-
Dietz, K.: en.wikipedia.org > 6 Mio. Artikel (2020)
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- Content
- "Die Englischsprachige Wikipedia verfügt jetzt über mehr als 6 Millionen Artikel. An zweiter Stelle kommt die deutschsprachige Wikipedia mit 2.3 Millionen Artikeln, an dritter Stelle steht die französischsprachige Wikipedia mit 2.1 Millionen Artikeln (via Researchbuzz: Firehose <https://rbfirehose.com/2020/01/24/techcrunch-wikipedia-now-has-more-than-6-million-articles-in-english/> und Techcrunch <https://techcrunch.com/2020/01/23/wikipedia-english-six-million-articles/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Techcrunch+%28TechCrunch%29&guccounter=1&guce_referrer=aHR0cHM6Ly9yYmZpcmVob3NlLmNvbS8yMDIwLzAxLzI0L3RlY2hjcnVuY2gtd2lraXBlZGlhLW5vdy1oYXMtbW9yZS10aGFuLTYtbWlsbGlvbi1hcnRpY2xlcy1pbi1lbmdsaXNoLw&guce_referrer_sig=AQAAAK0zHfjdDZ_spFZBF_z-zDjtL5iWvuKDumFTzm4HvQzkUfE2pLXQzGS6FGB_y-VISdMEsUSvkNsg2U_NWQ4lwWSvOo3jvXo1I3GtgHpP8exukVxYAnn5mJspqX50VHIWFADHhs5AerkRn3hMRtf_R3F1qmEbo8EROZXp328HMC-o>). 250120 via digithek ch = #fineBlog s.a.: Angesichts der Veröffentlichung des 6-millionsten Artikels vergangene Woche in der englischsprachigen Wikipedia hat die Community-Zeitungsseite "Wikipedia Signpost" ein Moratorium bei der Veröffentlichung von Unternehmensartikeln gefordert. Das sei kein Vorwurf gegen die Wikimedia Foundation, aber die derzeitigen Maßnahmen, um die Enzyklopädie gegen missbräuchliches undeklariertes Paid Editing zu schützen, funktionierten ganz klar nicht. *"Da die ehrenamtlichen Autoren derzeit von Werbung in Gestalt von Wikipedia-Artikeln überwältigt werden, und da die WMF nicht in der Lage zu sein scheint, dem irgendetwas entgegenzusetzen, wäre der einzige gangbare Weg für die Autoren, fürs erste die Neuanlage von Artikeln über Unternehmen zu untersagen"*, schreibt der Benutzer Smallbones in seinem Editorial <https://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost/2020-01-27/From_the_editor> zur heutigen Ausgabe."
-
Brembs, B.; Förstner, K.; Kraker, P.; Lauer, G.; Müller-Birn, C.; Schönbrodt, F.; Siems, R.: Auf einmal Laborratte (2021)
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-
Janssen, J.-K.: ChatGPT-Klon läuft lokal auf jedem Rechner : Alpaca/LLaMA ausprobiert (2023)
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- Source
- https://www.heise.de/news/c-t-3003-ChatGPT-Klon-laeuft-lokal-auf-jedem-Rechner-Alpaca-LLaMA-ausprobiert-8004159.html?view=print
-
Koch, C.: Was ist Bewusstsein? (2020)
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- Date
- 17. 1.2020 22:15:11
-
Post, C.; Henry, T.; Nunnally, K.; Lanham, C.: ¬A colossal catalog adventure : representing Indie video games and game creators in library catalogs (2023)
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-
Bräu, R.; Hofmann, K.; Nilson, S.; Zwilling-Seidenstücker, C.: #EveryNameCounts : Die Crowdsourcing-Initiative der Arolsen Archives (2021)
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-
Reynolds, R.; Aromi, J.; McGowan, C.; Paris, B.: Digital divide, critical-, and crisis-informatics perspectives on K-12 emergency remote teaching during the pandemic (2022)
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- Abstract
- The rapid deployment of emergency remote teaching in the pandemic presents sweeping societal-level information systems phenomena worthy of scholarly inquiry. This paper reports findings from teacher interviews conducted with K-12 public school teachers, exploring how digital access and use gaps in communities reflect wider digital and social inequalities as schools fulfilled emergency remote teaching mandates, becoming swept up into e-learning technology expansion trends propelled by mandates, and unfettered corporate edtech. Results show persistence of home and school level digital affordance gaps as hindrances to pandemic pedagogy. We build upon theory of the digital divide, and crisis and critical informatics literature considering how critical approaches to the study of socio-technical systems research can inform these understandings, providing insights into how localized digital inequities contribute to broader digital inequality and social inequality, in the educative processes expected of public education in democratic societies. Our work gives voice to one highly pressured and conflicted stakeholder in these dynamics-K-12 public school teachers-and demonstrates some of the ways in which digital inequity gaps may play a further magnifying role of societal division through expanding edtech deployment in K-12 grades, if current edtech trends hold.
-
Oesterlund, C.; Jarrahi, M.H.; Willis, M.; Boyd, K.; Wolf, C.T.: Artificial intelligence and the world of work : a co-constitutive relationship (2021)
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- Abstract
- The use of intelligent machines-digital technologies that feature data-driven forms of customization, learning, and autonomous action-is rapidly growing and will continue to impact many industries and domains. This is consequential for communities of researchers, educators, and practitioners concerned with studying, supporting, and educating information professionals. In the face of new developments in artificial intelligence (AI), the research community faces 3 questions: (a) How is AI becoming part of the world of work? (b) How is the world of work becoming part of AI? and (c) How can the information community help address this topic of Work in the Age of Intelligent Machines (WAIM)? This opinion piece considers these 3 questions by drawing on discussion from an engaging 2019 iConference workshop organized by the NSF supported WAIM research coordination network (note: https://waim.network).
-
McDonald, C.; Schmalz, M.; Monheim, A.; Keating, S.; Lewin, K.; Jin, C.; Lee, H.: Describing, organizing, and maintaining video game development artifacts (2021)
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-
Jarrahi, M.H.; Lutz, C.; Boyd, K.; Oesterlund, C.; Willis, M.: Artificial intelligence in the work context (2023)
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-
Shiri, A.; Kelly, E.J.; Kenfield, A.; Woolcott, L.; Masood, K.; Muglia, C.; Thompson, S.: ¬A faceted conceptualization of digital object reuse in digital repositories (2020)
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-
Tappenbeck, I.; Michel, A.; Wittich, A.; Werr, N.; Gäde, M.; Spree, U.; Gläser, C.; Griesbaum, J.; Mandl, T.; Keller-Loibl, K.; Stang, R.: Framework Informationskompetenz : Ein gemeinsamer Standard für die Qualifikation in den bibliotheks- und informationswissenschaftlichen Studiengängen in Deutschland (2022)
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-
Noever, D.; Ciolino, M.: ¬The Turing deception (2022)
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- Source
- https%3A%2F%2Farxiv.org%2Fabs%2F2212.06721&usg=AOvVaw3i_9pZm9y_dQWoHi6uv0EN
-
Bärnreuther, K.: Informationskompetenz-Vermittlung für Schulklassen mit Wikipedia und dem Framework Informationskompetenz in der Hochschulbildung (2021)
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- Source
- o-bib: Das offene Bibliotheksjournal. 8(2021) Nr.2, S.1-22
-
Neudecker, C.; Zaczynska, K.; Baierer, K.; Rehm, G.; Gerber, M.; Moreno Schneider, J.: Methoden und Metriken zur Messung von OCR-Qualität für die Kuratierung von Daten und Metadaten (2021)
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Andrushchenko, M.; Sandberg, K.; Turunen, R.; Marjanen, J.; Hatavara, M.; Kurunmäki, J.; Nummenmaa, T.; Hyvärinen, M.; Teräs, K.; Peltonen, J.; Nummenmaa, J.: Using parsed and annotated corpora to analyze parliamentarians' talk in Finland (2022)
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- Series
- JASIST special issue on digital humanities (DH): C. Methodological innovations, challenges, and new interest in DH
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Verma, N.; Fleischmann, K.R.; Zhou, L.; Xie, B.; Lee, M.K.; Rich, K.; Shiroma, K.; Jia, C.; Zimmerman, T.: Trust in COVID-19 public health information (2022)
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-
Han, K.; Rezapour, R.; Nakamura, K.; Devkota, D.; Miller, D.C.; Diesner, J.: ¬An expert-in-the-loop method for domain-specific document categorization based on small training data (2023)
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- Abstract
- Automated text categorization methods are of broad relevance for domain experts since they free researchers and practitioners from manual labeling, save their resources (e.g., time, labor), and enrich the data with information helpful to study substantive questions. Despite a variety of newly developed categorization methods that require substantial amounts of annotated data, little is known about how to build models when (a) labeling texts with categories requires substantial domain expertise and/or in-depth reading, (b) only a few annotated documents are available for model training, and (c) no relevant computational resources, such as pretrained models, are available. In a collaboration with environmental scientists who study the socio-ecological impact of funded biodiversity conservation projects, we develop a method that integrates deep domain expertise with computational models to automatically categorize project reports based on a small sample of 93 annotated documents. Our results suggest that domain expertise can improve automated categorization and that the magnitude of these improvements is influenced by the experts' understanding of categories and their confidence in their annotation, as well as data sparsity and additional category characteristics such as the portion of exclusive keywords that can identify a category.
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Khosrowjerdi, M.; Sundqvist, A.; Byström, K.: Cultural patterns of information source use : a global study of 47 countries (2020)
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- Abstract
- The aim of this study was to investigate the relationships between national culture and information source use (ISU) on a global level. A secondary analysis was carried out on three different data sets. They were (a) country-level data on ISU from World Values Survey (2005-2009); (b) country-specific mean scores of Hofstede's national culture dimensions (HNCD) of individualism (IDV), power distance (PDI), time orientation, uncertainty avoidance (UAI), masculinity (MAS), and indulgence (IVR); and (c) measures of wealth. The analysis showed the importance of three national culture dimensions of PDI (the way people of a nation interact with authorities), IDV (the degree of centrality of person or groups in a country), and IVR (the agreeableness of joy and happiness in a country) for explaining the cross-cultural differences of ISU. The findings were explained through HNCD, and four cultural patterns of ISU were identified. However, further research is required to better understand the complex relationships of cultural factors, ISU, and other societal variables.
-
McDowell, K.: Storytelling wisdom : story, information, and DIKW (2021)
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- Abstract
- Most information science (IS) definitions of information center individual rather than collective meaning-making. Because stories are constituted through narrative experience, and audiences are partly constitutive of the stories told to and with them, storytelling offers a framework for researching collective experiences of information. Stories are simultaneously empirical and socially constructed, bridging a key epistemological divide in IS. Storytelling as paradigm shift is explored and demonstrated in three sections that (a) define story and storytelling, (b) describe how story and storytelling can extend the data, information, knowledge, and wisdom (DIKW) pyramid, and (c) revise DIKW as a new storytelling S-DIKW framework. Future IS storytelling research should account for story and the dynamics of storytelling not merely as a subset of information or of information behavior, but as a fundamental information form.
