Search (22 results, page 1 of 2)

  • × language_ss:"e"
  • × theme_ss:"Information"
  • × year_i:[2000 TO 2010}
  1. Fallis, D.: Social epistemology and information science (2006) 0.02 
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    Date
    13. 7.2008 19:22:28
  2. Houston, R.D.; Harmon, E.G.: Re-envisioning the information concept : systematic definitions (2002) 0.02 
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    Date
    22. 2.2007 18:56:23
    22. 2.2007 19:22:13
  3. Davenport, E.; Cronin, B.: Knowledge management : Semantic drift or conceptual shift? (2000) 0.02 
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    Date
    31. 7.2001 20:22:57
  4. Bates, M.J.: Fundamental forms of information (2006) 0.02 
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    Date
    22. 3.2009 18:15:22
  5. Schneider, J.W.: Emerging frameworks and methods : The Fourth International Conference on Conceptions of Library and Information Science (CoLIS4), The Information School, University of Washington, Seattle, Washington, USA, July 21-25, 2002 (2002) 0.01 
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    Footnote
    Bericht über die Tagung und Kurzreferate zu den 18 Beiträgen (u.a. BELKIN, N.J.: A classification of interactions with information; INGWERSEN, P.: Cognitive perspectives of document representation; HJOERLAND, B.: Principia informatica: foundational theory of the concepts of information and principles of information services; TUOMINEN, K. u.a.: Discourse, cognition and reality: towards a social constructionist meta-theory for library and information science
  6. Talja, S.; Tuominen, K.; Savolainen, R.: "Isms" in information science : constructivism, collectivism and constructionism (2005) 0.01 
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  7. Dervos, D.A.; Coleman, A.: ¬A common sense approach to defining data, information, and metadata (2006) 0.01 
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    Source
    Knowledge organization for a global learning society: Proceedings of the 9th International ISKO Conference, 4-7 July 2006, Vienna, Austria. Hrsg.: G. Budin, C. Swertz u. K. Mitgutsch
  8. Friedman, A.: Concept mapping a measurable sign (2006) 0.01 
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    Source
    Knowledge organization for a global learning society: Proceedings of the 9th International ISKO Conference, 4-7 July 2006, Vienna, Austria. Hrsg.: G. Budin, C. Swertz u. K. Mitgutsch
  9. Meadows, J.: Understanding information (2001) 0.01 
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    Date
    15. 6.2002 19:22:01
  10. Westbrook, L.: Information myths and intimate partner violence : sources, contexts, and consequences (2009) 0.01 
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    Date
    22. 3.2009 19:16:44
  11. Kelton, K.; Fleischmann, K.R.; Wallace, W.A.: Trust in digital information (2008) 0.01 
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  12. Atran, S.; Medin, D.L.; Ross, N.: Evolution and devolution of knowledge : a tale of two biologies (2004) 0.01 
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    Date
    23. 1.2022 10:22:18
  13. ¬The philosophy of information (2004) 0.01 
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    Content
    Enthält die Beiträge: Information and Its Philosophy (Ian Cornelius) - Documentation Redux: Prolegomenon to (Another) Philosophy of Information (Bernd Frohmann) - Community as Event (Ronald E. Day) - Information Studies Without Information (Jonathan Furner) - Relevance: Language, Semantics, Philosophy (John M. Budd) - On Verifying the Accuracy of Information: Philosophical Perspectives (Don Fallis) - Arguments for Philosophical Realism in Library and Information Science (Birger Hjørland) - Knowledge Profiling: The Basis for Knowledge Organization (Torkild Thellefsen) - Classification and Categorization: A Difference that Makes a Difference (Elin K. Jacob) - Faceted Classification and Logical Division in Information Retrieval (Jack Mills) - The Epistemological Foundations of Knowledge Representations (Elaine Svenonius) - Classification, Rhetoric, and the Classificatory Horizon (Stephen Paling) - The Ubiquitous Hierarchy: An Army to Overcome the Threat of a Mob (Hope A. Olson) - A Human Information Behavior Approach to a Philosophy of Information (Amanda Spink and Charles Cole) - Cybersemiotics and the Problems of the Information-Processing Paradigm as a Candidate for a Unified Science of Information Behind Library Information Science (Søren Brier)
    Editor
    Herold, K.
  14. Eiriksson, J.M.; Retsloff, J.M.: Librarians in the 'information age' : promoter of change or provider of stability? (2005) 0.01 
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    Date
    22. 7.2009 11:23:22
  15. Lasic-Lazic, J.; Pavlina, K.; Spiranec, S.; Zorica, M.B.: Are students information literate? (2005) 0.01 
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  16. Raban, D.R.; Rafaeli, S.: ¬The effect of source nature and status on the subjective value of information (2006) 0.01 
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    Date
    22. 7.2006 15:09:35
  17. San Segundo, R.: ¬A new conception of representation of knowledge (2004) 0.01 
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    Date
    2. 1.2005 18:22:25
  18. Benkowsky, J.; Bühring, B.; Georgy, U.; Linde, F.: Information pricing : the development of a product- and pricing concept for the research centre of the Public Library Cologne (2005) 0.01 
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    Date
    22. 7.2009 9:24:59
  19. Kuhlthau, C.C: Seeking meaning : a process approach to library and information services (2004) 0.01 
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    Classification
    BAHK (FH K)
    GHBS
    BAHK (FH K)
  20. Spitzer, K.L.; Eisenberg, M.B.; Lowe, C.A.: Information literacy : essential skills for the information age (2004) 0.01 
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    Footnote
    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.

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