) gives these phenomena a name, related genres are collectively called a Genre Assemblage n the formal relationships which relate genres together are called Genre Associations Clarke, R. J (2001) L 951 -12: 43
Genre Assemblages (5) Project Management Implications ngenre assemblages can be used as a basis for organising the process of analysis of a system in its organisational context nsuch efforts are usually referred to as project management within the information systems literature Clarke, R. J (2001) L 951 -12: 44
Genre Assemblages (6) Project Management Implications nhowever, project management (especially during analysis) generally presupposes a formalised relationship between analysts exploring the organisation and its management Clarke, R. J (2001) L 951 -12: 45
Genre Assemblages Material Setting Genre 1 Clarke, R. J (2001) L 951 -12: 46
Genre Assemblages Genre 2 Material Setting Genre 1 Clarke, R. J (2001) L 951 -12: 47
Genre Assemblages Genre 2 Material Setting Genre 1 Clarke, R. J (2001) L 951 -12: 48
Genre Assemblages Genre 2 Material Setting Genre 1 A Clarke, R. J (2001) L 951 -12: 49
Genre Assemblages A B Clarke, R. J (2001) L 951 -12: 50
Genre Assemblages A B Clarke, R. J (2001) L 951 -12: 51
Genre Assemblages A C B Clarke, R. J (2001) L 951 -12: 52
Genre Assemblages Common Occurrence nseveral assemblages have been found in ALABS- very likely that most IS have many connections between genres nso IS are very pervasive entities in organisations nthis may have profound implications for IS development Clarke, R. J (2001) L 951 -12: 53
Genre Assemblages nif these occur what are the implications for: n. Business Process Reengineering n. Mergers between Units/Divisions in a firm n. Mergers between one or more different Companies Clarke, R. J (2001) L 951 -12: 54
Genre Collections Clarke, R. J (2001) L 951 -12: 55
Genre Collections (1) nif we were to map out all the genres, all genre assemblages and associations for a system, we would completely describe a system in its organisational context nwe would have described the genre collection for the system Clarke, R. J (2001) L 951 -12: 56
Genre Collections (2) Basis of a Genre Methodology nmapping out a system we would proceed by exploring all genres within a specific site (including assemblages and their associations) nwe would follow the language from one site to another, (repeating the above) nuntil no more sites are left! Clarke, R. J (2001) L 951 -12: 57
Genre Assemblages A C B Clarke, R. J (2001) L 951 -12: 58
Genre Collection Diagrams Clarke, R. J (2001) L 951 -12: 59
Genre Collection Diagrams nwe can formally map out the genres in a genre collection by using a higher level version of a graphcalled an Genre Collection Diagram nit shows associations between each genre and shows the participants involved in different Contexts of Situation Clarke, R. J (2001) L 951 -12: 60
Genre Collection Diagram for ALABS Clarke, R. J (2001) L 951 -12: 61
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