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Fuchs-Kittowski, K.: The influence of philosophy on the understanding of computing and information (2014)
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- Philosophy, computing and information science. Eds.: R. Hagengruber u. U.V. Riss
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Wang, P.: Information behavior and seeking (2011)
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- Interactive information seeking, behaviour and retrieval. Eds.: Ruthven, I. u. D. Kelly
-
Furner, J: Information and the disciplines : a conceptual meta-analysis (2014)
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- Theories of information, communication and knowledge : a multidisciplinary approach. Eds.: F. Ibekwe-SanJuan u. T.M. Dousa
-
Nöth, W.: Human communication from the semiotic perspective (2014)
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- Theories of information, communication and knowledge : a multidisciplinary approach. Eds.: F. Ibekwe-SanJuan u. T.M. Dousa
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Albright, K.: Multidisciplinarity in information behavior : expanding boundaries or fragmentation of the field? (2010)
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- Date
- 16. 3.2019 17:32:22
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- e
-
Brier, S.: Cybersemiotics : a new foundation for transdisciplinary theory of information, cognition, meaning, communication and consciousness (2014)
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- Theories of information, communication and knowledge : a multidisciplinary approach. Eds.: F. Ibekwe-SanJuan u. T.M. Dousa
-
Hofkirchner, W.: Epistemology and the study of social information within the perspective of a unified theory of information (2014)
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- Theories of information, communication and knowledge : a multidisciplinary approach. Eds.: F. Ibekwe-SanJuan u. T.M. Dousa
-
Robinson, L.; Bawden, D.: Mind the gap : transitions between concepts of information in varied domains (2014)
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- Theories of information, communication and knowledge : a multidisciplinary approach. Eds.: F. Ibekwe-SanJuan u. T.M. Dousa
-
Weitzendorf, T.; Wigand, R.: Cultural influences on information quality (2015)
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- e
- Source
- Re:inventing information science in the networked society: Proceedings of the 14th International Symposium on Information Science, Zadar/Croatia, 19th-21st May 2015. Eds.: F. Pehar, C. Schloegl u. C. Wolff
-
Krebs, J.: Information transfer as a metaphor (2014)
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- Language
- e
- Pages
- S.29-40
- Source
- Philosophy, computing and information science. Eds.: R. Hagengruber u. U.V. Riss
-
Gödert, W.; Lepsky, K.: Reception of externalized knowledge : a constructivistic model based on Popper's Three Worlds and Searle's Collective Intentionality (2019)
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-
Lehmann, K.: Unser Gehirn kartiert auch Beziehungen räumlich (2015)
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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.].
-
Best practices in teaching digital literacies (2018)
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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
- Editor
- Ortlieb, E. et al.
- Language
- e
-
Bastos Leite, A.J. de; Paletta, F.C.; Silva Martins, M.F. da; Silveira, T.: ¬The role of neuroscience in information and knowledge appropriation (2018)
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- Language
- e
- Source
- Challenges and opportunities for knowledge organization in the digital age: proceedings of the Fifteenth International ISKO Conference, 9-11 July 2018, Porto, Portugal / organized by: International Society for Knowledge Organization (ISKO), ISKO Spain and Portugal Chapter, University of Porto - Faculty of Arts and Humanities, Research Centre in Communication, Information and Digital Culture (CIC.digital) - Porto. Eds.: F. Ribeiro u. M.E. Cerveira
-
Leydesdorff, L.; Johnson, M.W.; Ivanova, I.: Toward a calculus of redundancy : signification, codification, and anticipation in cultural evolution (2018)
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- Date
- 29. 9.2018 11:22:09
- Language
- e
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Mathiesen, K.: Toward a political philosophy of information (2015)
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Herold, K.: Introduction: composing information (2015)
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Voigt, U.: With Aristotle towards a differentiated concept of information? (2014)
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- Philosophy, computing and information science. Eds.: R. Hagengruber u. U.V. Riss
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Kaeser, E.: ¬Das postfaktische Zeitalter (2016)
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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.
- Date
- 24. 8.2016 9:29:24
-
Floridi, L.: ¬The Fourth Revolution in our self-understanding (2014)
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- Language
- e
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- Philosophy, computing and information science. Eds.: R. Hagengruber u. U.V. Riss
