Search (105 results, page 1 of 6)

  • × theme_ss:"Information"
  • × type_ss:"a"
  • × year_i:[2010 TO 2020}
  1. Albright, K.: Multidisciplinarity in information behavior : expanding boundaries or fragmentation of the field? (2010) 0.03
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    Date
    16. 3.2019 17:32:22
    Source
    Libri. 60(2010) no.2, S.98-106
  2. Swigon, M.: Information limits : definition, typology and types (2011) 0.02
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    Date
    12. 7.2011 18:22:52
    Source
    Aslib proceedings. 63(2011) no.4, S.364-379
  3. Gödert, W.; Lepsky, K.: Rezeption externalisierten Wissens : ein konstruktivistisches Modell auf der Basis von Poppers Drei Welten und Searles Kollektiver Intentionalität (2018) 0.02
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    Content
    Auch unter: DOI: 10.13140/RG.2.2.21248.07688. Auch in: International Forum on Information. 44(2019) H.4, S.25-35 (http://lamb.viniti.ru/sid2/sid2free?sid2=J18357463. Zunächst auch: https://elibrary.ru/item.asp?id=41860839 bzw. http://www.viniti.ru/products/publications/pub-134048#issues [http://catalog.viniti.ru/srch_result.aspx?IRL=FETCH+QUERY%3d2603664+OBJ%3d01bsmm7z+STYLE%3dFull1&TYP=FULL1]).
  4. Best practices in teaching digital literacies (2018) 0.02
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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
    Pages
    XI, 259 S
  5. Badia, A.: Data, information, knowledge : an information science analysis (2014) 0.02
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    Date
    16. 6.2014 19:22:57
    Source
    Journal of the Association for Information Science and Technology. 65(2014) no.6, S.1279-1287
  6. Schöne neue Welt? : Fragen und Antworten: Wie Facebook menschliche Gedanken auslesen will (2017) 0.01
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    Date
    22. 7.2004 9:42:33
    22. 4.2017 11:58:05
  7. Mathiesen, K.: Toward a political philosophy of information (2015) 0.01
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    Source
    Library trends. 63(2015) no.3, S.427-447
  8. Herold, K.: Introduction: composing information (2015) 0.01
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    Source
    Library trends. 63(2015) no.3, S.315-3168
  9. Malsburg, C. von der: Concerning the neuronal code (2018) 0.01
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    Date
    27.12.2020 16:56:22
    Source
    Journal of cognitive science. 19(2018) no.4, S.511-550
  10. Lehmann, K.: Unser Gehirn kartiert auch Beziehungen räumlich (2015) 0.01
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    Footnote
    Vgl. Original unter: http://www.sciencedirect.com/science/article/pii/S0896627315005243: "Morais Tavares, R., A. Mendelsohn, Y.Grossman, C.H. Williams, M. Shapiro, Y. Trope u. D. Schiller: A Map for Social Navigation in the Human Brain" in. Neuron 87(2015) no.1, S,231-243. [Deciphering the neural mechanisms of social behavior has propelled the growth of social neuroscience. The exact computations of the social brain, however, remain elusive. Here we investigated how the human br ain tracks ongoing changes in social relationships using functional neuroimaging. Participants were lead characters in a role-playing game in which they were to find a new home and a job through interactions with virtual cartoon characters. We found that a two-dimensional geometric model of social relationships, a "social space" framed by power and affiliation, predicted hippocampal activity. Moreover, participants who reported better social skills showed stronger covariance between hippocampal activity and "movement" through "social space." The results suggest that the hippocampus is crucial for social cognition, and imply that beyond framing physical locations, the hippocampus computes a more general, inclusive, abstract, and multidimensional cognitive map consistent with its role in episodic memory.].
  11. Fuchs-Kittowski, K.: The influence of philosophy on the understanding of computing and information (2014) 0.01
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    Pages
    S.45-56
  12. Zhang, P.; Soergel, D.: Towards a comprehensive model of the cognitive process and mechanisms of individual sensemaking (2014) 0.01
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    Date
    22. 8.2014 16:55:39
    Source
    Journal of the Association for Information Science and Technology. 65(2014) no.9, S.1733-1756
  13. Leydesdorff, L.; Johnson, M.W.; Ivanova, I.: Toward a calculus of redundancy : signification, codification, and anticipation in cultural evolution (2018) 0.01
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    Date
    29. 9.2018 11:22:09
    Source
    Journal of the Association for Information Science and Technology. 69(2018) no.10, S.1181-1192
  14. Jeffrey, K.: Erinnerung ist manipulierbar (2018) 0.01
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  15. Huvila, I.: Situational appropriation of information (2015) 0.01
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    Date
    20. 1.2015 18:30:22
    Source
    Aslib journal of information management. 67(2015) no.5, S.492-504
  16. 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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  17. Kaeser, E.: ¬Das postfaktische Zeitalter (2016) 0.00
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    Content
    "Es gibt Daten, Informationen und Fakten. Wenn man mir eine Zahlenreihe vorsetzt, dann handelt es sich um Daten: unterscheidbare Einheiten, im Fachjargon: Items. Wenn man mir sagt, dass diese Items stündliche Temperaturangaben der Aare im Berner Marzilibad bedeuten, dann verfüge ich über Information - über interpretierte Daten. Wenn man mir sagt, dies seien die gemessenen Aaretemperaturen am 22. August 2016 im Marzili, dann ist das ein Faktum: empirisch geprüfte interpretierte Daten. Dieser Dreischritt - Unterscheiden, Interpretieren, Prüfen - bildet quasi das Bindemittel des Faktischen, «the matter of fact». Wir alle führen den Dreischritt ständig aus und gelangen so zu einem relativ verlässlichen Wissen und Urteilsvermögen betreffend die Dinge des Alltags. Aber wie schon die Kurzcharakterisierung durchblicken lässt, bilden Fakten nicht den Felsengrund der Realität. Sie sind kritikanfällig, sowohl von der Interpretation wie auch von der Prüfung her gesehen. Um bei unserem Beispiel zu bleiben: Es kann durchaus sein, dass man uns zwei unterschiedliche «faktische» Temperaturverläufe der Aare am 22. August 2016 vorsetzt.
  18. Harnett, K.: Machine learning confronts the elephant in the room : a visual prank exposes an Achilles' heel of computer vision systems: Unlike humans, they can't do a double take (2018) 0.00
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  19. Freyberg, L.: ¬Die Lesbarkeit der Welt : Rezension zu 'The Concept of Information in Library and Information Science. A Field in Search of Its Boundaries: 8 Short Comments Concerning Information'. In: Cybernetics and Human Knowing. Vol. 22 (2015), 1, 57-80. Kurzartikel von Luciano Floridi, Søren Brier, Torkild Thellefsen, Martin Thellefsen, Bent Sørensen, Birger Hjørland, Brenda Dervin, Ken Herold, Per Hasle und Michael Buckland (2016) 0.00
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  20. Wang, P.: Information behavior and seeking (2011) 0.00
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    Pages
    S.15-41

Languages

  • e 90
  • d 15

Classifications