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Modeling the Invisible College
Alesia Zuccala
Faculty of Information Studies, University of Toronto, 140 St. George Street,
Toronto, Ontario, M5S 3G6 Email: a.zuccala@utoronto.ca
This paper addresses the invisible college concept with the intent of developing a consensus
regarding its definition. Emphasis is placed on the term as it was defined and used in
Derek de Solla Price’s (1963; 1986) work and reviewed on the basis of its thematic progress
in past research over the years. Special attention is given to Lievrouw’s (1990) article
concerning the structure versus social process problem to show that both conditions are
essential to the invisible college and both may be reconciled. A new definition of the
invisible college is also introduced, including a proposed research model. With this model,
researchers are encouraged to study the invisible college by focusing on three critical
components – the subject specialty, the scientists as social actors, and the Information Use
Environment (IUE).
Introduction
Research models are important to the field of Library and Information Science because
they provide a set of themes to observe when collecting data for analysis and interpretation.
Such models require testing with different populations, in different types of environments. With
frequent testing the model should provide evidence over time that it has reached the status of a
theory, or scientifically acceptable general principle or body of principles offered to explain a
phenomenon.
One of the most noticeable gaps in the Information Science literature is that there has not
been any development or use of a research model for the term invisible college. This finding is
curious, particularly because it has appeared so frequently in various studies. A search for the
phrase “invisible (W) college? /AB” (Abstract) in the Dialog™ Information Science and
Technology Abstracts database and the database of Library Literatur
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