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  • × language_ss:"e"
  • × theme_ss:"Information"
  1. Chowdhury, S.; Gibb, F.; Landoni, M.: ¬A model of uncertainty and its relation to information seeking and retrieval (IS&R) (2014) 0.00 
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  2. Hidalgo, C.: Why information grows : the evolution of order, from atoms to economies (2015) 0.00 
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  3. Floridi, L.: Information: a very short introduction (2010) 0.00 
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  4. Philosophy, computing and information science (2014) 0.00 
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  5. Penfield, W.: ¬The mystery of the mind : a critical study of consciousness and the human brain (1975) 0.00 
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  6. Tononi, G.: Phi : a voyage from the brain to the soul (2012) 0.00 
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  7. Nesset, V.; McVee, M.: ¬The beginning, acting, telling (Bat) model : a visual framework for teaching digital literacy through inquiry and information seeking (2018) 0.00 
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  8. MacFarlane, A.; Missaoui, S.; Makri, S.; Gutierrez Lopez, M.: Sender vs. recipient-orientated information systems revisited (2022) 0.00 
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  9. Andretta, S.: Information literacy : a practitioner's guide (2004) 0.00 
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    Footnote
    Rez. in: Mitteilungen VOEB 59(2006) H.4, S.74-76 (M. Katzmayr): "Information Literacy (IL) bzw. Informationskompetenz ist in aller Munde, wird sie doch als Schlüsselqualifikation angesehen, um an der so genannten Informationsgesellschaft teilzuhaben. Susie Andretta, Dozentin für Informationsmanagement an der London Metropolitan University, hat nun einen praxisorientierten Leitfaden zur IL vorgelegt, worin zwei Aspekte im Vordergrund stehen: einerseits die Vermittlung der IL in der universitären Lehre, womit andererseits auch ein erfolgreiches lebenslanges Lernen nach Verlassen der Universität ermöglicht werden soll. Das Buch beginnt mit einer theoretischen Einführung. Dort ist zu lesen, dass sich die Vermittlung von IL aus Kursen zur Bibliotheksbenutzung entwickelt habe - doch während letztere traditionell den effektiven Umgang mit Bibliotheksressourcen vermitteln und somit auf die Bibliothek beschränkt seien, beinhalte IL auch Herangehensweisen zur Lösung komplexer Problemstellungen. Drei prominente IL-Konzeptionen folgender Organisationen werden anschließend ausführlicher vorgestellt und verglichen: die der US-amerikanischen "Association of Colleges and Research Libraries" (ACRL), des "Australian and New Zealand Institute for information Literacy" (ANZIIL) und der britischen "Society of College, National and University Libraries" (SCONUL). In allen drei besteht IL zumindest aus dem Wahrnehmen eines Informationsbedarfes, Methoden zum Erhalt dieser Information und schließlich ihrer Bewertung, um die Fragen zu beantworten, die zum Informationsbedarf geführt haben. Alle drei gehen über die rein technologische Kompetenz (IT-Kompetenz) hinaus und umfassen u. a. Medien-, Bibliotheks-, und Recherchekompetenzen, um nur einige zu nennen. Allerdings gehen zwei dieser Konzeptionen noch wesentlich weiter - so fordert die ANZIIL von einer informationskompetenten Person u.a. folgende Fähigkeit: "the information-literate person applies prior and new information to construct new concepts or create new understandings" (S. 157), der Lernzielkatalog der SCONUL beinhaltet: "The ability to synthesise and build upon existing information, contributing to the creation of new knowledge" (S. 162).
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  10. Information and living systems : philosophical and scientific perspectives (2011) 0.00 
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  11. Theories of information, communication and knowledge : a multidisciplinary approach (2014) 0.00 
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  12. Floridi, L.: ¬The philosophy of information (2011) 0.00 
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  13. Time, quantum and information (2003) 0.00 
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  14. Kuhlthau, C.C: Seeking meaning : a process approach to library and information services (2004) 0.00 
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  15. Spitzer, K.L.; Eisenberg, M.B.; Lowe, C.A.: Information literacy : essential skills for the information age (2004) 0.00 
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  16. Ingwersen, P.; Järvelin, K.: ¬The turn : integration of information seeking and retrieval in context (2005) 0.00 
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  17. Burnett, R.: How images think (2004) 0.00 
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