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  • × classification_ss:"05.20 / Kommunikation und Gesellschaft"
  1. Kleinwächter, W.: Macht und Geld im Cyberspace : wie der Weltgipfel zur Informationsgesellschaft (WSIS) die Weichen für die Zukunft stellt (2004) 0.02
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    Date
    20.12.2006 18:22:32
    Isbn
    3-936931-22-4
    Pages
    VI, 186 S
  2. Negroponte, N.: Total digital : die Welt zwischen 0 und 1 oder die Zukunft der Kommunikation (1996) 0.00
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    Classification
    S 980
    S 943
    Footnote
    Rez. in: pl@net 1996, H.3/4, S.54-57 (H. Rheingold); Spektrum der Wissenschaft 1997, H.9, S.117-118 (T. Scheuer); nfd 52(2001) H.2, S.115-120 (C. Gülich)
    Pages
    288 S
    SFB
    S 980
    S 943
  3. Ethik der Informationsgesellschaft : Privatheit und Datenschutz, Nachhaltigkeit, Human-, Sozial- und Naturverträglichkeit, Interessen- und Wertekonflikte, Urheber- und Menschenrechte (2005) 0.00
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    Pages
    140 S
    Type
    s
  4. Gleick, J.: ¬The information : a history, a theory, a flood (2011) 0.00
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    Footnote
    Rez. in: JASIST 62(2011) no.12, S.2543-2545 (C.H. Davis)
    Pages
    526 S
  5. Informations- und Kommunikationsutopien (2008) 0.00
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    Footnote
    Beiträge des sechsten Symposiums zur Medienethik der Stuttgarter Hochschule der Medien. Rez. in: ZfBB 57(2010) H.1, S.65-66 (W. Gödert)
    Pages
    161 S
    Type
    s
  6. Levy, S.: In the plex : how Google thinks, works, and shapes our lives (2011) 0.00
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    Footnote
    Deutsche Übersetzung als: Googlenomics : Wie Google denkt, arbeitet und unser Leben verändert. Heidelberg, Neckar ; mitp/bhv ; 2011. Rez. in: JASIST 62(2011) no.12, S.2540-2543 (C. Leslie)
    Pages
    V, 424 S
  7. Mossberger, K.; Tolbert, C.J.; McNeal, R.S.: Digital citizenship : the internet, society, and participation (2007) 0.00
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    Footnote
    Rez. in: JASIST 59(2008) no.13, S.2189-2190 (A. Gonzalez)
    Pages
    x, 221 S
  8. Gleick, J.: ¬Die Information : Geschichte, Theorie, Flut (2011) 0.00
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    Footnote
    Rez. in: Spektrum der Wissenschaft. 2012, H.6, S.94-96 (R. Pilous): " ... Bei aller Materialfülle nimmt Gleick einen technokratischen Standpunkt ein - so konsequent, dass er Gedanken zum Verstehen von Information durch den Menschen oder zur Philosophie selbst dort weglässt, wo sie sich aufdrängen. Seiner leidenschaftlich vorgebrachten Vision, die moderne Physik auf eine Art Quanteninformationstheorie zu reduzieren, fehlt eine gründliche Reflexion ebenso wie seiner Darstellung der Theorie der Meme. Und dennoch: Gleicks Projekt einer Gesamtdarstellung des Informationsbegriffs ist mutig, bisher einmalig und im Wesentlichen gelungen."
    Pages
    527 S
  9. Bolz, N.: Am Ende der Gutenberggalaxis : die neuen Kommunikationsverhältnisse (1995) 0.00
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    Pages
    249 S
  10. Faßler, M.: Netzwerke : Einführung in die Netzstrukturen, Netzkulturen und verteilte Gesellschaftsarbeit (2001) 0.00
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    Pages
    324 S
  11. Kuhlen, R.: Informationsethik : Umgang mit Wissen und Information in elektronischen Räumen (2004) 0.00
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    Footnote
    Rez. in: Information - Wissenschaft und Praxis 56(2005) H.2, S.121 (K. Weber): "Rainer Kuhlen ist Professor für Informationswissenschaft an der Universität Konstanz und Lehrbeauftragter am Institut für Bibliothekswissenschaft der HumboldtUniversität zu Berlin. Seine "Informationsethik" ist als Lehrbuch konzipiert; dies ist schon allein daran ersichtlich, dass jedes Kapitel mit "Kontrollfragen" schließt, die Studierenden ermöglichen sollen, zu prüfen, ob der bisher thematisierte Stoff erfasst wurde. Der Text selbst ist in verschiedenen Schriftgrößen gesetzt. Es finden sich kleiner gesetzte Passagen, die der Autor als besonders wichtig und als Kondensat der bis dahin gebotenen Ausführungen anzusehen scheint. Dies mag für ein Selbststudium hilfreich sein, sofern man beim Autor studiert. Ob dies aber für alle Studierenden der Informationswissenschaft oder angrenzender Fächer gilt, kann man bezweifeln. Das Feld der Informationsethik ist stark in Bewegung, das Feld ist recht heterogen. Es ist zwar legitim und wünschenswert, den Versuch der Kanonisierung in der Lehre zu unternehmen, doch scheint dies noch verfrüht. Kuhlen selbst verweist mehrfach darauf, dass die Debatte der Informationsethik im Fluss ist; daher kann der Ausweis vermeintlich wichtiger und weniger wichtiger Aussagen gerade dann fehlleiten, wenn gleichzeitig der Anspruch der Allgemeingültigkeit und Vollständigkeit erhoben wird - und dieser Anspruch steckt überall in Kuhlens Buch. Die Stärke des Buchs liegt darin, dass es eine Fülle von Informationen zur Informationsethik und der darin behandelten Fragen bietet - es werden die großen Probleme angesprochen. Hier an Details zu mäkeln würde dem Anspruch des Buchs nicht gerecht werden; nimmt man die Konzeption als Lehrbuch ernst, so muss das Hauptziel sein, den Studierenden einen breiten Einblick in die jeweiligen Problemlagen zu verschaffen. Dies leistet das Buch ohne Zweifel.
    Pages
    444 S
  12. Sunstein, C.: Infotopia : wie viele Köpfe Wissen produzieren (2009) 0.00
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    Pages
    285 S
  13. Blair, D.: Wittgenstein, language and information : "Back to the Rough Ground!" (2006) 0.00
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    Pages
    XI, 358 S
  14. Weinberger, D.: ¬Das Ende der Schublade : die Macht der neuen digitalen Unordnung (2008) 0.00
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    Pages
    312 S
  15. Farkas, V.: Mythos Informationsgesellschaft : was wir aus den Medien nicht erfahren (2005) 0.00
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    Pages
    335 S
  16. Mossberger, K.; Tolbert, C.J.; Stansbury, M.: Virtual inequality : beyond the digital divide (2003) 0.00
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    Footnote
    Rez. in: JASIST 55(2004) no.5, S.467-468 (W. Koehler): "Virtual Inequality is an important contribution to the digital divide debate. That debate takes two basic forms. One centers an the divide between the "information rich" developed countries and the "information poor" developing countries. The second is concerned with the rift between information "haves" and "have-nots" within countries. This book addresses the latter domain and is concerned with the digital divide in the United States. This book is the product of a cross-disciplinary collaboration. Mossberger and Tolbert are both members of the Kent State University political science department while Stansbury is an the Library and Information Science faculty. The book is extremely well documented. Perhaps the chapter an the democracy divide and e-government is the best done, reflecting the political science bent of two of the authors. E-government is very well covered. Unfortunately, e-commerce and e-education go virtually unmentioned. If e-government is important to defining the digital divide, then certainly e-commerce and e-education are as well. Mossberger, Tolbert, and Stansbury argue that the digital divide should be described as four different divides: the access divide, the skills divide, the economic opportunity divide, and the democratic divide. Each of these divides is developed in its own chapter. Each chapter draws well an the existing literature. The book is valuable if for no other reason than that it provides an excellent critique of the current state of the understanding of the digital divide in the United States. It is particularly good in its contrast of the approaches taken by the Clinton and George W. Bush administrations. Perhaps this is a function of the multidisciplinary strength of the book's authorship, for indeed it shows here. The access divide is defined along "connectivity" lines: who has access to digital technologies. The authors tonfirm the conventional wisdom that age and education are important predictors of in-home access, but they also argue that rate and ethnicity are also factors (pp. 32-33): Asian Americans have greatest access followed by whites, Latinos, and African Americans in that order. Most access the Internet from home or work, followed by friends' computers, libraries, and other access points. The skills divide is defined as technical competence and information literacy (p. 38). Variation was found along technical competence for age, education, affluence, rate, and ethnicity, but not gender (p. 47). The authors conclude that for the most part the skills divide mirrors the access divide (p. 55). While they found no gender difference, they did find a gender preference for skills acquisition: males prefer a more impersonal delivery ("online help and tutorials") while females prefer more personal instruction (p. 56).
    Anmerkung des Rezensenten in JASIST 55(2004) no.11, S.1024: "After reflecting an a requestfrom the authors of the reviewed book, 1 find that I did indeed err in my criticism of their methodology. The work's fault lies not with the methodology but rather with the discussion and explanation provided for the methodology. The authors do offer brief methodological explanation and justification in endnotes and appendices but are less clear in the book's text. I apologize to both the readers of the review and the authors for misinterpreting the text. For the authors' part, a methodology chapter would have been welcome. I am pleased to put right this misinterpretation that cast a shadow over an otherwise fine work."
    Pages
    xvi, 192 S
  17. Lochmann, D.: Vom Wesen der Information : eine allgemeinverständliche Betrachtung über Information in der Gesellschaft, in der Natur und in der Informationstheorie (2004) 0.00
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    Pages
    363 S
  18. Keen, A.: ¬The cult of the amateur : how today's internet is killing our culture (2007) 0.00
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    Pages
    228 S

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