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Min-Chun Ku


Publications by Min-Chun Ku (bibliography)

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Ku, Min-Chun, Scialdone, Michael and Zhang, Ping (2012): Absent information technology in legitimate information systems research. In: Proceedings of the 2012 iConference 2012. pp. 465-467. Available online

The current identity of the information systems (IS) discipline, to certain extent, relies on the presence of information technology. The urgent call to theorizing IT artifacts made by previous IS studies raises concerns on the roles and importance of IT artifacts in the wide range of topics investigated by IS scholars, especially in the studies in which IT artifacts are considered absent. We analyze the topics, IT artifacts, and contexts of these studies from the 2009 and 2010 ICIS proceedings to address this concern. We find that IT professions and IT artifacts are significant contextual factors that cannot be ignored in these studies. This helps the IS discipline to rethink the establishment of its intellectual identity solely on the premise of theorizing IT artifacts.

© All rights reserved Ku et al. and/or their publisher

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Ku, Min-Chun (2011): A conceptualization of interaction with genres in the context of information practices. In: Proceedings of the 2011 iConference 2011. pp. 144-150. Available online

In this paper, the author examines how genres affect both the process and consequences of information practices in contexts. Genres serve as information systems within and around which information practices are shaped. They are in turn shaped by information practices. Genres also serve as physical information resources that structure information practices in the human-information interaction process. They allow humans to relate their situations and contexts to broader socio-cultural community practices. Based on previous information studies, a conceptual framework that depicts interaction with genres in the context of information practices is developed to unfold the roles that genres play in shaping information practices. It illustrates the aspects of information practices that are shaped by and interact with the evolving identification, recognition, and conception of genres, including the selection and prediction of information sources and/or systems, the development and employment of information seeking strategies, the shift of interactive intensions, and the assessment of encountered information packages and information. This framework serves as a conceptual foundation that guides further empirical investigation of interaction with genres in different contexts. It also bridges the gap identified in previous information studies.

© All rights reserved Ku and/or ACM Press

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Ku, Min-Chun (2011): Investigating genre-credibility relations in the context of scholars' information practices. In: Proceedings of the 2011 iConference 2011. pp. 836-837. Available online

This study seeks to investigate the relationships between genres and credibility in the context of scholars' information practices. The author will explore how scholars in different disciplines predict, perceive, and assess the credibility of the genres that they seek and use in their research and teaching tasks in different academic contexts. Whether or not there are relationships, and/or what relationships exist between different types and different levels of complexity of tasks and genres that are sought, used, and cited in different academic settings will also be examined. Scholars from different disciplines will be recruited to participate in this research. The author will employ citation analysis, interviews, and focus groups to identify each scholar's genre repertoire and his/her research and teaching tasks that initiate and develop their information practices based on his/her publications, syllabi, and other related academic outputs. Card-sorting and repertory grids will then be adopted to understand the differences of the perceived credibility among genres. The interview transcripts will be content analyzed to unfold the relationships between the genres that scholars seek and use and how their credibility is predicted, perceived, and assessed in different tasks in contexts. The findings will identify the relationships between tasks that vary in their types and complexity and the cues that different genres render to credibility prediction and assessment in various academic situations. The results of this study will provide a conceptual foundation of human-information interaction that can be applied to different population in different contexts and inform the design of information systems and services in practices.

© All rights reserved Ku and/or ACM Press

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