Search (16 results, page 1 of 1)

  • × language_ss:"e"
  • × theme_ss:"Information"
  • × year_i:[2000 TO 2010}
  1. Atran, S.; Medin, D.L.; Ross, N.: Evolution and devolution of knowledge : a tale of two biologies (2004) 0.04 
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    Date
    23. 1.2022 10:22:18
  2. Madden, A.D.: Evolution and information (2004) 0.03 
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    Abstract
    The association between life and information is discussed. Information is considered to be "a stimulus which expands or amends the World View of the informed". Using this definition, the standard chain of evolutionary development is reconsidered. It is proposed that information was derived from the environment as a direct result of the evolution of organisms that used other organisms as a food source. Only with the evolution of sexual reproduction did it become necessary for organisms to be aware of others of the same species. It is argued that one of the consequences of the evolution of different sexes is that often, prospective mates had to evolve means of communication, making it possible for animals to expand their World Views by other means. Such reinterpretation of evolutionary thinking has numerous implications for the information scientist. Some of these are discussed.
  3. Currás, E.: Informationism and neural information assimilation (2006) 0.02 
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    Abstract
    An epistemology, based in the information that rules our lives, is stated - Informationism - Information, or perhaps the message, reaches the brain as tiny impulses - quanta or useful information -, hitting and activating the neurones; as a consequence becoming quanta of useful information. The physical, psychic and pragmatic, etc. connotations of information are studied, including its energetic aspect; within a Cosmo vision. Among other matters, human neural evolution due to information is studied. Other neural information theories are also studied. Some definitions of information are quoted, as well as its connotations and peculiarities.
  4. Breitenstein, M.: Classification, culture studies, and the experience of the individual : three methods for knowledge discovery (2000) 0.01 
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    Abstract
    Within any culture, three methods of knowledge discovery work together to situate and evolve accepted knowledge structures. Classification operates to control chaos by introducing formal rules for organizing the subject body of knowledge. The words used, and the concepts behind those words, create an ontological structure. What is not included is excluded. Culture studies have been developing ever since the early 19th century. Instrumentation has reorganized vision and practice, and has made the reality of situated knowledge more obvious. Postmodernism's questioning of Modernism's consistency and preservation of broad concepts of reality has provided a fertile ground for culture studies in all disciplines. Perhaps all social interactions, even the most primitive, are situated. The third player in knowledge discovery is the individual, who works within the culture but brings unique perception to bear on every issue. The individual is the locus of mutation and creation, which, if taken up by other individuals, eventually influences practice, and then such formalized structures as classifications and standards. All three modes of discovery are vital and essential, and participate in a multidimensional and interactive evolution
  5. 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
    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.
    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."
  6. Fallis, D.: Social epistemology and information science (2006) 0.01 
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    Date
    13. 7.2008 19:22:28
  7. Houston, R.D.; Harmon, E.G.: Re-envisioning the information concept : systematic definitions (2002) 0.01 
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    Date
    22. 2.2007 18:56:23
    22. 2.2007 19:22:13
  8. Davenport, E.; Cronin, B.: Knowledge management : Semantic drift or conceptual shift? (2000) 0.00 
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    Date
    31. 7.2001 20:22:57
  9. Bates, M.J.: Fundamental forms of information (2006) 0.00 
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    Date
    22. 3.2009 18:15:22
  10. Meadows, J.: Understanding information (2001) 0.00 
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    Date
    15. 6.2002 19:22:01
  11. Westbrook, L.: Information myths and intimate partner violence : sources, contexts, and consequences (2009) 0.00 
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    Date
    22. 3.2009 19:16:44
  12. Eiriksson, J.M.; Retsloff, J.M.: Librarians in the 'information age' : promoter of change or provider of stability? (2005) 0.00 
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    Date
    22. 7.2009 11:23:22
  13. Raban, D.R.; Rafaeli, S.: ¬The effect of source nature and status on the subjective value of information (2006) 0.00 
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    Date
    22. 7.2006 15:09:35
  14. San Segundo, R.: ¬A new conception of representation of knowledge (2004) 0.00 
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    Date
    2. 1.2005 18:22:25
  15. 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) 0.00 
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    Date
    22. 7.2009 9:24:59
  16. Hjoerland, B.: ¬The controversy over the concept of information : a rejoinder to Professor Bates (2009) 0.00 
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    Date
    22. 3.2009 18:13:27

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