-
Davenport, E.; Cronin, B.: Knowledge management : Semantic drift or conceptual shift? (2000)
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- Date
- 31. 7.2001 20:22:57
- Footnote
- Thematisierung der Verschiebung des Verständnisses von Wissensmanagement; vgl. auch: Day, R.E.: Totality and representation: a history of knowledge management ... in: JASIS 52(2001) no.9, S.725-735
- Source
- Journal of education for library and information science. 41(2000) no.?, S.294-306
-
Bruce, C.S.: ¬The relational approach : a new model for information literacy (1997)
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- Abstract
- The dominant approaches in information literacy scholarship and research conflict with constructivist approaches to learning preferred by educators. Proposes an alternative, 'relational', model of information literacy which reveals a picture of information literacy that is constructed in terms of varying relations between people and information. These relations are captured in 7 categories, graphially conveyed through awareness structures, which together represent information literacy as it is experienced. Information literacy education may be interpreted as helping people to experience information use differently. This model demonstrates that: the meanings associated with information literacy by information professionals may not be shared by users; the experienced meaning of information literacy is fluid and contextually bound; and, understanding of information literacy and related concepts will deepen if the experience of information users is given priority in research. Proposes an agenda for information literacy research based upon the relational approach
- Source
- New review of information and library research. 3(1997), S.1-22
-
Gödert, W.; Lepsky, K.: Informationelle Kompetenz : ein humanistischer Entwurf (2019)
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- Abstract
- Diskussionen um Datennetze und Informationstechnik drehen sich häufig um kompetentes Handeln. In der Publikation werden Voraussetzungen eines autonomen informationellen Handelns gezeigt: Abstrahieren, Analogien bilden, Plausibilitäten beachten, Schlussfolgern und kreativ sein. Informationelle Kompetenz ist gelebte Informationelle Autonomie. Es lassen sich Konsequenzen für ein zukünftiges Menschenbild in informationstechnischen Umgebungen ziehen.
- Footnote
- Rez. in: Philosophisch-ethische Rezensionen vom 09.11.2019 (Jürgen Czogalla), Unter: https://philosophisch-ethische-rezensionen.de/rezension/Goedert1.html. In: B.I.T. online 23(2020) H.3, S.345-347 (W. Sühl-Strohmenger) [Unter: https%3A%2F%2Fwww.b-i-t-online.de%2Fheft%2F2020-03-rezensionen.pdf&usg=AOvVaw0iY3f_zNcvEjeZ6inHVnOK]. In: Open Password Nr. 805 vom 14.08.2020 (H.-C. Hobohm) [Unter: https://www.password-online.de/?mailpoet_router&endpoint=view_in_browser&action=view&data=WzE0MywiOGI3NjZkZmNkZjQ1IiwwLDAsMTMxLDFd].
-
Zhang, P.; Soergel, D.: Towards a comprehensive model of the cognitive process and mechanisms of individual sensemaking (2014)
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- Abstract
- This review introduces a comprehensive model of the cognitive process and mechanisms of individual sensemaking to provide a theoretical basis for: - empirical studies that improve our understanding of the cognitive process and mechanisms of sensemaking and integration of results of such studies; - education in critical thinking and sensemaking skills; - the design of sensemaking assistant tools that support and guide users. The paper reviews and extends existing sensemaking models with ideas from learning and cognition. It reviews literature on sensemaking models in human-computer interaction (HCI), cognitive system engineering, organizational communication, and library and information sciences (LIS), learning theories, cognitive psychology, and task-based information seeking. The model resulting from this synthesis moves to a stronger basis for explaining sensemaking behaviors and conceptual changes. The model illustrates the iterative processes of sensemaking, extends existing models that focus on activities by integrating cognitive mechanisms and the creation of instantiated structure elements of knowledge, and different types of conceptual change to show a complete picture of the cognitive processes of sensemaking. The processes and cognitive mechanisms identified provide better foundations for knowledge creation, organization, and sharing practices and a stronger basis for design of sensemaking assistant systems and tools.
- Date
- 22. 8.2014 16:55:39
- Series
- Advances in information science
-
Clements, E.: ¬A conceptual framework for digital civics pedagogy informed by the philosophy of information (2020)
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- 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.
-
Anderson, O.R.: Some interrelationships between constructivist models of learning and current neurobiological theory, with implications for science ieducation (1992)
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- Abstract
- Recent advances in the neurosciences have begun to elucidate how some fundamental mechanisms of nervous systems activity can explain human information processing and the acquisition of knowledge. Some of these findings are consistent with a cognitive view of constructivist models of learning and provide additional theoretical support for constructivist applications to science education reform. Current thought at the interface between neurocognitive research and constructivist philosophy is summarized here and discussed in a context of implications for scientific epistemology and conceptual change processes in science education
- Source
- Journal of research in science teaching. 29(1992) no.10, S.1037-1058
-
Best practices in teaching digital literacies (2018)
0.06
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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
- LCSH
- Internet in education
- Subject
- Internet in education
-
Donsbach, W.: Wahrheit in den Medien : über den Sinn eines methodischen Objektivitätsbegriffes (2001)
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- Abstract
- Das Problem der Wahrnehmung und Darstellung von Wahrheit durch die Medien führt zu vier zentralen Fragen: Wie viel Wahrheit gibt es in der Welt, über die Journalisten berichten müssen? Wie ermittelt oder recherchiert man diese Wahrheit? Wie trennt man die Spreu vom Weizen? Und wie geht man als Journalist mit dem um, was man als Wahrheit erkannt hat oder erkannt zu haben glaubt? Hier gibt es ganz offensichtlich eine Parallele zwischen Journalisten und Wissenschaftlern. Journalisten und Wissenschaftler brauchen erstens Hypothesen, zweitens geeignete Hypothesentests, drittens ein gutes Abgrenzungs-Kriterium und viertens Verfahren, um die erkannten Sachverhalte auf angemessene Weise für eine Kommunikation mit anderen zu repräsentieren, das heißt sie darzustellen. Es gibt zwei große Unterschiede zwischen Journalisten und Wissenschaftlern: Journalisten sind in der Regel auf raum-zeitlich begrenzte Aussagen aus, Wissenschaftler in der Regel auf raumzeitlich unbegrenzte Gesetze. Aber diese Unterschiede sind fließend, weil Wissenschaftler raum-zeitlich begrenzte Aussagen brauchen, um ihre All-Aussagen zu überprüfen, und Journalisten sich immer häufiger auf das Feld der allgemeinen Gesetzes-Aussagen wagen oder doch zumindest Kausalinterpretationen für soziale Phänomene anbieten. Der zweite Unterschied besteht darin, dass die Wissenschaft weitgehend professionalisiert ist (zumindest gilt dies uneingeschränkt für die Naturwissenschaften und die Medizin), was ihr relativ klare Abgrenzungs- und Güte-Kriterien beschert hat. Diese fehlen weitgehend im Journalismus.
- Content
- Der Beitrag basiert auf einem Vortrag beim 9. Ethiktag "Wissenschaft und Medien" am Zentrum für Ethik und Recht in der Medizin des Universitätsklinikums Freiburg im Februar 2001.
- Source
- Politische Meinung. 381(2001) Nr.1, S.65-74 [https%3A%2F%2Fwww.dgfe.de%2Ffileadmin%2FOrdnerRedakteure%2FSektionen%2FSek02_AEW%2FKWF%2FPublikationen_Reihe_1989-2003%2FBand_17%2FBd_17_1994_355-406_A.pdf&usg=AOvVaw2KcbRsHy5UQ9QRIUyuOLNi]
-
Homann, B.: Information literacy : ein Beitrag der Bibliotheken für eine demokratische Informationsgesellschaft. Bericht über einen Themenschwerpunkt des IFLA-Kongresses in Glasgow (2002)
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- Content
- Der IFLA Kongress in Glasgow stand in diesem Jahr unter dem Thema "Libraries for life: democracy, diversity, delivery". Eine wichtige Voraussetzung für das Leben in einer demokratischen Gesellschaft ist Kompetenz zur selbständigen effizienten Nutzung des wachsenden Informationsangebots. Entsprechend wurde in zahlreichen Veranstaltungen "Information Literacy" als eine fundamentale Methodenkompetenz thematisiert, an deren Vermittlung die Bibliotheken mitwirken sollten. Der Bericht wird sich schwerpunktmäßig mit den Veranstaltungen des Round Table User Education (RTUE) befassen, aber daneben auch punktuell auf Veranstaltungen eingehen, die sich ebenfalls mit dem Thema "User Education" befassten. Angestrebt wird dabei weniger eine detaillierte Wiedergabe der Inhalte einzelner Veranstaltungen, als ein Bericht über Entwicklungen, die für die Aktivitäten deutscher Bibliotheken im Bereich der Informationskompetenz relevant sein könnten.
-
Hartman-Caverly, S.: Human nature is not a machine : on liberty, attention engineering, and learning analytics (2019)
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- Abstract
- This article undertakes a literature review to examine learning analytics through the lens of attention engineering. Informed by a critical literature synthesis from the fields of cognitive science, history, philosophy, education, technology, ethics, and library science, this analysis situates learning analytics in the context of communication and education technologies as tools in the manipulation of attention. The article begins by defining attention as both a cognitive activity and a metaphysical state intrinsic to intellectual freedom. The Progressive Era concept of attention engineering is then introduced and reinterpreted in the context of attention scarcity and academic capitalism in the Knowledge Era. The affordances of information and communications technology replicated in educational technology to facilitate data capture, analysis, and intervention in the form of "nudge" learning analytics are outlined as evidence of contemporary attention engineering in education. Attention engineering in education is critiqued as antithetical to students' intellectual freedom and development as self-sufficient learners and independent thinkers. The academic library's role in teaching and promoting attentional literacy and attentional autonomy is explored as a response to the intellectual freedom challenges posed by learning analytics as a form of attention engineering.
-
Malsburg, C. von der: ¬The correlation theory of brain function (1981)
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- Abstract
- A summary of brain theory is given so far as it is contained within the framework of Localization Theory. Difficulties of this "conventional theory" are traced back to a specific deficiency: there is no way to express relations between active cells (as for instance their representing parts of the same object). A new theory is proposed to cure this deficiency. It introduces a new kind of dynamical control, termed synaptic modulation, according to which synapses switch between a conducting and a non- conducting state. The dynamics of this variable is controlled on a fast time scale by correlations in the temporal fine structure of cellular signals. Furthermore, conventional synaptic plasticity is replaced by a refined version. Synaptic modulation and plasticity form the basis for short-term and long-term memory, respectively. Signal correlations, shaped by the variable network, express structure and relationships within objects. In particular, the figure-ground problem may be solved in this way. Synaptic modulation introduces exibility into cerebral networks which is necessary to solve the invariance problem. Since momentarily useless connections are deactivated, interference between di erent memory traces can be reduced, and memory capacity increased, in comparison with conventional associative memory
- Source
- http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_
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Owusu-Ansah, E.K.: Debating definitions of information literacy : enough is enough! (2005)
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- Abstract
- Purpose - To demonstrate existing definitional consensus on information literacy, and outline the main and unique areas of concern resulting from that consensus for libraries desiring to contribute to information literacy education. Design/methodology/approach - Leading attempts at defining information literacy are examined to demonstrate their lack of substantive definitional differences, and to establish parameters for the library's participation in information literacy education. Findings - Examines the leading definitional contributions since the American Library Association's 1989 seminal work on information literacy. Demonstrates the lack of substantive definitional differences between those and the ALA definition. Suggests librarians concentrate on the expectations deriving from such unanimity, and outlines those expectations. Practical implications - Clarity of definitions provides more stable atmosphere for practical initiatives, while controversies over definitions distract from action. By pointing out the fundamental agreements between seemingly competing definitions of information literacy, this article underscores the need for librarians to fully concentrate on ways to achieve information literacy. By specifying the library's unique place in that process and outlining the concrete things it can do, the article also provides practical guidance for more focused activity on the part of the library in information literacy education. Originality/value - This article demonstrates a consistently overlooked definitional consensus on information literacy, and shows how the purported differences in definition actually represent delineations of steps and approaches that facilitate practical implementation. It also outlines the specific areas and activities that are legitimate responsibilities of the library in information literacy education, and notes areas outside the library's reach.
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Malheiro da Silva, A.; Ribeiro, F.: Documentation / Information and their paradigms : characterization and importance in research, education, and professional practice (2012)
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- Abstract
- Since 2004, the authors have designed a proposal of paradigms for the Documentation-Information field, which starts from a comprehensive meaning of the concept and is based on identifying the presence of a custodial, cultural, historicist- and-humanist, and technicist paradigm that has shaped the professional activity, education, and public policies of the archival, librarian, and museologist universe from the early 1800s to the mid-20th century. It also includes pointin out the emergence of a new post-custodial, informational, and scientific paradigm, generated by the profound changes taking place worldwide and that are summarized in strong, yet too generic, expressions such as "information era" or "globalization." This paper characterizes the two paradigms proposed, highlighting their dominant traits and showing their operational relevance at the level of education, research, and professional practice.
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Duchastel, P.C.: Examining cognitive processing in hypermedia usage (1990)
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- Abstract
- As a growing learning technology, hypermedia needs to be examined in terms of the cognitive processes it encourages in users. Descusses the characteristics that circumscribe hypermedia. Presents 2 perspectives on learning from hypermedia: purpose of usage (culture, education, information) and usage context. Describes 4 cognitive processes involved in hypermedia usage: browsing, searching, integrating, and angling (establishing multiple perspectives). Discusses 2 cognitive pitfalls: hyperspace wandering and cohesion deficit
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Green, A.-M.; Higgins, M.: "Making out" with new media : young people and new information and communication technology (1997)
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- Abstract
- Reports on a survey of teenagers at a school in Edinburgh, Scotland, conducted as part of the Household Information System (HIS) project at Queen Margaret College. HIS has attempted to apply organizational models of information management to non organizational contexts such as households. Information management concepts have also been complemented by reference to research from sociology and media and cultural studies into the domestic consumption of technologies. Previous HIS research has suggested that notions of technological convergence proposed by producers and suppliers of Information and Communication Technologies (ICTs) are not shared by consumers who prefer to keep their television and computing devioces separate. Television is most often associated with relaxation and entertainment, computing with work and education. However, there is some evidence that expertise with regard to new ICTs is the province of children rather than adults in many homes, a trend which may indicate as inversion of traditional patterns of knowledge dispersal in adult child relationships
- Source
- Proceedings of the 2nd British-Nordic Conference on Library and Information Studies, Edinburgh, 1997. Organized by the British Association for Information and Library Education (BAILER). Ed.: Micheline Beaulieu et al
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Zimmermann, S.: Perception of intercultural communication competence and international student adaptation to an American campus (1995)
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- Abstract
- International students are enrolling in American colleges and universities in increasing numbers, yet little is known of their communicative experiences on USA campuses. Examines perceptions of intercultural communication competence and adaption in international students studying on an American campus. Participants in the study were 101 international students enrolled in a medium sized university in the Midwest. Results suggest that while the affective and behavioural dimensions of intercultural communication competence are related to students' satisfaction with their communication skills, talking with American students was the single most important factor in perception of communication competency and adjusting to American life. Discusses practical implications of these results for communication instruction
- Source
- Communication education. 44(1995) no.4, S.321-335
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Marijuan, P.C.: ¬La acumulacion social del conomiento : une perspectiva interdisciplinar (1995)
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- Abstract
- Establishes a connection between knowledge processes in the lower level of living organisms - bacteria - and the modern sophisticated society of scientists from the perspective of the 'artificial life' paradigm. Explores bacterial colonies from an information perspective. Views the society of science as a living biological society, where sciences interact not only hierarchically but in horizontal cooperation processes. Discusses the education system, scientific politics and the geography of science
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Court, J.; Lovis, G.; Fassbind-Eigenheer, R.: De la tradition orale aux reseaux de communication : la tradition orale (1998)
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- Abstract
- Summarises of a selection of the presentations and workshops under one of the main themes at the Association of Swiss Libraries and Librarians congress held in Yverdon, Sept 1998. Sessions covered comprise: workshop on stories in libraries (history of the tradition in French libraries and criteria for selecting material); oral and written traditions (presentation on continuing existence of various schools of interpretation e.g. mythological, anthropological, in relation to the importance of individual contact); and listening - reading - writing (presentation on links between these 3 forms of communication in the context of the challenge for libraries in the field of children's education)
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Schöne neue Welt? : Fragen und Antworten: Wie Facebook menschliche Gedanken auslesen will (2017)
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- Abstract
- Es klingt wie Science-Fiction, aber Facebock arbeitet wirklich daran: Das Online-Netzwerk forscht an einer Technologie, mit der Menschen ihre Gedanken ohne Umweg über eine Tastatur direkt in einen Computer schreiben können.
- Date
- 22. 7.2004 9:42:33
22. 4.2017 11:58:05
-
Nitecki, A.: Information: its sources and role in nation building (1995)
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- Source
- International information communication and education. 14(1995) no.2, S.160-172
