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  • × theme_ss:"Information"
  1. Oxbrow, N.: Information literacy : the final key to an information society (1998) 0.08 
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    Abstract
    The terms: information society, the information age, the knowledge based society and the knowledge driven economy are all now familiar terms. Governments have been promoting them, the media has been reporting on them and leaders use them to indicate progress and advancement. In light of all this exposure, considers just how far along the road are these societies from the industrial age towards the information age
    Date
    22. 5.1999 19:55:13
  2. Curcio, R.: ¬Das virtuelle Reich : die Kolonialisierung der Phantasie und die soziale Kontrolle (2017) 0.06 
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    Date
    18. 9.2018 12:57:22
    RSWK
    Social Media
    Subject
    Social Media
  3. Kozma, R.B.: Learning with media (1991) 0.05 
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  4. Recker, M.M.: Cognitive media types for multimedia information access (1995) 0.05 
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    Abstract
    Proposes a theoretical framework for organizing information and activities in educational hypermedia systems. Focuses on the content that can be represented within a physical media, rather than the physical media itself. Proposes a theory of cognitive media types based on the inferential and learning processes of human users. Presents an implemented computer system, called AlgoNet, that supports hypermedia information access and constructive learning activities for self paced learning in computer and engineering disciplines
  5. Gödert, W.; Lepsky, K.: Informationelle Kompetenz : ein humanistischer Entwurf (2019) 0.05 
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    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].
  6. Gill, K.S.: Knowledge and the post-industrial society (1996) 0.04 
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    Source
    Information society: new media, ethics and postmodernism. Ed. K.S. Gill
  7. Chatman, E.A.; Pendleton, E.M.: Knowledge gap, information seeking and the poor (1995) 0.04 
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    Abstract
    Addresses the issues of information seeking behaviour within the context of an information poor lifestyle, i.e. one in which the mass media are not viewed as providers of useful information and in which there is a parsimony of helpful interpersonal channels. Examines knowledge gap theory and concludes that, although the mass media are perceived as sources of information for some (the 'media rich'), they do not respond to the needs of the poor. Unfortunately, the role that interpersonal sources might play in this process have not been adequately addressed by knowledge gap researchers
  8. Fricke, M.: Information across heterogeneous media (1996) 0.04 
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    Abstract
    Proposes a linguistics and semantics based framework for analyzing information portrayed in different media, for example, text, diagrams, and maps. The framework attaches information to propositions, then analyzes text and diagrams as being interpreted languages with the ability to refer to propositions; and if expressions in the different media refer to the same propositions then they are inter translatable. Illustrates the approach using Venn diagrams
  9. Najjar, L.J.: Multimedia information and learning : considerations for academic publishing (1996) 0.04 
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    Abstract
    Reviews studies showing that multimedia may be able to help people learn more information more quickly compared to traditional classroom lectures. Redundant multimedia does not always improve learning compared to monomedia. Specific situations in which multimedia information may help people to learn include: when the media encourage dual coding of information, when the media support one another, and when the media are presented to learners with low prior knowledge or aptitude in the domain being learned. Specific multimedia can be used to help people learn specific kinds of information
  10. fwt: Wie das Gehirn Bilder 'liest' (1999) 0.04 
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    Date
    22. 7.2000 19:01:22
  11. Meadow, C.T.: Ink into bits : a Web of converging media (1998) 0.04 
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  12. Donsbach, W.: Wahrheit in den Medien : über den Sinn eines methodischen Objektivitätsbegriffes (2001) 0.03 
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    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]
  13. Malsburg, C. von der: ¬The correlation theory of brain function (1981) 0.03 
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    Source
    http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_
  14. Moran, J.M.: Influencia dos meios de comunicacao no conhecimento (1994) 0.03 
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    Abstract
    Research suggests that while knowledge is processed in an integrated manner, individuals process it in different ways, some visually and others aurally. Demonstrates that the communication media, and especially television, develop complementary processing skills in individuals
  15. Rubin, V.L.: Disinformation and misinformation triangle (2019) 0.03 
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    Abstract
    Purpose The purpose of this paper is to treat disinformation and misinformation (intentionally deceptive and unintentionally inaccurate misleading information, respectively) as a socio-cultural technology-enabled epidemic in digital news, propagated via social media. Design/methodology/approach The proposed disinformation and misinformation triangle is a conceptual model that identifies the three minimal causal factors occurring simultaneously to facilitate the spread of the epidemic at the societal level. Findings Following the epidemiological disease triangle model, the three interacting causal factors are translated into the digital news context: the virulent pathogens are falsifications, clickbait, satirical "fakes" and other deceptive or misleading news content; the susceptible hosts are information-overloaded, time-pressed news readers lacking media literacy skills; and the conducive environments are polluted poorly regulated social media platforms that propagate and encourage the spread of various "fakes." Originality/value The three types of interventions - automation, education and regulation - are proposed as a set of holistic measures to reveal, and potentially control, predict and prevent further proliferation of the epidemic. Partial automated solutions with natural language processing, machine learning and various automated detection techniques are currently available, as exemplified here briefly. Automated solutions assist (but not replace) human judgments about whether news is truthful and credible. Information literacy efforts require further in-depth understanding of the phenomenon and interdisciplinary collaboration outside of the traditional library and information science, incorporating media studies, journalism, interpersonal psychology and communication perspectives.
  16. dpa: Struktur des Denkorgans wird bald entschlüsselt sein (2000) 0.03 
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    Date
    17. 7.1996 9:33:22
    22. 7.2000 19:05:41
  17. Stock, W.G.: Wissenschaftsinformatik : Fundierung, Gegenstand und Methoden (1980) 0.03 
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    Source
    Ratio. 22(1980), S.155-164
  18. Fallis, D.: Social epistemology and information science (2006) 0.03 
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    Date
    13. 7.2008 19:22:28
  19. Sturges, P.; Gastinger, A.: Information literacy as a human right (2010) 0.03 
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    Abstract
    A clear line of argument can be set out to link the (passive) intellectual freedom rights offered by Article Nineteen of the United Nations' Universal Declaration on Human Rights, to a consequent responsibility on governments, professionals and civil society activists for the (active) creation of suitable conditions for the effective exercise of intellectual freedom. Commentators on media in society and socially responsible computing are also increasingly drawing conclusions of this kind and stressing the importance of Media Literacy and Computer Literacy. This line of argument naturally directs attention towards the rationale currently offered for Information Literacy as a focus of professional activity. Whilst there are many elaborately worked-out programmes for Information Literacy instruction, these have so far been largely derived from practical perceptions of need. However, broad statements such as the Prague Declaration 'Towards an Information Literate Society' of 2003 and the Alexandria Proclamation of 2005 can be seen as beginning to point towards a rationale for Information Literacy activities rooted in human rights, Article Nineteen in particular. The contention is that starting from a human rights perspective leads towards a strong, inclusive interpretation of Information Literacy. This subsumes Media Literacy, Computer Literacy, Web Literacy and, to a considerable extent, Civic Literacy into a model that serves human needs rather than the established priorities of information professionals. The value of this approach for both practice and research is stressed.
  20. Green, A.-M.; Higgins, M.: "Making out" with new media : young people and new information and communication technology (1997) 0.03 
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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

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  • e 86
  • d 59
  • f 2
  • de 1
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  • a 119
  • m 28
  • el 4
  • s 4
  • r 1
  • x 1
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