Sense‐making, sensemaking, and sense making are terms used in different disciplines. Similarities of usage seem unclear. (1) to examine the concepts used in different approaches to sense‐making/sensemaking/sense making; (2) to identify, classify and synthesize recent studies relevant to information science, as well as similar group on sensemaking in education research; (3) to reflect on future directions for sense‐making/sensemaking methodology in information science. The objectives were to retrieve, examine, classify and perform meta‐synthesis on sense‐making/sensemaking studies in both information science and education research. The review used systematic review principles, with selection criteria for case studies for examination in both information science and education sets. The final meta‐synthesis used a meta‐ethnographic approach, together with findings of recent overviews on organizational sensemaking, and other information science reviews. Qualitative sense‐making studies in information science often used Dervin's SMM (sense‐making methodology) and studies in organizations and education frequently used Weick's organizational sensemaking. Different mixed methods approaches were identified. Sense‐making is actively used in research and practice in information science and knowledge management. Using a coherent sense‐making methodology helps and dialogic principles are useful in planning, data collection and analysis. Individual and collective sense‐making are important to information science.

中文翻译：

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意义建构、意义建构和意义建构——信息科学与教育文献的系统回顾和元综合：信息科学与技术年度回顾（ARIST）论文

意义建构、意义建构和意义建构是不同学科中使用的术语。用法的相似之处似乎不清楚。(1) 检查不同意义建构/意义建构/意义建构方法中使用的概念；(2) 识别、分类和综合与信息科学相关的最新研究，以及教育研究中意义建构的类似研究；（3）反思信息科学中意义建构/意义建构方法论的未来方向。目标是检索、检查、分类和对信息科学和教育研究中的意义建构/意义建构研究进行元综合。该审查采用系统审查原则，并在信息科学和教育领域进行案例研究的选择标准。最终的综合综合使用了元人种学方法，以及最近关于组织意义建构的概述和其他信息科学评论的发现。信息科学中的定性意义建构研究经常使用德尔文的SMM（意义建构方法论），而组织和教育领域的研究则经常使用韦克的组织意义建构。确定了不同的混合方法。意义建构被积极地应用于信息科学和知识管理的研究和实践中。使用连贯的意义建构方法有助于规划、数据收集和分析，对话原则也很有用。个人和集体的意义建构对于信息科学很重要。