Intertextuality at Work:
Large-Scale Structure of Information Systems
Rodney J. Clarke
School of Computing, Staffordshire University
Beaconside, Stafford ST 18 0DG, United Kingdom
( +44 (0)1785 35 3334 office  +44 (0)1785 35 3497
" www.dsl.uow.edu.au/~rclarke/contact.htm
8 r.j.clarke@staffs.ac.uk
School of Computing Seminar Series: June 26th, 2002
Blue Theatre, Staffordshire University
Clarke, R. J (2002) Staffordshire:
1
Agenda
 Introduction: Research Problems and Approach
 Case Study: ALABS at the Microcomputer
Laboratories
 Workpractice Theory: Systemic Semiotic
Workpractice Framework
 Methodological Issues
 Systems Use: Workpractice Texts in Context
 Workpractice Change:
 Individual Elements
 Sequence Copying and Elaboration
 Intertextuality and Systems
Clarke, R. J (2002) Staffordshire:
2
Introduction
Research Problems and Approach
Clarke, R. J (2002) Staffordshire:
3
Introduction
Research Problems and Approach (1)
although users of information systems
do not have unmediated access to
systems features, an elision exists in
the literature between features and
workpractices
in contrast, systems features are
negotiated through the enactment of
workpractices in workplaces
Clarke, R. J (2002) Staffordshire:
4
Introduction
Research Problems and Approach (2)
failure to recognise the differences
between them means that diachronic
studies of systems can only be described
in terms of acontextual changes to
technical features
if we want to study diachronic changes to
information systems then this must be
done by studying workpractices
(pragmatics)
Clarke, R. J (2002) Staffordshire:
5
Introduction
Research Problems and Approach (3)
attempt to describe the relationships
between organisations and systems
development or utilisation of common
theory, methods, and notations without
reducing one to the other
provision of a contextual and
communicative framework
creation of synoptic and diachronic levels
of description
Clarke, R. J (2002) Staffordshire:
6
Introduction
Research Problems and Approach (4)
including:
development of a semiotic/contextual
framework for workpractices associated
with information systems comprising both
theory and methods
apply it to a case study of an information
system that has been used for a lengthy
period of time- greater than the average
half-life of an operational information
Clarke, R. J (2002) Staffordshire:
7
Case Study
ALABS at the Microcomputer Laboratories
Clarke, R. J (2002) Staffordshire:
8
Microcomputer Laboratories
High Demand- TES Incident (1998)
Clarke, R. J (2002) Staffordshire:
9
Microcomputer Laboratories
 Virtual Reality- Physical Facility (1996)

Clarke, R. J (2002) Staffordshire:
10
ALABS
Automated Library And Borrowing System
Novell Netware Servers
ALABS
 commissioned in 1986crucial to supporting MCL
day-to-day operations
 standalone system for the
provision of disk-based
software, manuals and
hardware to students & staff
 used barcode technologies
as used in shopping centres
and spoken language
service encounter genres to
realise service transaction
Clarke, R. J (2002) Staffordshire:
11
Workpractice Theory
Systemic Semiotic Workpractice Framework
Clarke, R. J (2002) Staffordshire:
12
Workpractice Theory
Systemic Semiotic Workpractice Framework
in use an information system
consists of many system features
negotiated through the enactment of
workpractices
apply a composite of two semiotic
theories to explain the structure and
function of workpractices- referred to
as systemic semiotics (Fawcett 1986)
Clarke, R. J (2002) Staffordshire:
13
Workpractice Theory
Systemic Semiotic Workpractice Framework
systemic semiotic workpractice
framework utilises:
systemic functional linguistics- a semiotic
model of language, and
social semiotics- a general semiotic theory
which has developed out of systemic
functional linguistics
an exploratory study (Clarke 1996) revealed
that both theories may at times be required
Clarke, R. J (2002) Staffordshire:
14
Workpractice Theory
Systemic Semiotic Workpractice Framework
to develop a suitable systemic semiotic
workpractice framework requires a
detailed understanding of exactly what
each of these theorists is claiming
many of these terms are not exact
matches- use the concept of theoretical
affinities
at certain times we must drop one theory
in favour of the other- conditions of use
Clarke, R. J (2002) Staffordshire:
15
Workpractice Theory
Systemic Semiotic Workpractice Framework
Social Semiotics
(Bakhtin, Foucault, Althusser)
Systemic Functional Linguistics
(Halliday, Martin, Hasan)
discourse
the model itself is a product
of discourse
text emphasising process
texts as product & process
social subjectivity
tenor relations
social context
context of culture and situation
theoretical affinities
Clarke, R. J (2002) Staffordshire:
16
Workpractice Theory
Use
Bakhtin’s
Clarke (1997) Dialogism (Clarke 1997)
Workpractice
dialogic
centrifugal forces
DIALOGICAL
RELATIONSHIP
centripetal forces
monologic
 using social semiotic theory
(Bakhtin), workpractices are
considered as having a dialogical
relationship to system features
 a monologic condition arises when
users comply with the discourses
negotiated in the workpractice
 a dialogic condition arises when
users resist and attempt to
renegotiate the discourses
associated with the workpractice
Information System
feature
Clarke, R. J (2002) Staffordshire:
17
Workpractice Theory
Social Semiotic Theory
DISCOURSE/S
Texts are informed in and by discourses.
Discourses produce a dominant Reading
Position in texts.
Genre and Conventions
Social Context/s
TEXT
Because social subjects are multiple;
discourses are contested in social
contexts- they can also be changed
in social contexts
Discourses must address Social
Subjects, referred to as interpellation
Subject Positions (multiple)
subject is familiar with the
conventions and identifies with,
or contests, the most obvious
reading constructed in the text
(ie. Reading Position)
Reading Position (single)
position from which the text
appears meaningful and
coherent (obvious)
SOCIAL SUBJECT
Subjectivity is continually being formed and
reformed under changing social, economic
and historical circumstances
 incorporated recent social
semiotic theory (Foucault,
Althusser and Kress)
together with dialogism
(Bakhtin) to form a
descriptive model of
workpractices
 must be supplemented
with compatible semiotic
methods- systemic
functional linguistics
 operational definition of
workpractices as one or
more texts together with
zero or more actions
Clarke, R. J (2002) Staffordshire:
18
Workpractice Theory
SFL Semiotic Model of Language
used Systemic Functional Linguistic
(SFL) theory to provide actual methods
for conducting applied linguistic
analysis of texts (Halliday 1985)
the Stratal Model of SFL (Martin 1992) is
derived in subsequent slides- useful in
identifying which strata, systems, and
units to consider in a specific study
Clarke, R. J (2002) Staffordshire:
19
Workpractice Theory
SFL Context and Text
Context
Text
 solidary relationshipthat is a relationship
of unity- between
texts and contexts
 context predicts text,
text construes context
 note the similarity to
Hjelmslev’s concepts
a major influence for
Martin’s reformulation
of Halliday
Clarke, R. J (2002) Staffordshire:
20
Workpractice Theory
SFL Bi-stratal Organisation of Context
Cultural
Context
Situational
Context
Language
 two types of context
recognised by the theory
(after Malinowski)
 Situational Context which
provides secific situational
‘values’ to the text
 Cultural Context which
provides a pattern or
template that is portable
across different situations
within a national or
organisational culture
Clarke, R. J (2002) Staffordshire:
21
Workpractice Theory
SFL Contextual Strata
Genre
Register
Language
 Situational Context is
represented in SFL by
Register
 consisting of field- social
action and activities, tenorwho is involved in the
language, and mode- how
language is used
 Cultural Context is
represented in SFL by Genre
 text staging involving
sequence, selection, and
iteration
Clarke, R. J (2002) Staffordshire:
22
Workpractice Theory
SFL Tri-stratal Organisation of Language
Genre
Register
Meanings
Wordings
Expression
 unlike most semiotic
systems, the
meanings in language
(content) are not
directly realised into
sounds or letters
(expression)
 language is tristratal;
the content (signified)
involves meanings
and wordings
Clarke, R. J (2002) Staffordshire:
23
Workpractice Theory
SFL Language Strata
Genre
Register
Discourse
Semantics
Lexico-grammar
Phonology
Graphology
 meanings of a text are
associated with the strata
of Discourse Semantics…
 …are in turn realised in
wordings (words and
grammar) are associated
with the strata of Lexicogrammar
 …are in turn given
expression (sounds and
letters) with the strata of
Phonology/Graphology
Clarke, R. J (2002) Staffordshire:
24
Workpractice Theory
SFL Metafunctions
Genre
Register
field
Discourse
Semantics
tenor
interpersonal
mode
experiential
textual
Lexico-grammar
Transitivity
Mood
Theme
Phonology
Graphology
 while strata are responsible
for major language units,
metafunctions are
responsible for the kinds of
meanings simultaneously
conveyed in texts:
 ideational metafunctionconcerned with action
 interpersonal metafunctionconcerned with reflection
 textual metafunctionconcerned with connection
Clarke, R. J (2002) Staffordshire:
25
Workpractice Theory
SFL Ideational Metafunction
 resolved in language as two
distinct components-
Genre
Register
field
Discourse
Semantics
tenor
interpersonal
mode
experiential
textual
Lexico-grammar
Transitivity
Mood
Theme
Phonology
Graphology
 experiential meaning:
expression of processes and
other phenomena in the social
world including the speakers’
own consciousness
 logical meanings: involves the
mapping of experiential
meanings into language
Clarke, R. J (2002) Staffordshire:
26
Workpractice Theory
SFL Interpersonal Metafunction
 the metafunction of language
by which:
Genre
Register
field
Discourse
Semantics
tenor
interpersonal
mode
experiential
 social groups are delimited and
 the individual is identified,
represented and reinforced
textual
Lexico-grammar
Transitivity
Mood
Theme
Phonology
Graphology
Clarke, R. J (2002) Staffordshire:
27
Workpractice Theory
SFL Textual Metafunction
 refers to the way the text is
organised as a piece of
writing
Genre
Register
field
Discourse
Semantics
tenor
interpersonal
mode
experiential
textual
Lexico-grammar
Transitivity
Mood
Theme
Phonology
Graphology
Clarke, R. J (2002) Staffordshire:
28
Workpractice Theory
Appropriate SFL Methods
stratal SFL model has useful properties, eg.
for a given study appropriate linguistic
methods can be determined in advance
for workpractices associated with IS,
metthods must be selected that emphasise
the relationship between a text and its
context, rather than the language system
methods associated with the (organisational)
of IS are used in the case
Clarke, R. J (2002) Staffordshire:
29
Methodological Issues
Clarke, R. J (2002) Staffordshire:
30
Methodological Issues
Workpractices: Operational Definition
workpractices are defined in terms of:
one or more texts which can be described
by text types (genres), or
zero or more action types described using
qualitative sequences formed by direct
observation or activity reconstruction
theoretical, methodological and notational
similarities between genres and actions
are described in Clarke (1999)
Clarke, R. J (2002) Staffordshire:
31
Methodological Issues
Empty Corpus Problem
empty corpus problem (Andersen
1992)- what can you do when you
have no language to analyse- exactly
the conditions in this project
its partial resolution- is to ask
stakeholder- elicit using a probe
transform a potential empty corpus
situation into a non-text situation
Clarke, R. J (2002) Staffordshire:
32
Methodological Issues
Work Situations
Text Situation (Spoken)
Non-text Situation
Text Situation (Written)
Service Encounter Genre
Action Sequence
Instructional Procedure Genre
Clarke, R. J (2002) Staffordshire:
33
Methodological Issues
Genre
changed traditional SFL theory of genre:
removed obligatory/optional element
distinction and
altered it from crisp to fuzzy formulation- still
in progress!
altered the classical notation to show:
differences between successive versions of
the same workpractice
similarities between distinct workpractices
Clarke, R. J (2002) Staffordshire:
34
Methodological Issues
Work Situations & Genre
Text
Situations
G1
A
direct text
'language-in-work'
A''
Service Encounter
+Activity Structured Factual Genre
- Activity Structured Factual Genre
Activity Sequence
merge
Genre Diagram
+ probe
Non-Text
Situations
B
+ probe
indirect text
G2
'language-about-work'
+Activity Structured Factual Genre
- Activity Structured Factual Genre
Narrative Genre
ablate
Qualitative Activity Sequence
Empty Corpus
Situations
C
G'
direct observation
Qualitative Activity Sequence
G''
activity reconstruction
Qualitative Activity Sequence
non-text
- probe
Clarke, R. J (2002) Staffordshire:
35
Methodological Issues
Register (1)
field- whats going on
Lexical and Indexical Lexical Items
System Networks
tenor- who is doing it
Power (Equal/Unequal)
Affective Involvement (High/Low)
Contact (Frequent/Occasional)
Clarke, R. J (2002) Staffordshire:
36
Methodological Issues
Register (2)
mode- the role of language
spatial/interpersonal distance (casual
conversation/novel)
experiential distance language as
action- accompanying the social
process / language as relectionconstituting the social process
Clarke, R. J (2002) Staffordshire:
37
Methodological Issues
Work Situations & Register
Field
Text
Situations
Lexical & Indexical Lexical Items
Field Taxonomies
A
direct text
'language-in-work'
System Network
Tenor
A''
+ probe
Non-Text
Situations
B
+ probe
R
Power
Affective Involvement
Contact
Mode
indirect text
Spatial/Interpersonal Distance
Experiential Distance
'language-about-work'
direct observation
R'
Empty Corpus
Situations
C
observed social actions & activities
observed role relationships
non-text
- probe
activity reconstruction
R''
inferred social actions & activities
inferred role relationships
Clarke, R. J (2002) Staffordshire:
38
System Use:
Workpractice Texts in Context
Clarke, R. J (2002) Staffordshire:
39
ALABS Student Loan
1 Student Loan
2 Student Return
Student
Student
Labstaff
Labstaff
Use
Service Desk
Service Desk
Clarke, R. J (2002) Staffordshire:
40
Negotiated Separation
Student Loan Version 1 (a) into new form (b)
(a)
REq
Gg
SRq
ISq
Eq
MOq
Fq
F
SRq
(b)
Gq
SRq
VIq
MOq
Fq
F
Clarke, R. J (2002) Staffordshire:
41
Workpractice Change:
Individual Elements
Clarke, R. J (2002) Staffordshire:
42
Workpractice Change
Cutting, Pasting, Elaboration (1)
ALABS provides evidence for the
purposeful manipulation of individual
genres associated with workpractices
three basic operators were operationally
identified:
cutting: the removal of genre elements
pasting: the addition of genre elements
elaboration: both of the above
Clarke, R. J (2002) Staffordshire:
43
Workpractice Change
Cutting, Pasting, Elaboration (2)
the evidence for purposeful
manipulation of genres:
changes are minimal and ‘optimal’
some genres appear to change together
with respect to information systems
genre re-use is preferred to genre
reinvention- it may also be a general
mechanism for genre change
Clarke, R. J (2002) Staffordshire:
44
Workpractice Change
Cutting, Pasting, Elaboration (3)
implications for end-user
programming practices:
was the programmer so intimately
familiar with the code that they knew
exactly which lines to add/remove
or was the programmer so intimately
familiar with the workpractice that they
knew which code implemented which
genre element
Clarke, R. J (2002) Staffordshire:
45
Element Pasting
Student Loan (a) Version 2, (b) Version 3
(a)
REq
Gq
SRq
Eq
MOq
ISq
Fq
F
SRq
(b)
RE
G
SR
IS
E
LO
MO
F
F
SR
Clarke, R. J (2002) Staffordshire:
46
Workpractice Change:
Sequence Copying and Elaboration
Clarke, R. J (2002) Staffordshire:
47
Sequence Copying
(a) Student Loan Version 1 (b) Append
(a)
REq
Gq
SRq
ISq
Eq
MOq
Fq
F
SRq
(b)
Gq
RAq
IFq
MOq
Fq
F
RAq
Clarke, R. J (2002) Staffordshire:
48
Sequence Elaboration
(a) Student Append (b) Student Renewal
(a)
Gq
RAq
IFq
MOq
Fq
F
RAq
(b)
Gq
RLq
IFq
Fq
F
Chronemic
Clarke, R. J (2002) Staffordshire:
49
Sequence Elaboration
(a) Student Loan Version 2/3 (b) Move
(a)
RE
G
SR
IS
E
LO
MO
F
F
SR
(b)
Gq
RMq
IFq
SLq
Fq
F
Chronemic
Clarke, R. J (2002) Staffordshire:
50
Intertextuality and Systems
Clarke, R. J (2002) Staffordshire:
51
Structural Complements:
Co-variation of System Features over Time
structural complements evidence for
the large scale structure of
workpractices associated with IS
elements in distinct but related
workpractices that appear to enter into a
kind of systematic co-variation- addition,
persistence, and removal
for example LO in Student Loan and LI in
Student Return
Clarke, R. J (2002) Staffordshire:
52
Genre Assemblages (1)
workpractices never exist by
themselves- and so the texts associated
with these workpractices never exist in
isolation
Conditions of Use form is associated with
the Regulations & Enrolment (RE) element
in Student Loan genre.
genre assemblage diagrams show how
texts associated with workpractices relate
to each other
Clarke, R. J (2002) Staffordshire:
53
Genre Assemblage (2)
Conditions of Use
ALABS Student Loan
G
SR
IS
RE
E
MO
F
SR
Clarke, R. J (2002) Staffordshire:
54
Genre Assemblages (3)
the Conditions of Use Regulatory
Genre which dictates the rules and
regulations involved
solid line joining this genre to the
service encounters is referred to as a
genre association and is actually an
intertextual relationship
the association never obvious until a
problem specified in the Conditions of
Use form occurs
Clarke, R. J (2002) Staffordshire:
55
Genre Assemblages (4)
in addition, the relevant people,
agents, interactants or social
subjects addressed by the genres
can also be indicated on the genre
assemblage diagram
these social subjects are signaled by
identifying tenor relations- use
square boxes with the tenor role
included
Clarke, R. J (2002) Staffordshire:
56
Genre Assemblages (5)
become a significant organising
principle for information systems
multiple genres linked by common
sets of social subjects
organised using interterxtual relations
of various kinds (the selection of
which is bothe discursive or
’ideological’ as well as historical)
Clarke, R. J (2002) Staffordshire:
57
Genre Assemblages (6)
the kinds of assemblage shown are
also referred to as ’direct’ because all
genres relevant to it are shown
another form of genre assemblage can
be formed, referred to as dependent
assemblages, which seem to require
other genres in other assemblages
seem to be related to management
work
Clarke, R. J (2002) Staffordshire: 58
Microcomputer Laboratories
Management Committee Meeting
Mgmt C'mte
(a)
Notice/
Agenda
Job Duty
Reports
OpsSuper
do
dCD
Daily
Proc's
Faculty
Usage
Report
give
Reps
Ws13sp.wk1
Labstaff
(b)
Student
Loan
Condition
of Loan
Student
Return
Student
Service Desk
Clarke, R. J (2002) Staffordshire:
59
Genre Assemblages (7)
Reproduction of Social Subjects
political problems ensued for the
MicroLabs as they tried to get
academic staff to return items promptly
academics often needed to have an item
for an entire session
in response the ALABS system was
altered by adding a completely new type of
social subject Long (term) Staff member
Clarke, R. J (2002) Staffordshire:
60
Genre Assemblages (8)
Reproduction of Social Subjects
i, j, k, l, m, n, o
b
Labstaff
g
h
Staff
List
e
Long
Loan
d
Staff
Loan
Long List
Overdue
List
a
c
Yearly
Form
Long
Return
Return
Staff
Return
a'
f
Overdue
Staff
[Normal]
Staff
Long
Staff
Clarke, R. J (2002) Staffordshire:
61
Genre Assemblages (9)
Reproduction of Social Subjects
(a)
(b)
[Normal] Staff
Staff
Loans & Returns
(Non-Students)
Long Term
Tutors
Clarke, R. J (2002) Staffordshire:
62
ALABS Tutor Loan
1 Class Loan
2 Lab Loan
Tutor
Tutor
Student
Labstaff
Class Set Class Loan
of Disks
Form
Service Desk
Teaching Laboratory
Use
3 Lab Return
4 Class Return
Tutor
Student
Tutor
Labstaff
Class Loan Class Set
Form
of Disks
Teaching Laboratory
Service Desk
Clarke, R. J (2002) Staffordshire:
63
Service Desk
f, g, h
Labstaff
e
a,c
Class
Tutor
Class
Loan
Return
Loan
b
Tutor
Form
d
Class
Class
Tutor
Return
Return
Class
Form
Tutor
Lab
Tutor
Lab
Loan
Return
Loan
Class
Form
Lab
Tutor
Return
Student
Teaching Laboratory
Clarke, R. J (2002) Staffordshire:
64
Intertextuality
Definitions
 Systemic Functional Linguistics:
intertextuality is the direct reference one
text can make to another
 Social Semiotic (Bakhtin): the ways texts
embody meanings that have already been
made, in one form or another in other
texts- conventional, requiring familiarity
not intuition- users understand specific
workpractices (texts) because they have
prior experience of them
Clarke, R. J (2002) Staffordshire:
65
Intertextuality
Type of Reference <> Persistence
No correlation between the persistence
of workpractices and the type of
intertextual references used
For example, Class Loans & Returns did
not have any direct or elliptical intertextual
relations
yet it was one of the most complicated
assemblages and also one of the most
persistent
Clarke, R. J (2002) Staffordshire:
66
Intertextuality
Type of Reference & Order of Development
 is a relationship between the type of intertextual
references and workpractice development
 initial workpractices employed direct intertextual
references in their associations
 once established, additional related workpractices
utilised elliptical intertextual relations
 dialogic intertextual references were used to
associate additional workpractices
 assemblages which did not undergo changes to
workpractices did not employ dialogic intertextual
references
Clarke, R. J (2002) Staffordshire:
67
Intertextuality
Student Loan/Return Assemblage
Student
h, i
Student
Booking
Student
Move
e
Student
Student
Renewal
Renewal
d
Student
Append
c
Student
Loan
b
Offense
List
g
Condition
of Loan
a, j, k
Student
Return
Student
List
f
l
Direct
Elliptical
Labstaff
m, n, o, p, q, r, s, t, u, v
Elliptical
Clarke, R. J (2002) Staffordshire:
68
Intertexuality
Types and Occurence
Intertextual Relations
Direct
Elliptical
Dialogic
Assemblage
Student Loan
Student Append
Student Move
A: Student Loans/Returns Student Return Student Renewal Student Booking
Conditions of Loan
Staff Loan
Long Loan
B: Staff Loans/Returns
Staff Return
Long Return
Yearly Form
Tutor Loan
C: Tutor Loans/Returns
Tutor Return
Tutor Form
Class Loans
Lab Loan
D: Class Loans/Returns
Class Returns Lab Return
†
†
Class Form
Class Form
Notice/Agenda
‡
E: Report Genres
Job Duty
Reports
†
shared material counted twice (once per material setting)
‡
dependent Assemblage
Clarke, R. J (2002) Staffordshire:
69
Conclusions (1)
 fundamental research into the relationship
between distinct workpractices
 likely to relevant to a broad range of
concerns within the IS discipline
 Organisational impact of IS/IT
 Systems Analysis
 Systems Development/Prototyping
 Systems Maintenance/Change Management
Clarke, R. J (2002) Staffordshire:
70
Conclusions (2)
Workpractices don’t exist in isolation:
Assemblages and Associations
Users don’t create Systems!: Systems
reproduce Users
Knowing how to behave: Social
Subjectivity in Organisations
Workpractices Conserve Social
Relations of Power
Clarke, R. J (2002) Staffordshire:
71
Conclusions (3)
Mutual coexistence of Workpractices
Intertextuality and workpractices:
How users negotiate IS in Social
Contexts
Social Subjects involved in more
than one Assemblage can act as
vectors for system change
Clarke, R. J (2002) Staffordshire:
72
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