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  • × language_ss:"e"
  • × theme_ss:"Information"
  1. Robertson, G.: What is information? (1996) 0.02 
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    Source
    Managing information. 3(1996) no.6, S.22-23
  2. Martin, W.J.: ¬The information society (1995) 0.02 
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    Date
    15. 7.2002 14:22:55
  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. Fugmann, R.: What is information? : an information veteran looks back (2022) 0.02 
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    Date
    18. 8.2022 19:22:57
  5. Bates, M.J.: Fundamental forms of information (2006) 0.02 
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    Date
    22. 3.2009 18:15:22
  6. Knowledge, concepts and categories (1997) 0.01 
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    Content
    Enthält die Kapitel: (1) HEIT, E.: Knowledge and concept learning (2) HAHN, U. u. N. CHATER: Concepts and similarity (3) MURPHY, G.L. u. M.E. LASSALINE: Hierarchical structure in concepts and the basic level of categorization (4) HAMPTON, J.: Conceptual combination (5) SMITH, L.B. u. L.K. SAMUELSON; Perceiving and remembering: category stability, variability and development (6) SHANKS, D.R.: Distributed representations and implicit knowledge: a brief introduction (7) KNOWLTON, B.: Declarative and nondeclarative knowledge: insights from cognitive neurosciences (8) GOSCHKE, T.: Implicit learning and unconscious knowledge: mental representation, computational mechanisms, and brain structures (9) WHITTLESEA, B.W.A.: The representation of general and particular knowledge (10) LAMBERTS, K.: Process models of categorization (11) BUSEMEYER, J.R. u.a.: Learning functional relations based on experience with input-output pairs by humans and artificial neural networks (12) STORMS, G. u. P. DeBOECK: Formal models for intra-categorial structure that can be used for data analysis
    Editor
    Lamberts, K. u. D. Shanks
  7. Tuominen, K.; Savolainen, R.: ¬A social constructionist approach to the study of information use as discursive action (1997) 0.01 
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  8. 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
  9. Falkenberg, E.; Hesse, W.; Lindgreen, P.; Nilsson, B.E.; Oei, J.L.H.; Rolland, C.; Stamper, R.K.; Van Assche, F.J.M.; Verrijn-Stuart, A.A.; Voss, K.: FRISCO - A framework of information system concepts : the FRISCO report; final draft (1996) 0.01 
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  10. Gödert, W.; Lepsky, K.: Reception of externalized knowledge : a constructivistic model based on Popper's Three Worlds and Searle's Collective Intentionality (2019) 0.01 
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  11. Smith, L.C.: "Wholly new forms of encyclopedias" : electronic knowledge in the form of hypertext (1989) 0.01 
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    Date
    7. 1.1996 22:47:52
  12. Infield, N.: Capitalising on knowledge : if knowledge is power, why don't librarians rule the world? (1997) 0.01 
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    Source
    Information world review. 1997, no.130, S.22
  13. Cawkell, T.: ¬The information age : for better or for worse (1998) 0.01 
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    Date
    3. 1.1999 14:40:22
  14. Oxbrow, N.: Information literacy : the final key to an information society (1998) 0.01 
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    Date
    22. 5.1999 19:55:13
  15. Swigon, M.: Information limits : definition, typology and types (2011) 0.01 
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    Date
    12. 7.2011 18:22:52
  16. Best practices in teaching digital literacies (2018) 0.01 
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    Abstract
    The almost universal reliance upon digital tools for social, academic, and career development will only become more pronounced in the years to come. Teacher education programs remain ill-equipped to adequately prepare educators with the pedagogies needed to foster digital literacies. What is needed is a set of best practices towards teaching digital literacies so that teachers can better meet the emerging needs of their students in today's classrooms. Where should teachers begin? What are the essentials of digital literacies within K-12 contexts? And how might we reimagine teacher education programs to optimally prepare teachers for working with technologically connected youth, whose literacies are more complex, interconnected, and diverse than ever?This edited volume provides a practical framework for teacher education programs to develop K-12 students' digital literacies. It serves as a set of best practices in teaching digital literacies that promotes access to research-based pedagogies for immediate implementation in their classrooms
  17. Koniger, P.; Janowitz, K.: Drowning in information, but thirsty for knowledge (1995) 0.01 
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  18. Hollnagel, E.: ¬The relation between intention, meaning and action (1979) 0.01 
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    Source
    Informatics 5: the analysis of meaning, March 25-28, Oxford. Ed.: K. Gray and M. MacCafferty
  19. McGarry, K.: ¬The changing context of information : an introductory analysis (1993) 0.01 
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  20. Talja, S.; Tuominen, K.; Savolainen, R.: "Isms" in information science : constructivism, collectivism and constructionism (2005) 0.01 
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