Search (156 results, page 1 of 8)

  • × year_i:[2020 TO 2030}
  1. Noever, D.; Ciolino, M.: ¬The Turing deception (2022) 0.11 
    0.10943339 = product of:
  0.27358347 = sum of:
    0.06839587 = product of:
      0.20518759 = sum of:
        0.20518759 = weight(_text_:3a in 862) [ClassicSimilarity], result of:
          0.20518759 = score(doc=862,freq=2.0), product of:
            0.36509076 = queryWeight, product of:
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.043063257 = queryNorm
            0.56201804 = fieldWeight in 862, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.046875 = fieldNorm(doc=862)
      0.33333334 = coord(1/3)
    0.20518759 = weight(_text_:2f in 862) [ClassicSimilarity], result of:
      0.20518759 = score(doc=862,freq=2.0), product of:
        0.36509076 = queryWeight, product of:
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.043063257 = queryNorm
        0.56201804 = fieldWeight in 862, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.046875 = fieldNorm(doc=862)
  0.4 = coord(2/5)
    Source
    https%3A%2F%2Farxiv.org%2Fabs%2F2212.06721&usg=AOvVaw3i_9pZm9y_dQWoHi6uv0EN
  2. Gabler, S.: Vergabe von DDC-Sachgruppen mittels eines Schlagwort-Thesaurus (2021) 0.09 
    0.09119449 = product of:
  0.22798622 = sum of:
    0.056996554 = product of:
      0.17098966 = sum of:
        0.17098966 = weight(_text_:3a in 1000) [ClassicSimilarity], result of:
          0.17098966 = score(doc=1000,freq=2.0), product of:
            0.36509076 = queryWeight, product of:
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.043063257 = queryNorm
            0.46834838 = fieldWeight in 1000, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1000)
      0.33333334 = coord(1/3)
    0.17098966 = weight(_text_:2f in 1000) [ClassicSimilarity], result of:
      0.17098966 = score(doc=1000,freq=2.0), product of:
        0.36509076 = queryWeight, product of:
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.043063257 = queryNorm
        0.46834838 = fieldWeight in 1000, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1000)
  0.4 = coord(2/5)
    Content
    Master thesis Master of Science (Library and Information Studies) (MSc), Universität Wien. Advisor: Christoph Steiner. Vgl.: https://www.researchgate.net/publication/371680244_Vergabe_von_DDC-Sachgruppen_mittels_eines_Schlagwort-Thesaurus. DOI: 10.25365/thesis.70030. Vgl. dazu die Präsentation unter: https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&ved=0CAIQw7AJahcKEwjwoZzzytz_AhUAAAAAHQAAAAAQAg&url=https%3A%2F%2Fwiki.dnb.de%2Fdownload%2Fattachments%2F252121510%2FDA3%2520Workshop-Gabler.pdf%3Fversion%3D1%26modificationDate%3D1671093170000%26api%3Dv2&psig=AOvVaw0szwENK1or3HevgvIDOfjx&ust=1687719410889597&opi=89978449.
  3. Zhang, L.: ¬The knowledge organization education within and beyond the master of library and information science (2023) 0.06 
    0.060039785 = product of:
  0.15009946 = sum of:
    0.074673824 = weight(_text_:education in 1127) [ClassicSimilarity], result of:
      0.074673824 = score(doc=1127,freq=4.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.36806607 = fieldWeight in 1127, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1127)
    0.075425625 = weight(_text_:great in 1127) [ClassicSimilarity], result of:
      0.075425625 = score(doc=1127,freq=2.0), product of:
        0.2424797 = queryWeight, product of:
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.043063257 = queryNorm
        0.31105953 = fieldWeight in 1127, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1127)
  0.4 = coord(2/5)
    Abstract
    By analyzing 63 English-speaking institutions that offer ALA-accredited master's programs in library and information studies, this research aims to explore the education for knowl­edge organization (KO) at different levels and across fields. This research examines the KO courses that are the required courses and elective courses in the MLIS programs, that are offered in other master's programs and graduate certificate programs, that are adapted to the undergraduate degree and certificate programs, and that are particularly developed for programs other than MLIS. The findings indicate that the great majority of MLIS programs still have a focus on or a significant component of knowl­edge organization as their required course and include the knowl­edge organization elective courses, particularly library cataloging and classification, on their curriculum. However, there is a variety of the offerings of KO related courses across the programs in an institution or in the same program across the institutions. It shows a promising trend that the traditional and new KO courses play an important role in many other programs, at different levels and across fields. With the conventional, adapted, or innovative content, these courses demonstrate that the principles and skills of knowl­edge organization are applicable to a wide variety of settings, can be integrated with other disciplinary knowl­edge and emerging technologies, and meet the needs of different career pathways and groups of learners.
  4. Si, L.; Zhou, J.: Ontology and linked data of Chinese great sites information resources from users' perspective (2022) 0.05 
    0.0500317 = product of:
  0.2501585 = sum of:
    0.2501585 = weight(_text_:great in 1115) [ClassicSimilarity], result of:
      0.2501585 = score(doc=1115,freq=22.0), product of:
        0.2424797 = queryWeight, product of:
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.043063257 = queryNorm
        1.0316678 = fieldWeight in 1115, product of:
          4.690416 = tf(freq=22.0), with freq of:
            22.0 = termFreq=22.0
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1115)
  0.2 = coord(1/5)
    Abstract
    Great Sites are closely related to the residents' life, urban and rural development. In the process of rapid urbanization in China, the protection and utilization of Great Sites are facing unprecedented pressure. Effective knowl­edge organization with ontology and linked data of Great Sites is a prerequisite for their protection and utilization. In this paper, an interview is conducted to understand the users' awareness towards Great Sites to build the user-centered ontology. As for designing the Great Site ontology, firstly, the scope of Great Sites is determined. Secondly, CIDOC- CRM and OWL-Time Ontology are reused combining the results of literature research and user interviews. Thirdly, the top-level structure and the specific instances are determined to extract knowl­edge concepts of Great Sites. Fourthly, they are transformed into classes, data properties and object properties of the Great Site ontology. Later, based on the linked data technology, taking the Great Sites in Xi'an Area as an example, this paper uses D2RQ to publish the linked data set of the knowl­edge of the Great Sites and realize its opening and sharing. Semantic services such as semantic annotation, semantic retrieval and reasoning are provided based on the ontology.
  5. Guo, T.; Bai, X.; Zhen, S.; Abid, S.; Xia, F.: Lost at starting line : predicting maladaptation of university freshmen based on educational big data (2023) 0.05 
    0.04807637 = product of:
  0.12019092 = sum of:
    0.10560473 = weight(_text_:education in 1194) [ClassicSimilarity], result of:
      0.10560473 = score(doc=1194,freq=8.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.520524 = fieldWeight in 1194, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1194)
    0.014586192 = product of:
      0.029172383 = sum of:
        0.029172383 = weight(_text_:22 in 1194) [ClassicSimilarity], result of:
          0.029172383 = score(doc=1194,freq=2.0), product of:
            0.15080018 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.043063257 = queryNorm
            0.19345059 = fieldWeight in 1194, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1194)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    The transition from secondary education to higher education could be challenging for most freshmen. For students who fail to adjust to university life smoothly, their status may worsen if the university cannot offer timely and proper guidance. Helping students adapt to university life is a long-term goal for any academic institution. Therefore, understanding the nature of the maladaptation phenomenon and the early prediction of "at-risk" students are crucial tasks that urgently need to be tackled effectively. This article aims to analyze the relevant factors that affect the maladaptation phenomenon and predict this phenomenon in advance. We develop a prediction framework (MAladaptive STudEnt pRediction, MASTER) for the early prediction of students with maladaptation. First, our framework uses the SMOTE (Synthetic Minority Oversampling Technique) algorithm to solve the data label imbalance issue. Moreover, a novel ensemble algorithm, priority forest, is proposed for outputting ranks instead of binary results, which enables us to perform proactive interventions in a prioritized manner where limited education resources are available. Experimental results on real-world education datasets demonstrate that the MASTER framework outperforms other state-of-art methods.
    Date
    27.12.2022 18:34:22
  6. Li, Z.; He, L.; Gao, D.: Ontology construction and evaluation for Chinese traditional culture : towards digital humanity (2022) 0.04 
    0.03600473 = product of:
  0.09001182 = sum of:
    0.075425625 = weight(_text_:great in 1097) [ClassicSimilarity], result of:
      0.075425625 = score(doc=1097,freq=2.0), product of:
        0.2424797 = queryWeight, product of:
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.043063257 = queryNorm
        0.31105953 = fieldWeight in 1097, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1097)
    0.014586192 = product of:
      0.029172383 = sum of:
        0.029172383 = weight(_text_:22 in 1097) [ClassicSimilarity], result of:
          0.029172383 = score(doc=1097,freq=2.0), product of:
            0.15080018 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.043063257 = queryNorm
            0.19345059 = fieldWeight in 1097, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1097)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    Against the background that the top-level semantic framework of Chinese traditional culture is not comprehensive and unified, this study aims to preserve and disseminate cultural heritage information about Chinese traditional culture through the development of a domain ontology which is constructed from ancient books. A combination of top-down and bottom-up approaches was used to construct the ontology for Chinese traditional culture (CTCO). An investigation of historians' needs, and LDA topic clustering model were conducted, understanding the specific needs of historians, collecting the topic, concepts and relationships. CIDOC CRM was reused to construct the basic framework of CTCO. Ontology structure and function were adopted to evaluate the effectiveness of CTCO. Evaluation results show that the ontology meets all the quality criteria of OntoMetrics, and the experts agreed on content representation (average score = 4.30). CTCO contributes to the organization of traditional Chinese culture and the construction of related databases. The study also forms a common path and puts forward proposals for the construction of domain ontology, which has great social relevance.
    Source
    Knowledge organization. 49(2022) no.1, S.22 - 39
  7. Zhang, Y.; Wu, D.; Hagen, L.; Song, I.-Y.; Mostafa, J.; Oh, S.; Anderson, T.; Shah, C.; Bishop, B.W.; Hopfgartner, F.; Eckert, K.; Federer, L.; Saltz, J.S.: Data science curriculum in the iField (2023) 0.03 
    0.03168142 = product of:
  0.15840709 = sum of:
    0.15840709 = weight(_text_:education in 964) [ClassicSimilarity], result of:
      0.15840709 = score(doc=964,freq=18.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.780786 = fieldWeight in 964, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0390625 = fieldNorm(doc=964)
  0.2 = coord(1/5)
    Abstract
    Many disciplines, including the broad Field of Information (iField), offer Data Science (DS) programs. There have been significant efforts exploring an individual discipline's identity and unique contributions to the broader DS education landscape. To advance DS education in the iField, the iSchool Data Science Curriculum Committee (iDSCC) was formed and charged with building and recommending a DS education framework for iSchools. This paper reports on the research process and findings of a series of studies to address important questions: What is the iField identity in the multidisciplinary DS education landscape? What is the status of DS education in iField schools? What knowledge and skills should be included in the core curriculum for iField DS education? What are the jobs available for DS graduates from the iField? What are the differences between graduate-level and undergraduate-level DS education? Answers to these questions will not only distinguish an iField approach to DS education but also define critical components of DS curriculum. The results will inform individual DS programs in the iField to develop curriculum to support undergraduate and graduate DS education in their local context.
  8. Hocker, J.; Schindler, C.; Rittberger, M.: Participatory design for ontologies : a case study of an open science ontology for qualitative coding schemas (2020) 0.03 
    0.02880378 = product of:
  0.07200945 = sum of:
    0.060340498 = weight(_text_:great in 179) [ClassicSimilarity], result of:
      0.060340498 = score(doc=179,freq=2.0), product of:
        0.2424797 = queryWeight, product of:
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.043063257 = queryNorm
        0.24884763 = fieldWeight in 179, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.03125 = fieldNorm(doc=179)
    0.011668953 = product of:
      0.023337906 = sum of:
        0.023337906 = weight(_text_:22 in 179) [ClassicSimilarity], result of:
          0.023337906 = score(doc=179,freq=2.0), product of:
            0.15080018 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.043063257 = queryNorm
            0.15476047 = fieldWeight in 179, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=179)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    Purpose The open science movement calls for transparent and retraceable research processes. While infrastructures to support these practices in qualitative research are lacking, the design needs to consider different approaches and workflows. The paper bases on the definition of ontologies as shared conceptualizations of knowledge (Borst, 1999). The authors argue that participatory design is a good way to create these shared conceptualizations by giving domain experts and future users a voice in the design process via interviews, workshops and observations. Design/methodology/approach This paper presents a novel approach for creating ontologies in the field of open science using participatory design. As a case study the creation of an ontology for qualitative coding schemas is presented. Coding schemas are an important result of qualitative research, and reuse can yield great potential for open science making qualitative research more transparent, enhance sharing of coding schemas and teaching of qualitative methods. The participatory design process consisted of three parts: a requirement analysis using interviews and an observation, a design phase accompanied by interviews and an evaluation phase based on user tests as well as interviews. Findings The research showed several positive outcomes due to participatory design: higher commitment of users, mutual learning, high quality feedback and better quality of the ontology. However, there are two obstacles in this approach: First, contradictive answers by the interviewees, which needs to be balanced; second, this approach takes more time due to interview planning and analysis. Practical implications The implication of the paper is in the long run to decentralize the design of open science infrastructures and to involve parties affected on several levels. Originality/value In ontology design, several methods exist by using user-centered design or participatory design doing workshops. In this paper, the authors outline the potentials for participatory design using mainly interviews in creating an ontology for open science. The authors focus on close contact to researchers in order to build the ontology upon the expert's knowledge.
    Date
    20. 1.2015 18:30:22
  9. Clements, E.: ¬A conceptual framework for digital civics pedagogy informed by the philosophy of information (2020) 0.03 
    0.025345135 = product of:
  0.12672567 = sum of:
    0.12672567 = weight(_text_:education in 5713) [ClassicSimilarity], result of:
      0.12672567 = score(doc=5713,freq=8.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.6246288 = fieldWeight in 5713, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.046875 = fieldNorm(doc=5713)
  0.2 = coord(1/5)
    Abstract
    Purpose The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere. Design/methodology/approach Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education. Findings With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted. Originality/value The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.
  10. Koya, K.; Chowdhury, G.: Cultural heritage information practices and iSchools education for achieving sustainable development (2020) 0.02 
    0.023613935 = product of:
  0.11806968 = sum of:
    0.11806968 = weight(_text_:education in 5877) [ClassicSimilarity], result of:
      0.11806968 = score(doc=5877,freq=10.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.58196354 = fieldWeight in 5877, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5877)
  0.2 = coord(1/5)
    Abstract
    Since 2015, the United Nations Educational, Scientific and Cultural Organization (UNESCO) began the process of inculcating culture as part of the United Nations' (UN) post-2015 Sustainable (former Millennium) Development Goals, which member countries agreed to achieve by 2030. By conducting a thematic analysis of the 25 UN commissioned reports and policy documents, this research identifies 14 broad cultural heritage information themes that need to be practiced in order to achieve cultural sustainability, of which information platforms, information sharing, information broadcast, information quality, information usage training, information access, information collection, and contribution appear to be the significant themes. An investigation of education on cultural heritage informatics and digital humanities at iSchools (www.ischools.org) using a gap analysis framework demonstrates the core information science skills required for cultural heritage education. The research demonstrates that: (i) a thematic analysis of cultural heritage policy documents can be used to explore the key themes for cultural informatics education and research that can lead to sustainable development; and (ii) cultural heritage information education should cover a series of skills that can be categorized in five key areas, viz., information, technology, leadership, application, and people and user skills.
  11. Zhai, X.: ChatGPT user experience: : implications for education (2022) 0.02 
    0.023613935 = product of:
  0.11806968 = sum of:
    0.11806968 = weight(_text_:education in 849) [ClassicSimilarity], result of:
      0.11806968 = score(doc=849,freq=10.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.58196354 = fieldWeight in 849, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0390625 = fieldNorm(doc=849)
  0.2 = coord(1/5)
    Abstract
    ChatGPT, a general-purpose conversation chatbot released on November 30, 2022, by OpenAI, is expected to impact every aspect of society. However, the potential impacts of this NLP tool on education remain unknown. Such impact can be enormous as the capacity of ChatGPT may drive changes to educational learning goals, learning activities, and assessment and evaluation practices. This study was conducted by piloting ChatGPT to write an academic paper, titled Artificial Intelligence for Education (see Appendix A). The piloting result suggests that ChatGPT is able to help researchers write a paper that is coherent, (partially) accurate, informative, and systematic. The writing is extremely efficient (2-3 hours) and involves very limited professional knowledge from the author. Drawing upon the user experience, I reflect on the potential impacts of ChatGPT, as well as similar AI tools, on education. The paper concludes by suggesting adjusting learning goals-students should be able to use AI tools to conduct subject-domain tasks and education should focus on improving students' creativity and critical thinking rather than general skills. To accomplish the learning goals, researchers should design AI-involved learning tasks to engage students in solving real-world problems. ChatGPT also raises concerns that students may outsource assessment tasks. This paper concludes that new formats of assessments are needed to focus on creativity and critical thinking that AI cannot substitute.
  12. Schoenbeck, O.; Schröter, M.; Werr, N.: Making of oder Lost in translation? : Das Framework for Information Literacy for Higher Education - Herausforderungen bei der Übersetzung ins Deutsche und der bibliothekarischen Anwendung (2021) 0.02 
    0.021949533 = product of:
  0.10974766 = sum of:
    0.10974766 = weight(_text_:education in 297) [ClassicSimilarity], result of:
      0.10974766 = score(doc=297,freq=6.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.54094446 = fieldWeight in 297, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.046875 = fieldNorm(doc=297)
  0.2 = coord(1/5)
    Abstract
    Im Mittelpunkt dieses Beitrags steht das 2016 von der Association of College & Research Libraries (ACRL) veröffentlichte Framework for Information Literacy for Higher Education, dessen Kernideen und Entwicklung aus Vorläufern wie den 2000 von der ACRL publizierten Information Literacy Competency Standards for Higher Education heraus skizziert werden. Die Rezeptionsgeschichte dieser Standards im deutschen Sprachraum wird vor dem Hintergrund der Geschichte ihrer (partiellen) Übersetzung nachgezeichnet und hieraus das Potenzial abgeleitet, das die nun vorliegende vollständige Übersetzung des Framework ins Deutsche für eine zeitgemäße Förderung von Informationskompetenz bietet. Die vielfältigen Herausforderungen einer solchen Übersetzung werden durch Einblicke in die Übersetzungswerkstatt exemplarisch reflektiert.
  13. Boczkowski, P.; Mitchelstein, E.: ¬The digital environment : How we live, learn, work, and play now (2021) 0.02 
    0.02156434 = product of:
  0.053910848 = sum of:
    0.042241894 = weight(_text_:education in 1003) [ClassicSimilarity], result of:
      0.042241894 = score(doc=1003,freq=2.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.2082096 = fieldWeight in 1003, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.03125 = fieldNorm(doc=1003)
    0.011668953 = product of:
      0.023337906 = sum of:
        0.023337906 = weight(_text_:22 in 1003) [ClassicSimilarity], result of:
          0.023337906 = score(doc=1003,freq=2.0), product of:
            0.15080018 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.043063257 = queryNorm
            0.15476047 = fieldWeight in 1003, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=1003)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    Increasingly we live through our personal screens; we work, play, socialize, and learn digitally. The shift to remote everything during the pandemic was another step in a decades-long march toward the digitization of everyday life made possible by innovations in media, information, and communication technology. In The Digital Environment, Pablo Boczkowski and Eugenia Mitchelstein offer a new way to understand the role of the digital in our daily lives, calling on us to turn our attention from our discrete devices and apps to the array of artifacts and practices that make up the digital environment that envelops every aspect of our social experience. Boczkowski and Mitchelstein explore a series of issues raised by the digital takeover of everyday life, drawing on interviews with a variety of experts. They show how existing inequities of gender, race, ethnicity, education, and class are baked into the design and deployment of technology, and describe emancipatory practices that counter this--including the use of Twitter as a platform for activism through such hashtags as #BlackLivesMatter and #MeToo. They discuss the digitization of parenting, schooling, and dating--noting, among other things, that today we can both begin and end relationships online. They describe how digital media shape our consumption of sports, entertainment, and news, and consider the dynamics of political campaigns, disinformation, and social activism. Finally, they report on developments in three areas that will be key to our digital future: data science, virtual reality, and space exploration.
    Date
    22. 6.2023 18:25:18
  14. Smiraglia, R.P.: Referencing as evidentiary : an editorial (2020) 0.02 
    0.021119175 = product of:
  0.10559587 = sum of:
    0.10559587 = weight(_text_:great in 5729) [ClassicSimilarity], result of:
      0.10559587 = score(doc=5729,freq=2.0), product of:
        0.2424797 = queryWeight, product of:
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.043063257 = queryNorm
        0.43548337 = fieldWeight in 5729, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5729)
  0.2 = coord(1/5)
    Abstract
    The referencing habits of scholars, having abandoned physical bibliography for harvesting of digital resources, are in crisis, endangering the bibliographical infrastructure supporting the domain of knowledge organization. Research must be carefully managed and its circumstances controlled. Bibliographical replicability is one important part of the social role of scholarship. References in Knowledge Organization volume 45 (2018) were compiled and analyzed to help visualize the state of referencing in the KO domain. The dependence of science on the ability to replicate is even more critical in a global distributed digital environment. There is great richness in KO that make it even more critical that our scholarly community tend to the relationship between bibliographical verity and the very replicability that is allowing the field to grow theoretically over time.
  15. Holden, C.: ¬The bibliographic work : history, theory, and practice (2021) 0.02 
    0.021119175 = product of:
  0.10559587 = sum of:
    0.10559587 = weight(_text_:great in 120) [ClassicSimilarity], result of:
      0.10559587 = score(doc=120,freq=2.0), product of:
        0.2424797 = queryWeight, product of:
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.043063257 = queryNorm
        0.43548337 = fieldWeight in 120, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.0546875 = fieldNorm(doc=120)
  0.2 = coord(1/5)
    Abstract
    The bibliographic work has assumed a great deal of importance in modern cataloging. But the concept of the work has existed for over a century, and even some of the earliest catalog codes differentiate between the intellectual work and its instances. This article will delve into the history and theory of the work, providing a basic overview of the concept as well as a summary of the myriad uses of the work throughout the history of cataloging. In addition to monographs, this paper will look at the work as applied to music, moving images, serials, and aggregates.
  16. Biagetti, M.T.: Ontologies as knowledge organization systems (2021) 0.02 
    0.021119175 = product of:
  0.10559587 = sum of:
    0.10559587 = weight(_text_:great in 439) [ClassicSimilarity], result of:
      0.10559587 = score(doc=439,freq=2.0), product of:
        0.2424797 = queryWeight, product of:
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.043063257 = queryNorm
        0.43548337 = fieldWeight in 439, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          5.6307793 = idf(docFreq=430, maxDocs=44218)
          0.0546875 = fieldNorm(doc=439)
  0.2 = coord(1/5)
    Abstract
    This contribution presents the principal features of ontologies, drawing special attention to the comparison between ontologies and the different kinds of know­ledge organization systems (KOS). The focus is on the semantic richness exhibited by ontologies, which allows the creation of a great number of relationships between terms. That establishes ontologies as the most evolved type of KOS. The concepts of "conceptualization" and "formalization" and the key components of ontologies are described and discussed, along with upper and domain ontologies and special typologies, such as bibliographical ontologies and biomedical ontologies. The use of ontologies in the digital libraries environment, where they have replaced thesauri for query expansion in searching, and the role they are playing in the Semantic Web, especially for semantic interoperability, are sketched.
  17. Schoenbeck, O.; Schröter, M.; Werr, N.: Framework Informationskompetenz in der Hochschulbildung (2021) 0.02 
    0.020908669 = product of:
  0.10454334 = sum of:
    0.10454334 = weight(_text_:education in 298) [ClassicSimilarity], result of:
      0.10454334 = score(doc=298,freq=4.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.51529247 = fieldWeight in 298, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0546875 = fieldNorm(doc=298)
  0.2 = coord(1/5)
    Abstract
    Im Mittelpunkt dieses Beitrags steht das 2016 von der Association of College & Research Libraries (ACRL) veröffentlichte Framework for Information Literacy for Higher Education, dessen Kernideen und Entwicklung aus Vorläufern wie den 2000 von der ACRL publizierten Information Literacy Competency Standards for Higher Education heraus skizziert werden. Die Rezeptionsgeschichte dieser Standards im deutschen Sprachraum wird vor dem Hintergrund der Geschichte ihrer (partiellen) Übersetzung nachgezeichnet und hieraus das Potenzial abgeleitet, das die nun vorliegende vollständige Übersetzung des Framework ins Deutsche für eine zeitgemäße Förderung von Informationskompetenz bietet. Die vielfältigen Herausforderungen einer solchen Übersetzung werden durch Einblicke in die Übersetzungswerkstatt exemplarisch reflektiert.
  18. Paris, B.; Reynolds, R.; McGowan, C.: Sins of omission : critical informatics perspectives on privacy in e-learning systems in higher education (2022) 0.02 
    0.020908669 = product of:
  0.10454334 = sum of:
    0.10454334 = weight(_text_:education in 548) [ClassicSimilarity], result of:
      0.10454334 = score(doc=548,freq=4.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.51529247 = fieldWeight in 548, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0546875 = fieldNorm(doc=548)
  0.2 = coord(1/5)
    Abstract
    The COVID-19 pandemic emptied classrooms across the globe and pushed administrators, students, educators, and parents into an uneasy alliance with online learning systems already committing serious privacy and intellectual property violations, and actively promoted the precarity of educational labor. In this article, we use methods and theories derived from critical informatics to examine Rutgers University's deployment of seven online learning platforms commonly used in higher education to uncover five themes that result from the deployment of corporate learning platforms. We conclude by suggesting ways ahead to meaningfully address the structural power and vulnerabilities extended by higher education's use of these platforms.
  19. Perera, T.: Description specialists and inclusive description work and/or initiatives : an exploratory study (2022) 0.02 
    0.020908669 = product of:
  0.10454334 = sum of:
    0.10454334 = weight(_text_:education in 974) [ClassicSimilarity], result of:
      0.10454334 = score(doc=974,freq=4.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.51529247 = fieldWeight in 974, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0546875 = fieldNorm(doc=974)
  0.2 = coord(1/5)
    Abstract
    This paper presents preliminary findings from an exploratory research study investigating the education, Library and Information Science (LIS) work experiences, and demographics of description specialists engaging in inclusive description work and/or initiatives. Survey results represent participants' education background, LIS work experiences, motivations behind projects and initiatives, areas of work and types of project priorities, preferred outcomes, and challenges encountered while engaging in inclusive description work and/or initiatives. Findings also point to gaps in understanding related to cultural concepts. A participant-created definition for inclusive description is a successful outcome of the study.
  20. Jones, K.M.L.; Asher, A.; Goben, A.; Perry, M.R.; Salo, D.; Briney, K.A.; Robertshaw, M.B.: "We're being tracked at all times" : student perspectives of their privacy in relation to learning analytics in higher education (2020) 0.02 
    0.018291276 = product of:
  0.091456376 = sum of:
    0.091456376 = weight(_text_:education in 5936) [ClassicSimilarity], result of:
      0.091456376 = score(doc=5936,freq=6.0), product of:
        0.20288157 = queryWeight, product of:
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.043063257 = queryNorm
        0.450787 = fieldWeight in 5936, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          4.7112455 = idf(docFreq=1080, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5936)
  0.2 = coord(1/5)
    Abstract
    Higher education institutions are continuing to develop their capacity for learning analytics (LA), which is a sociotechnical data-mining and analytic practice. Institutions rarely inform their students about LA practices, and there exist significant privacy concerns. Without a clear student voice in the design of LA, institutions put themselves in an ethical gray area. To help fill this gap in practice and add to the growing literature on students' privacy perspectives, this study reports findings from over 100 interviews with undergraduate students at eight U.S. higher education institutions. Findings demonstrate that students lacked awareness of educational data-mining and analytic practices, as well as the data on which they rely. Students see potential in LA, but they presented nuanced arguments about when and with whom data should be shared; they also expressed why informed consent was valuable and necessary. The study uncovered perspectives on institutional trust that were heretofore unknown, as well as what actions might violate that trust. Institutions must balance their desire to implement LA with their obligation to educate students about their analytic practices and treat them as partners in the design of analytic strategies reliant on student data in order to protect their intellectual privacy.

Authors

Languages

  • e 120
  • d 36

Types

  • a 146
  • el 30
  • m 4
  • p 3
  • A 1
  • EL 1
  • x 1
  • More… Less…

Themes

Subjects

Classifications