Search (19 results, page 1 of 1)

0.053282075 = product of:
  0.10656415 = sum of:
    0.03853567 = weight(_text_:wide in 4005) [ClassicSimilarity], result of:
      0.03853567 = score(doc=4005,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.1958137 = fieldWeight in 4005, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.03125 = fieldNorm(doc=4005)
    0.041812565 = weight(_text_:web in 4005) [ClassicSimilarity], result of:
      0.041812565 = score(doc=4005,freq=8.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.2884563 = fieldWeight in 4005, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.03125 = fieldNorm(doc=4005)
    0.02621591 = weight(_text_:computer in 4005) [ClassicSimilarity], result of:
      0.02621591 = score(doc=4005,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.16150802 = fieldWeight in 4005, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.03125 = fieldNorm(doc=4005)
  0.5 = coord(3/6)

Abstract

Although much of the hubris and hyperbole surrounding the 1990's Internet has softened to a reasonable level, the inexorable momentum of information growth continues unabated. This wealth of information provides resources for adapting to the problems posed by our increasingly complex world, but the simple availability of more information does not guarantee its successful transformation into valuable knowledge that shapes, guides, and improves our activity. When faced with something like the analysis of sense-making behavior on the web, traditional research models tell us a lot about learning and performance with browser operations, but very little about how people will actively navigate and search through information structures, what information they will choose to consume, and what conceptual models they will induce about the landscape of cyberspace. Thus, it is fortunate that a new field of research, Adaptive Information Interaction (AII), is becoming possible. AII centers on the problems of understanding and improving human-information interaction. It is about how people will best shape themselves to their information environments, and how information environments can best be shaped to people. Its roots lie in human-computer interaction (HCI), information retrieval, and the behavioral and social sciences. This book is about Information Foraging Theory (IFT), a new theory in Adaptive Information Interaction that is one example of a recent flourish of theories in adaptationist psychology that draw upon evolutionary-ecological theory in biology. IFT assumes that people (indeed, all organisms) are ecologically rational, and that human information-seeking mechanisms and strategies adapt the structure of the information environments in which they operate. Its main aim is to create technology that is better shaped to users. Information Foraging Theory will be of interest to student and professional researchers in HCI and cognitive psychology.

Content

Inhalt: 1. Information Foraging Theory: Framework and Method 2. Elementary Foraging Models 3. The Ecology of Information Foraging on the World Wide Web 4. Rational Analyses of Information Scent and Web Foraging 5. A Cognitive Model of Information Foraging on the Web 6. A Rational Analysis and Computational Cognitive Model of the Scatter/Gather Document Cluster Browser 7. Stochastic Models of Information Foraging by Information Scent 8. Social Information Foraging 9. Design Heuristics, Engineering Models, and Applications 10. Future Directions: Upward, Downward, Inward, and Outward

0.04580146 = product of:
  0.13740438 = sum of:
    0.087930836 = weight(_text_:computer in 4175) [ClassicSimilarity], result of:
      0.087930836 = score(doc=4175,freq=10.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.5417144 = fieldWeight in 4175, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.046875 = fieldNorm(doc=4175)
    0.049473554 = product of:
      0.09894711 = sum of:
        0.09894711 = weight(_text_:programs in 4175) [ClassicSimilarity], result of:
          0.09894711 = score(doc=4175,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.38428974 = fieldWeight in 4175, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.046875 = fieldNorm(doc=4175)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Abstract

Chaitin, the inventor of algorithmic information theory, presents in this book the strongest possible version of Gödel's incompleteness theorem, using an information theoretic approach based on the size of computer programs. One half of the book is concerned with studying the halting probability of a universal computer if its program is chosen by tossing a coin. The other half is concerned with encoding the halting probability as an algebraic equation in integers, a so-called exponential diophantine equation.

LCSH

LISP (Computer program language)

Series

Cambridge tracts in theoretical computer science ; 1

Subject

LISP (Computer program language)

0.025903761 = product of:
  0.077711284 = sum of:
    0.02317181 = weight(_text_:computer in 3686) [ClassicSimilarity], result of:
      0.02317181 = score(doc=3686,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.14275427 = fieldWeight in 3686, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.01953125 = fieldNorm(doc=3686)
    0.054539472 = product of:
      0.109078944 = sum of:
        0.109078944 = weight(_text_:programs in 3686) [ClassicSimilarity], result of:
          0.109078944 = score(doc=3686,freq=14.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.42363968 = fieldWeight in 3686, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.01953125 = fieldNorm(doc=3686)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Footnote

Rez. in: JASIST 56(2005) no.9, S.1008-1009 (D.E. Agosto): "This second edition of Information Literacy: Essential Skills for the Information Age remains true to the first edition (published in 1998). The main changes involved the updating of educational standards discussed in the text, as well as the updating of the term history. Overall, this book serves as a detailed definition of the concept of information literacy and focuses heavily an presenting and discussing related state and national educational standards and policies. It is divided into 10 chapters, many of which contain examples of U.S. and international information literacy programs in a variety of educational settings. Chapter one offers a detailed definition of information literacy, as well as tracing the deviation of the term. The term was first introduced in 1974 by Paul Zurkowski in a proposal to the national Commission an Libraries and Information Science. Fifteen years later a special ALA committee derived the now generally accepted definition: "To be information literate requires a new set of skills. These include how to locate and use information needed for problem-solving and decision-making efficiently and effectively" (American Library Association, 1989, p. 11). Definitions for a number of related concepts are also offered, including definitions for visual literacy, media literacy, computer literacy, digital literacy, and network literacy. Although the authors do define these different subtypes of information literacy, they sidestep the argument over the definition of the more general term literacy, consequently avoiding the controversy over national and world illiteracy rates. Regardless of the actual rate of U.S. literacy (which varies radically with each different definition of "literacy"), basic literacy, i.e., basic reading and writing skills, still presents a formidable educational goal in the U.S. In fact, More than 5 million high-schoolers do not read well enough to understand their textbooks or other material written for their grade level. According to the National Assessment of Educational Progress, 26% of these students cannot read material many of us world deem essential for daily living, such as road signs, newspapers, and bus schedules. (Hock & Deshler, 2003, p. 27)
Chapter two delves more deeply into the historical evolution of the concept of information literacy, and chapter three summarizes selected information literacy research. Researchers generally agree that information literacy is a process, rather than a set of skills to be learned (despite the unfortunate use of the word "skills" in the ALA definition). Researchers also generally agree that information literacy should be taught across the curriculum, as opposed to limiting it to the library or any other single educational context or discipline. Chapter four discusses economic ties to information literacy, suggesting that countries with information literate populations will better succeed economically in the current and future information-based world economy. A recent report issued by the Basic Education Coalition, an umbrella group of 19 private and nongovernmental development and relief organizations, supports this claim based an meta-analysis of large bodies of data collected by the World Bank, the United Nations, and other international organizations. Teach a Child, Transform a Nation (Basic Education Coalition, 2004) concluded that no modern nation has achieved sustained economic growth without providing near universal basic education for its citizens. It also concluded that countries that improve their literacy rates by 20 to 30% sec subsequent GDP increases of 8 to 16%. In light of the Coalition's finding that one fourth of adults in the world's developing countries are unable to read or write, the goal of worldwide information literacy seems sadly unattainable for the present, a present in which even universal basic literacy is still a pipedream. Chapter live discusses information literacy across the curriculum as an interpretation of national standards. The many examples of school and university information literacy programs, standards, and policies detailed throughout the volume world be very useful to educators and administrators engaging in program planning and review. For example, the authors explain that economics standards included in the Goals 2000: Educate America Act are comprised of 20 benchmark content standards. They quote a two-pronged grade 12 benchmark that first entails students being able to discuss how a high school senior's working 20 hours a week while attending school might result in a reduced overall lifetime income, and second requires students to be able to describe how increasing the federal minimum wage might result in reduced income for some workers. The authors tie this benchmark to information literacy as follows: "Economic decision making requires complex thinking skills because the variables involved are interdependent.
Students need to use the whole range of information literacy skills to identify needed information, evaluate and analyze information, and use information for critical thinking and problem solving" (p. 81). Chapters six and seven address K-12 education and information literacy. The authors outline the restructuring necessary to make information literacy a basic part of the curriculum and emphasize resourcebased learning as crucial in teaching information literacy. The authors also discuss the implications of the 2001 No Child Left Behind Act to the teaching of information literacy in primary and secondary schools. Again they avoid controversy, this time by omitting analysis of the success or failure of the Act in promoting the teaching and learning of information literacy. Instead, these chapters provide a number of examples of information literacy programs in K-12 educational settings within the US. Examples range from information literacy guidelines developed by the California Technology Assistance Project to a discussion of home schoolers and information literacy. Throughout the 1990s, the information literacy movement began to filter up to higher education. Chapter eight discusses related standards and presents a number of examples of college-level information literacy programs, including programs at the University of Massachusetts, Kent State University, and Washington State University. Chapter nine deals with technology and information literacy. It tocuses an the teaching of technology use as process teaching and an the importance of context in technology education.
Lastly, chapter 10 considers possible future directions of the information literacy movement. The authors conclude "Our ability to be information literate depends an our willingness to be lifelong learners as we are challenged to master new, and as yet unknown, technologies that will surely alter the landscape of information in the future" (p. 177). Following the book's 10 chapters are a number of appendices that present information literacy standards and definitions, a timeline of the evolution of the information literacy movement, and a number of related bibliographies. Lead author Eisenberg is perhaps best known as the co-creator, with Bob Berkowitz, of the Big 6, an information literacy model. The model includes six components: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation (Eisenberg, 2003). Throughout the book, Eisenberg and his co-authors show how the Big 6 model can be used to teach information literacy. For example, in chapter nine, "Technology and Information Literacy," they lay out each of the six model components, providing specific technological skills benchmarks for each, such as "Know the roles and computer expertise of the people working in the school library media center and elsewhere who might provide information or assistance" under step 3, "Location and Access" (p. 160). The many detailed descriptions of information literacy policies and programs that appear throughout the book make it most useful for educators, administrators, and policy makers involved in the teaching, planning, and development of information literacy programs, standards, and policies. Overall, this newly revised volume stands as one of the most comprehensive single available sources from which to begin a detailed investigation of the concept of information literacy."

0.013107955 = product of:
  0.07864773 = sum of:
    0.07864773 = weight(_text_:computer in 6864) [ClassicSimilarity], result of:
      0.07864773 = score(doc=6864,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.48452407 = fieldWeight in 6864, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.09375 = fieldNorm(doc=6864)
  0.16666667 = coord(1/6)

Footnote

Rez. in: Journal of chemical information and computer science 36(1996) no.6, S.1230 (V. Calderhead)

0.01238374 = product of:
  0.03715122 = sum of:
    0.024084795 = weight(_text_:wide in 1323) [ClassicSimilarity], result of:
      0.024084795 = score(doc=1323,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.122383565 = fieldWeight in 1323, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.01953125 = fieldNorm(doc=1323)
    0.013066427 = weight(_text_:web in 1323) [ClassicSimilarity], result of:
      0.013066427 = score(doc=1323,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.09014259 = fieldWeight in 1323, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.01953125 = fieldNorm(doc=1323)
  0.33333334 = coord(2/6)

Abstract

The Turn analyzes the research of information seeking and retrieval (IS&R) and proposes a new direction of integrating research in these two areas: the fields should turn off their separate and narrow paths and construct a new avenue of research. An essential direction for this avenue is context as given in the subtitle Integration of Information Seeking and Retrieval in Context. Other essential themes in the book include: IS&R research models, frameworks and theories; search and works tasks and situations in context; interaction between humans and machines; information acquisition, relevance and information use; research design and methodology based on a structured set of explicit variables - all set into the holistic cognitive approach. The present monograph invites the reader into a construction project - there is much research to do for a contextual understanding of IS&R. The Turn represents a wide-ranging perspective of IS&R by providing a novel unique research framework, covering both individual and social aspects of information behavior, including the generation, searching, retrieval and use of information. Regarding traditional laboratory information retrieval research, the monograph proposes the extension of research toward actors, search and work tasks, IR interaction and utility of information. Regarding traditional information seeking research, it proposes the extension toward information access technology and work task contexts. The Turn is the first synthesis of research in the broad area of IS&R ranging from systems oriented laboratory IR research to social science oriented information seeking studies. TOC:Introduction.- The Cognitive Framework for Information.- The Development of Information Seeking Research.- Systems-Oriented Information Retrieval.- Cognitive and User-Oriented Information Retrieval.- The Integrated IS&R Research Framework.- Implications of the Cognitive Framework for IS&R.- Towards a Research Program.- Conclusion.- Definitions.- References.- Index.

Footnote

- Kapitel fünf enthält einen entsprechenden Überblick über die kognitive und benutzerorientierte IR-Tradition. Es zeigt, welche anderen (als nur die labororientierten) IR-Studien durchgeführt werden können, wobei sich die Betrachtung von frühen Modellen (z.B. Taylor) über Belkins ASK-Konzept bis zu Ingwersens Modell der Polyrepräsentation, und von Bates Berrypicking-Ansatz bis zu Vakkaris "taskbased" IR-Modell erstreckt. Auch Web-IR, OKAPI und Diskussionen zum Relevanzbegriff werden hier thematisiert. - Im folgenden Kapitel schlagen die Autoren ein integriertes IS&R Forschungsmodell vor, bei dem die vielfältigen Beziehungen zwischen Informationssuchenden, Systementwicklern, Oberflächen und anderen beteiligten Aspekten berücksichtigt werden. Ihr Ansatz vereint die traditionelle Laborforschung mit verschiedenen benutzerorientierten Traditionen aus IS&R, insbesondere mit den empirischen Ansätzen zu IS und zum interaktiven IR, in einem holistischen kognitiven Modell. - Kapitel sieben untersucht die Implikationen dieses Modells für IS&R, wobei besonders ins Auge fällt, wie komplex die Anfragen von Informationssuchenden im Vergleich mit der relativen Einfachheit der Algorithmen zum Auffinden relevanter Dokumente sind. Die Abbildung der vielfältig variierenden kognitiven Zustände der Anfragesteller im Rahmen der der Systementwicklung ist sicherlich keine triviale Aufgabe. Wie dabei das Problem der Einbeziehung des zentralen Aspektes der Bedeutung gelöst werden kann, sei dahingestellt. - Im achten Kapitel wird der Versuch unternommen, die zuvor diskutierten Punkte in ein IS&R-Forschungsprogramm (Prozesse - Verhalten - Systemfunktionalität - Performanz) umzusetzen, wobei auch einige kritische Anmerkungen zur bisherigen Forschungspraxis getroffen werden. - Das abschliessende neunte Kapitel fasst das Buch kurz zusammen und kann somit auch als Einstieg in dieThematik gelesen werden. Darauffolgen noch ein sehr nützliches Glossar zu allen wichtigen Begriffen, die in dem Buch Verwendung finden, eine Bibliographie und ein Sachregister. Ingwersen und Järvelin haben hier ein sehr anspruchsvolles und dennoch lesbares Buch vorgelegt. Die gebotenen Übersichtskapitel und Diskussionen sind zwar keine Einführung in die Informationswissenschaft, decken aber einen grossen Teil der heute in dieser Disziplin aktuellen und durch laufende Forschungsaktivitäten und Publikationen berührten Teilbereiche ab. Man könnte es auch - vielleicht ein wenig überspitzt - so formulieren: Was hier thematisiert wird, ist eigentlich die moderne Informationswissenschaft. Der Versuch, die beiden Forschungstraditionen zu vereinen, wird diesem Werk sicherlich einen Platz in der Geschichte der Disziplin sichern. Nicht ganz glücklich erscheint der Titel des Buches. "The Turn" soll eine Wende bedeuten, nämlich jene hin zu einer integrierten Sicht von IS und IR. Das geht vermutlich aus dem Untertitel besser hervor, doch dieser erschien den Autoren wohl zu trocken. Schade, denn "The Turn" gibt es z.B. in unserem Verbundkatalog bereits, allerdings mit dem Zusatz "from the Cold War to a new era; the United States and the Soviet Union 1983-1990". Der Verlag, der abgesehen davon ein gediegenes (wenn auch nicht gerade wohlfeiles) Produkt vorgelegt hat, hätte derlei unscharfe Duplizierend besser verhindert. Ungeachtet dessen empfehle ich dieses wichtige Buch ohne Vorbehalt zur Anschaffung; es sollte in keiner grösseren Bibliothek fehlen."

0.010994123 = product of:
  0.065964736 = sum of:
    0.065964736 = product of:
      0.13192947 = sum of:
        0.13192947 = weight(_text_:programs in 692) [ClassicSimilarity], result of:
          0.13192947 = score(doc=692,freq=8.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.5123863 = fieldWeight in 692, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.03125 = fieldNorm(doc=692)
      0.5 = coord(1/2)
  0.16666667 = coord(1/6)

Abstract

How Information Matters examines the ways a network of state and local governments and nonprofit organizations can enhance the capacity for successful policy change by public administrators. Hale examines drug courts, programs that typify the highly networked, collaborative environment of public administrators today. These "special dockets" implement justice but also drug treatment, case management, drug testing, and incentive programs for non-violent offenders in lieu of jail time. In a study that spans more than two decades, Hale shows ways organizations within the network act to champion, challenge, and support policy innovations over time. Her description of interactions between courts, administrative agencies, and national organizations highlight the evolution of collaborative governance in the state and local arena, with vignettes that share specific experiences across six states (Alabama, Florida, Georgia, Indiana, Missouri, and Tennessee) and ways that they acquired knowledge from the network to make decisions. How Information Matters offers valuable insight into successful ways for collaboration and capacity building. It will be of special interest to public administrators or policymakers who wish to identify ways to improve their own programs' performance.

Content

Inhalt: Intergovernmental relationships, information, and policy change -- From information to innovation: the drug court experience -- Network relationships, implementation, and policy success: a national influence -- Using strategic information to build programs: templates, mentors, and research -- Information and systemic change: new professionals and new institutions -- Information, synthesis, and synergy: a national nonprofit information network -- Bringing value to public decisions: information relationships, tools, and processes.

0.010923296 = product of:
  0.06553978 = sum of:
    0.06553978 = weight(_text_:computer in 189) [ClassicSimilarity], result of:
      0.06553978 = score(doc=189,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.40377006 = fieldWeight in 189, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.078125 = fieldNorm(doc=189)
  0.16666667 = coord(1/6)

Series

Kluwer international series in engineering and computer science ; SECS 684

0.010453141 = product of:
  0.062718846 = sum of:
    0.062718846 = weight(_text_:web in 6800) [ClassicSimilarity], result of:
      0.062718846 = score(doc=6800,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.43268442 = fieldWeight in 6800, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.09375 = fieldNorm(doc=6800)
  0.16666667 = coord(1/6)

0.008738637 = product of:
  0.05243182 = sum of:
    0.05243182 = weight(_text_:computer in 8953) [ClassicSimilarity], result of:
      0.05243182 = score(doc=8953,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.32301605 = fieldWeight in 8953, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0625 = fieldNorm(doc=8953)
  0.16666667 = coord(1/6)

Content

Information science; its roots and relations as viewed from the perspective of cognitive science; informatics (computer and information science), its ideology, methodology, and sociology; intellectual issues in the history of artificial intelligence; linguistcs and its relations to other disciplines; library and information sciences; disciplinary differentiation, competition, and convergence; cybernetics; thirty years of information theory; on system theory and its relevance to problems in information science; system theory, knowledge and the social sciences

0.0061791493 = product of:
  0.037074894 = sum of:
    0.037074894 = weight(_text_:computer in 3407) [ClassicSimilarity], result of:
      0.037074894 = score(doc=3407,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.22840683 = fieldWeight in 3407, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.03125 = fieldNorm(doc=3407)
  0.16666667 = coord(1/6)

Abstract

Over the last four decades computers and the internet have become an intrinsic part of all our lives, but this speed of development has left related philosophical enquiry behind. Featuring the work of computer scientists and philosophers, these essays provide an overview of an exciting new area of philosophy that is still taking shape.

Content

Introduction: Philosophy's Relevance in Computing and Information Science - Ruth Hagengruber and Uwe V.Riss Part I: Philosophy of Computing and Information 1 The Fourth Revolution in our Self-Understanding - Luciano Floridi -- 2 Information Transfer as a Metaphor - Jakob Krebs -- 3 With Aristotle towards a Differentiated Concept of Information? - Uwe Voigt -- 4 The Influence of Philosophy on the Understanding of Computing and Information - Klaus Fuchs-Kittowski -- Part II: Complexity and System Theory 5 The Emergence of Self-Conscious Systems: From Symbolic AI to Embodied Robotics - Klaus Mainzer -- 6 Artificial Intelligence as a New Metaphysical Project - Aziz F. Zambak Part III: Ontology 7 The Relevance of Philosophical Ontology to Information and Computer Science - Barry Smith -- 8 Ontology, its Origins and its Meaning in Information Science - Jens Kohne -- 9 Smart Questions: Steps towards an Ontology of Questions and Answers - Ludwig Jaskolla and Matthias Rugel Part IV: Knowledge Representation 10 Sophisticated Knowledge Representation and Reasoning Requires Philosophy - Selmer Bringsjord, Micah Clark and Joshua Taylor -- 11 On Frames and Theory-Elements of Structuralism Holger Andreas -- 12 Ontological Complexity and Human Culture David J. Saab and Frederico Fonseca Part V: Action Theory 13 Knowledge and Action between Abstraction and Concretion - Uwe V.Riss -- 14 Action-Directing Construction of Reality in Product Creation Using Social Software: Employing Philosophy to Solve Real-World Problems - Kai Holzweifiig and Jens Krüger -- 15 An Action-Theory-Based Treatment ofTemporal Individuals - Tillmann Pross -- 16 Four Rules for Classifying Social Entities - Ludger Jansen Part VI: Info-Computationalism 17 Info-Computationalism and Philosophical Aspects of Research in Information Sciences - Gordana Dodig-Crnkovic -- 18 Pancomputationalism: Theory or Metaphor ? - Vincent C. Mutter Part VII: Ethics 19 The Importance of the Sources of Professional Obligations - Francis C. Dane

0.0057800654 = product of:
  0.034680393 = sum of:
    0.034680393 = weight(_text_:computer in 3884) [ClassicSimilarity], result of:
      0.034680393 = score(doc=3884,freq=14.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.21365504 = fieldWeight in 3884, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.015625 = fieldNorm(doc=3884)
  0.16666667 = coord(1/6)

Footnote

Rez. in: JASIST 56(2005) no.10, S.1126-1128 (P.K. Nayar): "How Images Think is an exercise both in philosophical meditation and critical theorizing about media, images, affects, and cognition. Burnett combines the insights of neuroscience with theories of cognition and the computer sciences. He argues that contemporary metaphors - biological or mechanical - about either cognition, images, or computer intelligence severely limit our understanding of the image. He suggests in his introduction that "image" refers to the "complex set of interactions that constitute everyday life in image-worlds" (p. xviii). For Burnett the fact that increasing amounts of intelligence are being programmed into technologies and devices that use images as their main form of interaction and communication-computers, for instance-suggests that images are interfaces, structuring interaction, people, and the environment they share. New technologies are not simply extensions of human abilities and needs-they literally enlarge cultural and social preconceptions of the relationship between body and mind. The flow of information today is part of a continuum, with exceptional events standing as punctuation marks. This flow connects a variety of sources, some of which are continuous - available 24 hours - or "live" and radically alters issues of memory and history. Television and the Internet, notes Burnett, are not simply a simulated world-they are the world, and the distinctions between "natural" and "non-natural" have disappeared. Increasingly, we immerse ourselves in the image, as if we are there. We rarely become conscious of the fact that we are watching images of events-for all perceptioe, cognitive, and interpretive purposes, the image is the event for us. The proximity and distance of viewer from/with the viewed has altered so significantly that the screen is us. However, this is not to suggest that we are simply passive consumers of images. As Burnett points out, painstakingly, issues of creativity are involved in the process of visualization-viewwes generate what they see in the images. This involves the historical moment of viewing-such as viewing images of the WTC bombings-and the act of re-imagining. As Burnett puts it, "the questions about what is pictured and what is real have to do with vantage points [of the viewer] and not necessarily what is in the image" (p. 26). In his second chapter Burnett moves an to a discussion of "imagescapes." Analyzing the analogue-digital programming of images, Burnett uses the concept of "reverie" to describe the viewing experience. The reverie is a "giving in" to the viewing experience, a "state" in which conscious ("I am sitting down an this sofa to watch TV") and unconscious (pleasure, pain, anxiety) processes interact. Meaning emerges in the not-always easy or "clean" process of hybridization. This "enhances" the thinking process beyond the boundaries of either image or subject. Hybridization is the space of intelligence, exchange, and communication.
Moving an to virtual images, Burnett posits the existence of "microcultures": places where people take control of the means of creation and production in order to makes sense of their social and cultural experiences. Driven by the need for community, such microcultures generate specific images as part of a cultural movement (Burnett in fact argues that microcultures make it possible for a "small cinema of twenty-five seats to become part of a cultural movement" [p. 63]), where the process of visualization-which involves an awareness of the historical moment - is central to the info-world and imagescapes presented. The computer becomms an archive, a history. The challenge is not only of preserving information, but also of extracting information. Visualization increasingly involves this process of picking a "vantage point" in order to selectively assimilate the information. In virtual reality systems, and in the digital age in general, the distance between what is being pictured and what is experienced is overcome. Images used to be treated as opaque or transparent films among experience, perception, and thought. But, now, images are taken to another level, where the viewer is immersed in the image-experience. Burnett argues-though this is hardly a fresh insight-that "interactivity is only possible when images are the raw material used by participants to change if not transform the purpose of their viewing experience" (p. 90). He suggests that a work of art, "does not start its life as an image ... it gains the status of image when it is placed into a context of viewing and visualization" (p. 90). With simulations and cyberspace the viewing experience has been changed utterly. Burnett defines simulation as "mapping different realities into images that have an environmental, cultural, and social form" (p. 95). However, the emphasis in Burnett is significant-he suggests that interactivity is not achieved through effects, but as a result of experiences attached to stories. Narrative is not merely the effect of technology-it is as much about awareness as it is about Fantasy. Heightened awareness, which is popular culture's aim at all times, and now available through head-mounted displays (HMD), also involves human emotions and the subtleties of human intuition.
The sixth chapter looks at this interfacing of humans and machines and begins with a series of questions. The crucial one, to my mind, is this: "Does the distinction between humans and technology contribute to a lack of understanding of the continuous interrelationship and interdependence that exists between humans and all of their creations?" (p. 125) Burnett suggests that to use biological or mechanical views of the computer/mind (the computer as an input/output device) Limits our understanding of the ways in which we interact with machines. He thus points to the role of language, the conversations (including the one we held with machines when we were children) that seem to suggest a wholly different kind of relationship. Peer-to-peer communication (P2P), which is arguably the most widely used exchange mode of images today, is the subject of chapter seven. The issue here is whether P2P affects community building or community destruction. Burnett argues that the trope of community can be used to explore the flow of historical events that make up a continuum-from 17th-century letter writing to e-mail. In the new media-and Burnett uses the example of popular music which can be sampled, and reedited to create new compositions - the interpretive space is more flexible. Private networks can be set up, and the process of information retrieval (about which Burnett has already expended considerable space in the early chapters) involves a lot more of visualization. P2P networks, as Burnett points out, are about information management. They are about the harmony between machines and humans, and constitute a new ecology of communications. Turning to computer games, Burnett looks at the processes of interaction, experience, and reconstruction in simulated artificial life worlds, animations, and video images. For Burnett (like Andrew Darley, 2000 and Richard Doyle, 2003) the interactivity of the new media games suggests a greater degree of engagement with imageworlds. Today many facets of looking, listening, and gazing can be turned into aesthetic forms with the new media. Digital technology literally reanimates the world, as Burnett demonstrates in bis concluding chapter. Burnett concludes that images no longer simply represent the world-they shape our very interaction with it; they become the foundation for our understanding the spaces, places, and historical moments that we inhabit. Burnett concludes his book with the suggestion that intelligence is now a distributed phenomenon (here closely paralleling Katherine Hayles' argument that subjectivity is dispersed through the cybernetic circuit, 1999). There is no one center of information or knowledge. Intersections of human creativity, work, and connectivity "spread" (Burnett's term) "intelligence through the use of mediated devices and images, as well as sounds" (p. 221).
Burnett's work is a useful basic primer an the new media. One of the chief attractions here is his clear language, devoid of the jargon of either computer sciences or advanced critical theory. This makes How Images Think an accessible introduction to digital cultures. Burnett explores the impact of the new technologies an not just image-making but an image-effects, and the ways in which images constitute our ecologies of identity, communication, and subject-hood. While some of the sections seem a little too basic (especially where he speaks about the ways in which we constitute an object as an object of art, see above), especially in the wake of reception theory, it still remains a starting point for those interested in cultural studies of the new media. The Gase Burnett makes out for the transformation of the ways in which we look at images has been strengthened by his attention to the history of this transformation-from photography through television and cinema and now to immersive virtual reality systems. Joseph Koemer (2004) has pointed out that the iconoclasm of early modern Europe actually demonstrates how idolatory was integral to the image-breakers' core belief. As Koerner puts it, "images never go away ... they persist and function by being perpetually destroyed" (p. 12). Burnett, likewise, argues that images in new media are reformed to suit new contexts of meaning-production-even when they appear to be destroyed. Images are recast, and the degree of their realism (or fantasy) heightened or diminished-but they do not "go away." Images do think, but-if I can parse Burnett's entire work-they think with, through, and in human intelligence, emotions, and intuitions. Images are uncanny-they are both us and not-us, ours and not-ours. There is, surprisingly, one factual error. Burnett claims that Myron Kreuger pioneered the term "virtual reality." To the best of my knowledge, it was Jaron Lanier who did so (see Featherstone & Burrows, 1998 [1995], p. 5)."

0.005014823 = product of:
  0.030088935 = sum of:
    0.030088935 = product of:
      0.06017787 = sum of:
        0.06017787 = weight(_text_:22 in 1201) [ClassicSimilarity], result of:
          0.06017787 = score(doc=1201,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.38690117 = fieldWeight in 1201, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.078125 = fieldNorm(doc=1201)
      0.5 = coord(1/2)
  0.16666667 = coord(1/6)

Date

15. 7.2002 14:22:55

0.0046343617 = product of:
  0.02780617 = sum of:
    0.02780617 = weight(_text_:computer in 10) [ClassicSimilarity], result of:
      0.02780617 = score(doc=10,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.17130512 = fieldWeight in 10, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0234375 = fieldNorm(doc=10)
  0.16666667 = coord(1/6)

Footnote

Rez. in: Spektrum der Wissenschaft. 2005, H.12, S.106-107 (M. Jäger): "Das Buch gehört in eine Reihe mit »eBay Hacks«, »Google Hacks« und »Mac OS X Hacks« aus demselben Verlag: Anleitungen, ein System etwas anders zu nutzen, als sein Anbieter das vorgesehen hat. Und doch fällt es aus dem Rahmen. Kein Computer oder Betriebssystem wird gehackt, sondern das Gehirn. Wie die anderen »Hack«Bücher ist es nicht als Sachbuch im herkömmlichen Sinn angelegt, sondern als Sammlung von hundert Experimenten, »Hacks«, aus zehn verschiedenen Bereichen. Gezeigt werden erstaunliche Selbstversuche, unter anderem zum visuellen System, zu Aufmerksamkeitssteuerung, Hören und Sprache, Bewegung, Erinnerung, Schlussfolgerung und Gestaltwahrnehmung. Jedes neurologische Phänomen wird zunächst allgemein erläutert; es folgen die Beschreibung eines zugehörigen Experiments und eine kurze Erklärung sowie Angaben zu weiterführenden Texten und Internetlinks. Tom Stafford, Psychologe an der Universität Sheffield (England), und Matt Webb, Ingenieur, Designer und freischaffender Autor, unter anderem für die BBC, wurden von Spezialisten auf dem jeweiligen Gebiet unterstützt. Die einst beliebte Metapher vom Gehirn als Computer ist in der ursprünglichen Form nicht mehr haltbar, wie auch die Autoren im Vorwort einräumen. Dafür haben sich in den letzten Jahrzehnten zu viele und wesentliche Differenzen offenbart, etwa was Speicherung und Verarbeitung von Informationen angeht. Dennoch gibt es hinreichend viele Parallelen, um die Verwendung des Begriffs »Hack« zu rechtfertigen.

0.0043693185 = product of:
  0.02621591 = sum of:
    0.02621591 = weight(_text_:computer in 4400) [ClassicSimilarity], result of:
      0.02621591 = score(doc=4400,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.16150802 = fieldWeight in 4400, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.03125 = fieldNorm(doc=4400)
  0.16666667 = coord(1/6)

Content

Inhalt: 1. Sherringtonian Alternatives-Two Fundamental Elements or Only One? 2. To Consciousness the Brain Is Messenger 3. Neuronal Action within the Brain 4. Sensory and Voluntary-Motor Organization 5. The Indispensable Substratum of Consciousness 6. The Stream of Consciousness Electrically Reactivated 7. Physiological Interpretation of an Epileptic Seizure 8. An Early Conception of Memory Mechanisms - And a Late Conclusion 9. The Interpretive Cortex 10. An Automatic Sensory-Motor Mechanism 11. Centrencephalic Integration and Coordination 12. The Highest Brain-Mechanism 13. The Stream of Consciousness 14. Introspection by Patient and Surgeon 15. Doubling of Awareness 16. Brain as Computer, Mind as Programmer 17. What the Automatic Mechanism Can Do 18. Recapitulation 19. Relationship of Mind to Brain-A Case Example 20. Man's Being-A Choice Between Two Explanations 21. ComprehensibilityReflections.

0.0040141325 = product of:
  0.024084795 = sum of:
    0.024084795 = weight(_text_:wide in 3347) [ClassicSimilarity], result of:
      0.024084795 = score(doc=3347,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.122383565 = fieldWeight in 3347, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.01953125 = fieldNorm(doc=3347)
  0.16666667 = coord(1/6)

Footnote

Rez. in: Information Research, 9(3), review no. R129 (T.D. Wilson): "The first edition of this book was published ten years ago and rapidly become something of a classic in the field of information seeking behaviour. It is good to see the second edition which incorporates not only the work the author has done since 1993, but also related work by other researchers. Kuhlthau is one of the most cited authors in the field and her model of the information search process, involving stages in the search and associated feelings, has been used by others in a variety of contexts. However, what makes this book different (as was the case with the first edition) is the author's dedication to the field of practice and the book's sub-title demonstrates her commitment to the transfer of research. In Kuhlthau's case this is the practice of the school library media specialist, but her research has covered students of various ages as well as a wide range of occupational groups. Because the information search model is so well known, I shall concentrate in this review on the relationship between the research findings and practice. It is necessary, however, to begin with the search process model, because this is central. Briefly, the model proposes that the searcher goes through the stages of initiation, selection, exploration, formulation, collection and presentation, and, at each stage, experiences various feelings ranging from optimism and satisfaction to confusion and disappointment. Personally, I occasionally suffer despair, but perhaps that is too extreme for most!

0.0037719528 = product of:
  0.022631716 = sum of:
    0.022631716 = weight(_text_:web in 589) [ClassicSimilarity], result of:
      0.022631716 = score(doc=589,freq=6.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.15613155 = fieldWeight in 589, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.01953125 = fieldNorm(doc=589)
  0.16666667 = coord(1/6)

Abstract

This book explores two main models of Information Literacy or IL: the SCONUL (Society of College, National and University Libraries) Seven Pillars of Information Skills and the IL competencies identified by the ALA (American Library Association). Practical examples for the development of IL skills identified by these models are illustrated using printed and web-based resources. The process of integrating IL provision within a programme of study is outlined to illustrate two strategies underpinning this integration at generic-skills level, the 'plug & play' approach, and at subject-specific level, the 'research skills approach'. A range of diagnostic and assessment methods, to monitor the iterative process of IL skills development, are also included.

Content

Key Features - Explores practical applications of two major IL models - Explores strategies to integrate IL provision in a multi-disciplinary environment - Offers a range of learning and evaluation strategies appropriate for, as well as resources associated with, IL provision - Provides a gateway to generic and subject specific IL resources by complementing the publication with web-based access to an online collection relevant to Information Research and a range of web-based tutorials (existing and customised) to develop IL skills for online environments Readership Information practitioners operating in teaching as well as library support roles who are interested, or required, to develop IL. Academics in management positions responsible for the implementation of learning and teaching strategies. Contents Introduction From user education to IL: national and international perspectives - technological advancements and access to information; changes in higher education institutions: the student-centred learning approach; information practitioner as facilitator ('Sage an the stage vs. Guide an the side') IL models - SCONUUs Seven Pillars of Information Skills principles of progressions and iteration; ALA/ALRC: information competency standards for higher education (principle of self-directed learning); comparative analysis of the two models Practical applications of IL - provision through the level of competence: the plug & play approach (assessing IL skills); provision through integration by subject: the research skills approach; IL and pedagogy (studentcentred learning; transferability of skills) Challenges - IL and the 'what do I do now?' Syndrome; design and resource implications of IL provision

0.003510376 = product of:
  0.021062255 = sum of:
    0.021062255 = product of:
      0.04212451 = sum of:
        0.04212451 = weight(_text_:22 in 6964) [ClassicSimilarity], result of:
          0.04212451 = score(doc=6964,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.2708308 = fieldWeight in 6964, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=6964)
      0.5 = coord(1/2)
  0.16666667 = coord(1/6)

Date

25.12.2001 13:22:30

0.003510376 = product of:
  0.021062255 = sum of:
    0.021062255 = product of:
      0.04212451 = sum of:
        0.04212451 = weight(_text_:22 in 3067) [ClassicSimilarity], result of:
          0.04212451 = score(doc=3067,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.2708308 = fieldWeight in 3067, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=3067)
      0.5 = coord(1/2)
  0.16666667 = coord(1/6)

Date

15. 6.2002 19:22:01

0.0032769889 = product of:
  0.019661933 = sum of:
    0.019661933 = weight(_text_:computer in 3380) [ClassicSimilarity], result of:
      0.019661933 = score(doc=3380,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.12113102 = fieldWeight in 3380, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0234375 = fieldNorm(doc=3380)
  0.16666667 = coord(1/6)

Abstract

Here, we introduce PI now. We cover core ideas, explaining how they relate both to traditional philosophy, and to the conceptual issues arising all over the place - such as in computer science, AI, natural and social sciences, as well as in popular culture. This is the first version, for 2013. Next year we'll tell you about PI 2014. We hope you love PI as much as we do! If so, let us have your feedback, and come back in 2014. Maybe some of you will ultimately join us as researchers. Either way, enjoy it. Yours, Patrick, Bert, Simon, Nir, Federico, Carson, Phyllis, Andrew, Eric, Giuseppe, Federica, Christoph, Mariarosaria, Matteo, Orlin, and Hector.