Search (246 results, page 1 of 13)

0.10973629 = product of:
  0.32920888 = sum of:
    0.08230222 = product of:
      0.24690665 = sum of:
        0.24690665 = weight(_text_:3a in 5955) [ClassicSimilarity], result of:
          0.24690665 = score(doc=5955,freq=2.0), product of:
            0.37656134 = queryWeight, product of:
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.044416238 = queryNorm
            0.65568775 = fieldWeight in 5955, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5955)
      0.33333334 = coord(1/3)
    0.24690665 = weight(_text_:2f in 5955) [ClassicSimilarity], result of:
      0.24690665 = score(doc=5955,freq=2.0), product of:
        0.37656134 = queryWeight, product of:
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.044416238 = queryNorm
        0.65568775 = fieldWeight in 5955, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5955)
  0.33333334 = coord(2/6)

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].

0.07838307 = product of:
  0.2351492 = sum of:
    0.0587873 = product of:
      0.1763619 = sum of:
        0.1763619 = weight(_text_:3a in 5895) [ClassicSimilarity], result of:
          0.1763619 = score(doc=5895,freq=2.0), product of:
            0.37656134 = queryWeight, product of:
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.044416238 = queryNorm
            0.46834838 = fieldWeight in 5895, 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=5895)
      0.33333334 = coord(1/3)
    0.1763619 = weight(_text_:2f in 5895) [ClassicSimilarity], result of:
      0.1763619 = score(doc=5895,freq=2.0), product of:
        0.37656134 = queryWeight, product of:
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.044416238 = queryNorm
        0.46834838 = fieldWeight in 5895, 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=5895)
  0.33333334 = coord(2/6)

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]

0.07838307 = product of:
  0.2351492 = sum of:
    0.0587873 = product of:
      0.1763619 = sum of:
        0.1763619 = weight(_text_:3a in 76) [ClassicSimilarity], result of:
          0.1763619 = score(doc=76,freq=2.0), product of:
            0.37656134 = queryWeight, product of:
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.044416238 = queryNorm
            0.46834838 = fieldWeight in 76, 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=76)
      0.33333334 = coord(1/3)
    0.1763619 = weight(_text_:2f in 76) [ClassicSimilarity], result of:
      0.1763619 = score(doc=76,freq=2.0), product of:
        0.37656134 = queryWeight, product of:
          8.478011 = idf(docFreq=24, maxDocs=44218)
          0.044416238 = queryNorm
        0.46834838 = fieldWeight in 76, 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=76)
  0.33333334 = coord(2/6)

Source

http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_

0.053282075 = product of:
  0.10656415 = sum of:
    0.03853567 = weight(_text_:wide in 4005) [ClassicSimilarity], result of:
      0.03853567 = score(doc=4005,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.1958137 = fieldWeight in 4005, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.03125 = fieldNorm(doc=4005)
    0.041812565 = weight(_text_:web in 4005) [ClassicSimilarity], result of:
      0.041812565 = score(doc=4005,freq=8.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.2884563 = fieldWeight in 4005, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.03125 = fieldNorm(doc=4005)
    0.02621591 = weight(_text_:computer in 4005) [ClassicSimilarity], result of:
      0.02621591 = score(doc=4005,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.16150802 = fieldWeight in 4005, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.03125 = fieldNorm(doc=4005)
  0.5 = coord(3/6)

Abstract

Although much of the hubris and hyperbole surrounding the 1990's Internet has softened to a reasonable level, the inexorable momentum of information growth continues unabated. This wealth of information provides resources for adapting to the problems posed by our increasingly complex world, but the simple availability of more information does not guarantee its successful transformation into valuable knowledge that shapes, guides, and improves our activity. When faced with something like the analysis of sense-making behavior on the web, traditional research models tell us a lot about learning and performance with browser operations, but very little about how people will actively navigate and search through information structures, what information they will choose to consume, and what conceptual models they will induce about the landscape of cyberspace. Thus, it is fortunate that a new field of research, Adaptive Information Interaction (AII), is becoming possible. AII centers on the problems of understanding and improving human-information interaction. It is about how people will best shape themselves to their information environments, and how information environments can best be shaped to people. Its roots lie in human-computer interaction (HCI), information retrieval, and the behavioral and social sciences. This book is about Information Foraging Theory (IFT), a new theory in Adaptive Information Interaction that is one example of a recent flourish of theories in adaptationist psychology that draw upon evolutionary-ecological theory in biology. IFT assumes that people (indeed, all organisms) are ecologically rational, and that human information-seeking mechanisms and strategies adapt the structure of the information environments in which they operate. Its main aim is to create technology that is better shaped to users. Information Foraging Theory will be of interest to student and professional researchers in HCI and cognitive psychology.

Content

Inhalt: 1. Information Foraging Theory: Framework and Method 2. Elementary Foraging Models 3. The Ecology of Information Foraging on the World Wide Web 4. Rational Analyses of Information Scent and Web Foraging 5. A Cognitive Model of Information Foraging on the Web 6. A Rational Analysis and Computational Cognitive Model of the Scatter/Gather Document Cluster Browser 7. Stochastic Models of Information Foraging by Information Scent 8. Social Information Foraging 9. Design Heuristics, Engineering Models, and Applications 10. Future Directions: Upward, Downward, Inward, and Outward

0.04580146 = product of:
  0.13740438 = sum of:
    0.087930836 = weight(_text_:computer in 4175) [ClassicSimilarity], result of:
      0.087930836 = score(doc=4175,freq=10.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.5417144 = fieldWeight in 4175, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.046875 = fieldNorm(doc=4175)
    0.049473554 = product of:
      0.09894711 = sum of:
        0.09894711 = weight(_text_:programs in 4175) [ClassicSimilarity], result of:
          0.09894711 = score(doc=4175,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.38428974 = fieldWeight in 4175, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.046875 = fieldNorm(doc=4175)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Abstract

Chaitin, the inventor of algorithmic information theory, presents in this book the strongest possible version of Gödel's incompleteness theorem, using an information theoretic approach based on the size of computer programs. One half of the book is concerned with studying the halting probability of a universal computer if its program is chosen by tossing a coin. The other half is concerned with encoding the halting probability as an algebraic equation in integers, a so-called exponential diophantine equation.

LCSH

LISP (Computer program language)

Series

Cambridge tracts in theoretical computer science ; 1

Subject

LISP (Computer program language)

0.045727298 = product of:
  0.1371819 = sum of:
    0.07946275 = weight(_text_:computer in 504) [ClassicSimilarity], result of:
      0.07946275 = score(doc=504,freq=6.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.48954517 = fieldWeight in 504, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0546875 = fieldNorm(doc=504)
    0.057719145 = product of:
      0.11543829 = sum of:
        0.11543829 = weight(_text_:programs in 504) [ClassicSimilarity], result of:
          0.11543829 = score(doc=504,freq=2.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.44833803 = fieldWeight in 504, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.0546875 = fieldNorm(doc=504)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Abstract

Technological changes are occuring rapidly and students entering colleges are bringing very disparate computer skills and attitudes. Some students are reluctant to embrace new technologies, others demand electronic resources for all assignments. By considering the computer access and Internet resources available to elementary school students today, it is possible to imagine what tomorrow's users will expect from libraries. Although college students may arrive at libraries with increased computer skills, their knowledge of electronic information may be lacking. Defines information literacy with an overview of information literacy skills. The Digital Information Literacy programme at Texas University at Austin serves as a case study for integrating information literacy skills into traditional services and partnerships

0.038251486 = product of:
  0.11475445 = sum of:
    0.07864773 = weight(_text_:computer in 4231) [ClassicSimilarity], result of:
      0.07864773 = score(doc=4231,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.48452407 = fieldWeight in 4231, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.09375 = fieldNorm(doc=4231)
    0.03610672 = product of:
      0.07221344 = sum of:
        0.07221344 = weight(_text_:22 in 4231) [ClassicSimilarity], result of:
          0.07221344 = score(doc=4231,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.46428138 = fieldWeight in 4231, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.09375 = fieldNorm(doc=4231)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Date

22. 7.2000 19:05:31

0.036193818 = product of:
  0.072387636 = sum of:
    0.028901752 = weight(_text_:wide in 300) [ClassicSimilarity], result of:
      0.028901752 = score(doc=300,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.14686027 = fieldWeight in 300, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.0234375 = fieldNorm(doc=300)
    0.015679711 = weight(_text_:web in 300) [ClassicSimilarity], result of:
      0.015679711 = score(doc=300,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.108171105 = fieldWeight in 300, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0234375 = fieldNorm(doc=300)
    0.02780617 = weight(_text_:computer in 300) [ClassicSimilarity], result of:
      0.02780617 = score(doc=300,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.17130512 = fieldWeight in 300, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0234375 = fieldNorm(doc=300)
  0.5 = coord(3/6)

Content

"Unser Gedächtnis ist oft nervtötend unzuverlässig. Wir stoßen jeden Tag an seine Grenzen, wenn uns die Telefonnummer eines Freundes, der Name eines Geschäftspartners oder der Titel eines Lieblingsbuchs nicht einfallen will. Wir alle haben Strategien gegen die Folgen unserer Vergesslichkeit entwickelt, vom guten alten Schmierzettel bis zum elektronischen Terminplaner, und trotzdem gehen uns immer wieder wichtige Informationen durch die Lappen. Seit einiger Zeit arbeiten wir in einer Gruppe bei Microsoft Research an einem Pilotprojekt, das der Unvollkommenheit unseres Gedächtnisses radikal abhelfen soll: der totalen digitalen Aufzeichnung eines Menschenlebens. Unsere erste Versuchsperson ist einer von uns: Gordon Bell. Seit sechs Jahren unternehmen wir es, seine Kommunikation mit anderen Menschen sowie all seine Interaktion mit Maschinen aufzuzeichnen, außerdem alles, was er sieht und hört, sowie alle Internetseiten, die er aufsucht, und dies alles in einem persönlichen digitalen Archiv abzuspeichern, das einerseits leicht zu durchsuchen und andererseits sicher ist. Die Aufzeichnung beschränkt sich nicht auf bewusst Erlebtes. Tragbare Sensoren messen Dinge, die der Mensch überhaupt nicht wahrnimmt, wie etwa den Sauerstoffgehalt im Blut oder die CO, -Konzentration in der Atemluft. Ein Computer kann dann diese Daten auf gewisse Muster hin durchsuchen; so wäre zum Beispiel festzustellen, unter welchen Umweltbedingungen sich Asthma bei einem Kind verschlimmert oder ob die Daten des Herzschlags zusammen mit anderen physiologischen Größen Vorboten eines Herzanfalls sind. In Gestalt dieser Sensoren läuft also ein permanentes medizinisches Früherkennungsprogramm. Ihr Arzt hätte Zugang zu Ihrer detaillierten und ständig aktuellen Krankenakte, und wenn Sie, wie üblich, auf die Frage »Wann ist dieses Symptom zum ersten Mal aufgetreten?« keine klare Antwort haben - im digitalen Archiv ist sie zu finden.
In unserem Forschungsprojekt »MyLifeBits« haben wir einige Hilfsmittel für ein solches lebenslanges digitales Archiv ausgearbeitet. Es gelingt uns inzwischen, ein Ereignis so lebensecht in Ton und Bild wiederzugeben, dass dies der persönliche Erinnerung so aufhilft wie das Internet der wissenschaftlichen Recherche. Zu jedem Wort, das der Besitzer des Archivs irgendwann - in einer E-Mail, in einem elektronischen Dokument oder auf einer Internetseite - gelesen hat, findet er mit ein paar Tastendrücken den Kontext. Der Computer führt eine Statistik über die Beschäftigungen seines Besitzers und macht ihn beizeiten darauf aufmerksam, dass er sich für die wichtigen Dinge des Lebens nicht genügend Zeit nimmt. Er kann auch die räumliche Position seines Herrn in regelmäßigen Zeitabständen festhalten und damit ein komplettes Bewegungsbild erstellen. Aber vielleicht das Wichtigste: Das Leben eines Menschen wird der Nachwelt, insbesondere seinen Kindern und Enkeln, so genau, so lebhaft und mit allen Einzelheiten überliefert, wie es bisher den Reichen und Berühmten vorbehalten war.
Ein Netz von Pfaden Ein früher Traum von einem maschinell erweiterten Gedächtnis wurde gegen Ende des Zweiten Weltkriegs von Vannevar Bush geäußert. Bush, damals Direktor des Office of Scientific Research and Development (OSRD), das die militärischen Forschungsprogramme der USA koordinierte, und besser bekannt als Erfinder des Analogrechners, stellte 1945 in seinem Aufsatz »As we may think« eine fiktive Maschine namens Memex (Memory Extender, »Gedächtnis-Erweiterer«) vor, die alle Bücher, alle Aufzeichnungen und die gesamte Kommunikation eines Menschen auf Mikrofilm speichern sollte. Das Memex sollte in einem Schreibtisch eingebaut sein und über eine Tastatur, ein Mikrofon und mehrere Bildschirme verfügen. Bush hatte vorgesehen, dass der Benutzer am Schreibtisch mit einer Kamera Fotografien und Dokumente auf Mikrofilm ablichtete oder neue Dokumente erstellte, indem er auf einen berührungsempfindlichen Bildschirm schrieb. Unterwegs sollte eine per Stirnband am Kopf befestigte Kamera das Aufzeichnen übernehmen. Vor allem aber sollte das Memex ähnlich dem menschlichen Gehirn zu assoziativem Denken fähig sein. Bush beschreibt das sehr plastisch: »Kaum hat es einen Begriff erfasst, schon springt es zum nächsten, geleitet von Gedankenassoziationen und entlang einem komplexen Netz von Pfaden, das sich durch die Gehirnzellen zieht.« Im Lauf des folgenden halben Jahrhunderts entwickelten unerschrockene Informatikpioniere, unter ihnen Ted Nelson und Douglas Engelbart, einige dieser Ideen, und die Erfinder des World Wide Web setzten Bushs »Netz von Pfaden« in die Netzstruktur ihrer verlinkten Seiten um. Das Memex selbst blieb jedoch technisch außer Reichweite. Erst in den letzten Jahren haben die rasanten Fortschritte in Speichertechnik, Sensorik und Rechentechnologie den Weg für neue Aufzeichnungs- und Suchtechniken geebnet, die im Endeffekt weit über Bushs Vision hinausgehen könnten."

0.036030654 = product of:
  0.10809196 = sum of:
    0.06553978 = weight(_text_:computer in 2810) [ClassicSimilarity], result of:
      0.06553978 = score(doc=2810,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.40377006 = fieldWeight in 2810, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.078125 = fieldNorm(doc=2810)
    0.04255218 = product of:
      0.08510436 = sum of:
        0.08510436 = weight(_text_:22 in 2810) [ClassicSimilarity], result of:
          0.08510436 = score(doc=2810,freq=4.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.54716086 = fieldWeight in 2810, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.078125 = fieldNorm(doc=2810)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

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

0.03237579 = product of:
  0.09712737 = sum of:
    0.057803504 = weight(_text_:wide in 5546) [ClassicSimilarity], result of:
      0.057803504 = score(doc=5546,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.29372054 = fieldWeight in 5546, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.046875 = fieldNorm(doc=5546)
    0.039323866 = weight(_text_:computer in 5546) [ClassicSimilarity], result of:
      0.039323866 = score(doc=5546,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.24226204 = fieldWeight in 5546, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.046875 = fieldNorm(doc=5546)
  0.33333334 = coord(2/6)

Abstract

In response to the perceived (by some) onset of an information society, historians have begun to study its roots and antecedents. The past is replete with the rise, fall, and transformation of systems of information, which are not to be confused with the narrower computer-mediated world of information systems. The history of systems of information-which for digestibility can be labeled information history-lacks neither scale nor scope. Systems of information have played a critical role in the transition to, and subsequent development of, capitalism; the growth of the state, especially the modern, nation-state; the rise of modernity, science, and the public sphere; imperialism; and geopolitics. In the context of these epochal shifts and episodes in human thinking and social organization, this essay presents a critical bibliographic survey of histories-outside the well-trodden paths of library and information-science history-that have foregrounded, or made reference to, a wide variety of systems of information.

0.030161515 = product of:
  0.06032303 = sum of:
    0.024084795 = weight(_text_:wide in 1504) [ClassicSimilarity], result of:
      0.024084795 = score(doc=1504,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.122383565 = fieldWeight in 1504, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.01953125 = fieldNorm(doc=1504)
    0.013066427 = weight(_text_:web in 1504) [ClassicSimilarity], result of:
      0.013066427 = score(doc=1504,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.09014259 = fieldWeight in 1504, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.01953125 = fieldNorm(doc=1504)
    0.02317181 = weight(_text_:computer in 1504) [ClassicSimilarity], result of:
      0.02317181 = score(doc=1504,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.14275427 = fieldWeight in 1504, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.01953125 = fieldNorm(doc=1504)
  0.5 = coord(3/6)

Footnote

Rez. in: BuB 55(2003) H.4, S.264-265 (H.-D. Kübler): "Noch ist die "Informationsgesellschaft", nicht hinlänglich etabliert, erst recht nicht weltweit, noch streiten sich viele um ihre validen Charakteristika und registrierbaren Indikatoren, noch dürften viele Zeitgenossen mit dem Begriff und vor allem mit seinen konkreten Realia wenig anfangen und in ihrem Bewusstein zumal angesichts vieler vorderhand drängenderen Probleme des Alltags verankert habenda fragt die rührige Bertelsmann Stiftung in diesem (ansprechend gestalteten) Sammelband (schon in zweiter Auflage) internationale Experten danach, was ihres Erachtens oder nach ihrer Fantasie danach kommen wird: die Wissensgesellschaft, die selbstorganisierende Gesellschaft, die Hightouch- (statt Hightech)Society oder einfach mannigfaltige, immer weniger prognostizierbare Formationen und Zukünfte. Denn mindestens in zwei Pole lassen sich die elf, wohl willkürlich gewählten Autoren aus diversen Disziplinen - darunter auch notorische Propheten wie der umtriebige (Seite 46) Trendscout Matthias Horx, der Essener Medienguru Norbert Bolz und der Computer-Visionär John Naisbitt- aufteilen. - Durchwurstelei statt Nachhaltigkeit - Da sind zunächst die einen, die meinen, und just in diesen Aufsätzen meist mit vielen, sich auch widersprechenden Worten begründen, dass und warum Zukunftsprognosen, die über simple und damit irreführende Extrapolationen der Gegenwart hinausreichen wollen, kaum mehr oder gar immer weniger möglich sind. So fragt sich der Kommunikationswissenschaftler Holger Rust zunächst, in welcher Gesellschaft wir leben, zumal für ihn nicht einmal eindeutig ist, wann die Informationsgesellschaft beginnt: War's mit dem Buchdruck oder 1901 mit der Erfindung des Telegrafen oder 1956 mit der Gründung des Shockley Semiconductor Laboratory oder erst mit dem World Wide Web? Genüsslich verweist er auf die kürzlich (2000) erschienene Recherche (»In welcher Gesellschaft leben wir?«) des Münchner Journalisten Achim Pongs, der allein schon für die Bundesrepublik 24 einschlägige Etiketten ausmachte, und schlägt unter den Vorzeichen des wachsenden Naming die sperrige, aber wohl alle ironisch einvernehmende Kompromissformel »informationstechnologiebasierte Wissensdienstleistergesellschaft mit industriellem Kern« (Seite 66) vor. Da fehlt wohl nichts mehr von den wohlfeilen Attributen. Zuvor schon plädieren Eckhard Minx, Leiter der Forschungsgruppe »Gesellschaft und Technik« bei DaimlerChrysler, und seine Mitarbeiter mit nüchternem, aber kritischem Gespür dafür, die vielen eher technisch und ökonomisch formierten »Denkblockaden« weg zu räumen und mehr Utopien in »diskursiven Prozessen« zu entwickeln. Denn nur so ließe sich mit der »Zwickmühle« umgehen, in der wir stecken: »Auf der einen Seite wird der Druck, Aussagen über die Zukunft zu treffen, immer größer, auf der anderen Seite sind verlässliche Vorhersagen meist nicht möglich« (Seite 30).
Auch die Zukunftsforscher Klaus Burmeister, Andreas Neef und Beate Schulz-Montag versprechen sich von einer »gut entwickelten Diskurskultur« (Seite 116) »kreative Verknüpfungen«, Impulse und auch mehr Verantwortungsbereitschaft in einer generell nicht voraussagbaren, weil überaus widersprüchlichen und risikobehafteten »Crossover Socitey«. Selbst Norbert Bolz kann entgegen seinen früheren gewissen Visionen, »nüchtern betrachtet [...], nichts über die Zukunft sagen, sondern allenfalls etwas über ihre Möglichkeiten- und die Grenzen ihrer Andersartigkeit«. Denn »je mehr das Wissen die Zukunft prägt, desto weniger kann man von der Zukunft wissen« (Seite 210). Gleichwohl nimmt er »nach einem halben Jahrhundert [...] wieder Abschied« von der »Informationsgesellschaft«, und irgendwie im Fortgang seines »Blindfluges ins 21. Jahrhundert« werden ihm seine schon vielfach publizierten Vokabeln wieder gewiss (wie schon jenes Zitat ahnen lässt): »Weltkommunikation« ist eine, bei der man den Raum preisgibt, »um die Zeit zu binden« (Seite 201), oder »Wissensgesellschaft«, weil jetzt Wirtschaft und Bildung konvergiere und die »Produktivität der geistigen Arbeit entdeckt« werde, oder - nun endgültig - das Ende jeder großen Theorie, weil sie der »Inbegriff aller Versuche [ist], der Praxis zu entfliehen« (Seite 216). Nun also vernimmt der Zuhörer aus eitlem wissenschaftlichem Munde: »Kehrtmarsch!«, denn angestimmt wird jetzt das forsche Lied des »Sichdurchwurstelns«, weil eine solche Politik viel erfolgreicher ist »als die Strategie der Nachhaltigkeit und Antizipation« (Seite 214). Ob sich damit auch der visionär und strategisch operierende Think Tank Bertelsmann Stiftung angesprochen fühlt? - Welt als Text - Ungeachtet solcher Bedenken und Warnungen, entwirft die andere Gruppe nach wie vor ihre Zukunftsvisionen undwohlfeilen Etiketten für die nunmehr Nach-Informationsgesellschaft: Gemein ist ihnen fast allen die Abkehr von vorwiegend technischen und ökonomisch bestimmten Formationen, wozu sie die Informationsgesellschaft fast einhellig und erstaunlicherweise zählen; dies auch den hier noch unbelehrbaren Protagonisten ins Stammbuch geschrieben! Denn die Technik integriere sich mit Gen-, Nanound sonstigen Soft-Technologies in die alltäglichen Systeme oder gar in die menschlichen Organe, was selten als problematisch erachtet wird; das »Reich der Notwendigkeiten« und Zwänge eskamotiere. In den Mittelpunkt rücke (wieder) das Individuum, das Humane schlechthin, mindestens die Fähigkeiten der Selbstorganisation, Selbstbestimmung, der Dezentralisierung und weitgehenden Freiheiten. Ideelle Kräfte und Werte werden demnach vorrangig, »Nachhaltigkeit« - so lässt sich Computer-Guru John Naisbitt im Gegensatz zu Norbert Bolz vernehmen - »ist die Zukunft« (Seite 233), aber dafür bedarf es für ihn der Informationstechnologien. Der dänische Autor Rolf Jensen wähnt wie in seinem Buch (1999) die »Dream Society« heraufziehen, weil die Menschen für ihre emotionalen Bedürfnisse gute Geschichten brauchen, selbst wenn sie nur den Waren als Marketingzusatz beigegeben sind - als Gebrauchswertversprechen, wie man das früher nannte. Das Science-Fiction- und Zukunftsforscher-Ehepaar Angela und Karlheinz Steinmüller argumentiert sich in einem sokratischen Dialog in eine eher wunderliche Epoche von Erzählungen und Mythen hinein, und Steve Talbott, Herausgeber der elektronischen Zeitschrift »NetFuture«, verwirft ebenfalls den Informationsgriff und postuliert als lebenswerte Kategorien hingegen Sinn und Bedeutung: Auch Naturwissenschaftler und Okonomen müssten »die Welt« als einen »sinnvollen Text« begreifen und nicht länger mehr als »informationelles System«.

0.029720977 = product of:
  0.08916293 = sum of:
    0.057803504 = weight(_text_:wide in 2335) [ClassicSimilarity], result of:
      0.057803504 = score(doc=2335,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.29372054 = fieldWeight in 2335, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.046875 = fieldNorm(doc=2335)
    0.031359423 = weight(_text_:web in 2335) [ClassicSimilarity], result of:
      0.031359423 = score(doc=2335,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.21634221 = fieldWeight in 2335, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=2335)
  0.33333334 = coord(2/6)

Abstract

Wie eine gigantische Informationslandschaft tut sich das Internet vor unseren Augen auf. Und seit sich Google im Herbst letzten Jahres mit den Autoren und Verlegern, die die große Suchmaschine wegen Urheberrechtsverletzung verklagt hatten, auf einen Vergleich geeinigt hat, stellt sich die Frage nach der Orientierung im World Wide Web mit neuer Dringlichkeit. Während der letzten vier Jahre hat Google Millionen von Büchern, darunter zahllose urheberrechtlich geschützte Werke, aus den Beständen großer Forschungsbibliotheken digitalisiert und für die Onlinesuche ins Netz gestellt. Autoren und Verleger machten dagegen geltend, dass die Digitalisierung eine Copyrightverletzung darstelle. Nach langwierigen Verhandlungen einigte man sich auf eine Regelung, die gravierende Auswirkungen darauf haben wird, wie Bücher den Weg zu ihren Lesern finden. . . .

0.025903761 = product of:
  0.077711284 = sum of:
    0.02317181 = weight(_text_:computer in 3686) [ClassicSimilarity], result of:
      0.02317181 = score(doc=3686,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.14275427 = fieldWeight in 3686, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.01953125 = fieldNorm(doc=3686)
    0.054539472 = product of:
      0.109078944 = sum of:
        0.109078944 = weight(_text_:programs in 3686) [ClassicSimilarity], result of:
          0.109078944 = score(doc=3686,freq=14.0), product of:
            0.25748047 = queryWeight, product of:
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.044416238 = queryNorm
            0.42363968 = fieldWeight in 3686, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              5.79699 = idf(docFreq=364, maxDocs=44218)
              0.01953125 = fieldNorm(doc=3686)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Footnote

Rez. in: JASIST 56(2005) no.9, S.1008-1009 (D.E. Agosto): "This second edition of Information Literacy: Essential Skills for the Information Age remains true to the first edition (published in 1998). The main changes involved the updating of educational standards discussed in the text, as well as the updating of the term history. Overall, this book serves as a detailed definition of the concept of information literacy and focuses heavily an presenting and discussing related state and national educational standards and policies. It is divided into 10 chapters, many of which contain examples of U.S. and international information literacy programs in a variety of educational settings. Chapter one offers a detailed definition of information literacy, as well as tracing the deviation of the term. The term was first introduced in 1974 by Paul Zurkowski in a proposal to the national Commission an Libraries and Information Science. Fifteen years later a special ALA committee derived the now generally accepted definition: "To be information literate requires a new set of skills. These include how to locate and use information needed for problem-solving and decision-making efficiently and effectively" (American Library Association, 1989, p. 11). Definitions for a number of related concepts are also offered, including definitions for visual literacy, media literacy, computer literacy, digital literacy, and network literacy. Although the authors do define these different subtypes of information literacy, they sidestep the argument over the definition of the more general term literacy, consequently avoiding the controversy over national and world illiteracy rates. Regardless of the actual rate of U.S. literacy (which varies radically with each different definition of "literacy"), basic literacy, i.e., basic reading and writing skills, still presents a formidable educational goal in the U.S. In fact, More than 5 million high-schoolers do not read well enough to understand their textbooks or other material written for their grade level. According to the National Assessment of Educational Progress, 26% of these students cannot read material many of us world deem essential for daily living, such as road signs, newspapers, and bus schedules. (Hock & Deshler, 2003, p. 27)
Chapter two delves more deeply into the historical evolution of the concept of information literacy, and chapter three summarizes selected information literacy research. Researchers generally agree that information literacy is a process, rather than a set of skills to be learned (despite the unfortunate use of the word "skills" in the ALA definition). Researchers also generally agree that information literacy should be taught across the curriculum, as opposed to limiting it to the library or any other single educational context or discipline. Chapter four discusses economic ties to information literacy, suggesting that countries with information literate populations will better succeed economically in the current and future information-based world economy. A recent report issued by the Basic Education Coalition, an umbrella group of 19 private and nongovernmental development and relief organizations, supports this claim based an meta-analysis of large bodies of data collected by the World Bank, the United Nations, and other international organizations. Teach a Child, Transform a Nation (Basic Education Coalition, 2004) concluded that no modern nation has achieved sustained economic growth without providing near universal basic education for its citizens. It also concluded that countries that improve their literacy rates by 20 to 30% sec subsequent GDP increases of 8 to 16%. In light of the Coalition's finding that one fourth of adults in the world's developing countries are unable to read or write, the goal of worldwide information literacy seems sadly unattainable for the present, a present in which even universal basic literacy is still a pipedream. Chapter live discusses information literacy across the curriculum as an interpretation of national standards. The many examples of school and university information literacy programs, standards, and policies detailed throughout the volume world be very useful to educators and administrators engaging in program planning and review. For example, the authors explain that economics standards included in the Goals 2000: Educate America Act are comprised of 20 benchmark content standards. They quote a two-pronged grade 12 benchmark that first entails students being able to discuss how a high school senior's working 20 hours a week while attending school might result in a reduced overall lifetime income, and second requires students to be able to describe how increasing the federal minimum wage might result in reduced income for some workers. The authors tie this benchmark to information literacy as follows: "Economic decision making requires complex thinking skills because the variables involved are interdependent.
Students need to use the whole range of information literacy skills to identify needed information, evaluate and analyze information, and use information for critical thinking and problem solving" (p. 81). Chapters six and seven address K-12 education and information literacy. The authors outline the restructuring necessary to make information literacy a basic part of the curriculum and emphasize resourcebased learning as crucial in teaching information literacy. The authors also discuss the implications of the 2001 No Child Left Behind Act to the teaching of information literacy in primary and secondary schools. Again they avoid controversy, this time by omitting analysis of the success or failure of the Act in promoting the teaching and learning of information literacy. Instead, these chapters provide a number of examples of information literacy programs in K-12 educational settings within the US. Examples range from information literacy guidelines developed by the California Technology Assistance Project to a discussion of home schoolers and information literacy. Throughout the 1990s, the information literacy movement began to filter up to higher education. Chapter eight discusses related standards and presents a number of examples of college-level information literacy programs, including programs at the University of Massachusetts, Kent State University, and Washington State University. Chapter nine deals with technology and information literacy. It tocuses an the teaching of technology use as process teaching and an the importance of context in technology education.
Lastly, chapter 10 considers possible future directions of the information literacy movement. The authors conclude "Our ability to be information literate depends an our willingness to be lifelong learners as we are challenged to master new, and as yet unknown, technologies that will surely alter the landscape of information in the future" (p. 177). Following the book's 10 chapters are a number of appendices that present information literacy standards and definitions, a timeline of the evolution of the information literacy movement, and a number of related bibliographies. Lead author Eisenberg is perhaps best known as the co-creator, with Bob Berkowitz, of the Big 6, an information literacy model. The model includes six components: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation (Eisenberg, 2003). Throughout the book, Eisenberg and his co-authors show how the Big 6 model can be used to teach information literacy. For example, in chapter nine, "Technology and Information Literacy," they lay out each of the six model components, providing specific technological skills benchmarks for each, such as "Know the roles and computer expertise of the people working in the school library media center and elsewhere who might provide information or assistance" under step 3, "Location and Access" (p. 160). The many detailed descriptions of information literacy policies and programs that appear throughout the book make it most useful for educators, administrators, and policy makers involved in the teaching, planning, and development of information literacy programs, standards, and policies. Overall, this newly revised volume stands as one of the most comprehensive single available sources from which to begin a detailed investigation of the concept of information literacy."

0.024158826 = product of:
  0.07247648 = sum of:
    0.026132854 = weight(_text_:web in 5078) [ClassicSimilarity], result of:
      0.026132854 = score(doc=5078,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.18028519 = fieldWeight in 5078, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5078)
    0.04634362 = weight(_text_:computer in 5078) [ClassicSimilarity], result of:
      0.04634362 = score(doc=5078,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.28550854 = fieldWeight in 5078, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5078)
  0.33333334 = coord(2/6)

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.

0.023561096 = product of:
  0.070683286 = sum of:
    0.031359423 = weight(_text_:web in 201) [ClassicSimilarity], result of:
      0.031359423 = score(doc=201,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.21634221 = fieldWeight in 201, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=201)
    0.039323866 = weight(_text_:computer in 201) [ClassicSimilarity], result of:
      0.039323866 = score(doc=201,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.24226204 = fieldWeight in 201, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.046875 = fieldNorm(doc=201)
  0.33333334 = coord(2/6)

Abstract

This article reviews selected literature related to the credibility of information, including (1) the general markers of credibility, and how different source, message and receiver characteristics affect people's perceptions of information; (2) the impact of information medium on the assessment of credibility; and (3) the assessment of credibility in the context of information presented on the Internet. The objective of the literature review is to synthesize the current state of knowledge in this area, develop new ways to think about how people interact with information presented via the Internet, and suggest next steps for research and practical applications. The review examines empirical evidence, key reviews, and descriptive material related to credibility in general, and in terms of on-line media. A general discussion of credibility and persuasion and a description of recent work on the credibility and persuasiveness of computer-based applications is presented. Finally, the article synthesizes what we have learned from various fields, and proposes a model as a framework for much-needed future research in this area

0.022313368 = product of:
  0.0669401 = sum of:
    0.04587784 = weight(_text_:computer in 2889) [ClassicSimilarity], result of:
      0.04587784 = score(doc=2889,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.28263903 = fieldWeight in 2889, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2889)
    0.021062255 = product of:
      0.04212451 = sum of:
        0.04212451 = weight(_text_:22 in 2889) [ClassicSimilarity], result of:
          0.04212451 = score(doc=2889,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.2708308 = fieldWeight in 2889, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2889)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Abstract

Navigation is a limited metaphor for hypermedia and website use that potentially constraints our understanding of human-computer interaction. Traces the emergence of the navigation metaphor and the emprical analysis of navigation measures in usability evaluation before suggesting an alternative concept to consider: shape. The shape concept affords a richer analytic tool for considering humans' use of digital documents and invokes social level analysis of meaning that are shared among discourse communities who both produce and consume the information resources

Date

6. 2.1999 20:10:22

0.022313368 = product of:
  0.0669401 = sum of:
    0.04587784 = weight(_text_:computer in 4522) [ClassicSimilarity], result of:
      0.04587784 = score(doc=4522,freq=2.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.28263903 = fieldWeight in 4522, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0546875 = fieldNorm(doc=4522)
    0.021062255 = product of:
      0.04212451 = sum of:
        0.04212451 = weight(_text_:22 in 4522) [ClassicSimilarity], result of:
          0.04212451 = score(doc=4522,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.2708308 = fieldWeight in 4522, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=4522)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Abstract

Alternative Fakten? Wie konnte es passieren, dass Gerücht, Lüge, Fakt und Wahrheit ununterscheidbar wurden? Robert Feustel untersucht die Wissensgeschichte von der Industrialisierung bis zur Digitalisierung und zeigt, wie im sogenannten Informationszeitalter ebenjene "Information" zum Heiligen Geist mutierte und den Unterschied zwischen Wahrheit und Lüge einebnet: Hauptsache sie zirkulieren möglichst reibungslos und in Echtzeit. Schließlich gerät auch das Bild des Menschen in den Sog der Digitalisierung. Was unterscheidet das menschliche Denken vom prozessierenden Computer?

Date

1. 1.2019 11:22:34

0.021627024 = product of:
  0.12976214 = sum of:
    0.12976214 = weight(_text_:computer in 2930) [ClassicSimilarity], result of:
      0.12976214 = score(doc=2930,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.79942393 = fieldWeight in 2930, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.109375 = fieldNorm(doc=2930)
  0.16666667 = coord(1/6)

Series

NATO ASI series, series F: computer and system sciences; 81

Theme

Computer Based Training

0.020462697 = product of:
  0.06138809 = sum of:
    0.04634362 = weight(_text_:computer in 950) [ClassicSimilarity], result of:
      0.04634362 = score(doc=950,freq=4.0), product of:
        0.16231956 = queryWeight, product of:
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.044416238 = queryNorm
        0.28550854 = fieldWeight in 950, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.6545093 = idf(docFreq=3109, maxDocs=44218)
          0.0390625 = fieldNorm(doc=950)
    0.0150444675 = product of:
      0.030088935 = sum of:
        0.030088935 = weight(_text_:22 in 950) [ClassicSimilarity], result of:
          0.030088935 = score(doc=950,freq=2.0), product of:
            0.1555381 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.044416238 = queryNorm
            0.19345059 = fieldWeight in 950, 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=950)
      0.5 = coord(1/2)
  0.33333334 = coord(2/6)

Abstract

Purpose With the shift to an information-based society and to the de-centralisation of information, information overload has attracted a growing interest in the computer and information science research communities. However, there is no clear understanding of the meaning of the term, and while there have been many proposed definitions, there is no consensus. The goal of this work was to define the concept of "information overload". In order to do so, a concept analysis using Rodgers' approach was performed. Design/methodology/approach A concept analysis using Rodgers' approach based on a corpus of documents published between 2010 and September 2020 was conducted. One surrogate for "information overload", which is "cognitive overload" was identified. The corpus of documents consisted of 151 documents for information overload and ten for cognitive overload. All documents were from the fields of computer science and information science, and were retrieved from three databases: Association for Computing Machinery (ACM) Digital Library, SCOPUS and Library and Information Science Abstracts (LISA). Findings The themes identified from the authors' concept analysis allowed us to extract the triggers, manifestations and consequences of information overload. They found triggers related to information characteristics, information need, the working environment, the cognitive abilities of individuals and the information environment. In terms of manifestations, they found that information overload manifests itself both emotionally and cognitively. The consequences of information overload were both internal and external. These findings allowed them to provide a definition of information overload. Originality/value Through the authors' concept analysis, they were able to clarify the components of information overload and provide a definition of the concept.

Date

22. 4.2023 19:27:56

0.019813985 = product of:
  0.059441954 = sum of:
    0.03853567 = weight(_text_:wide in 3315) [ClassicSimilarity], result of:
      0.03853567 = score(doc=3315,freq=2.0), product of:
        0.19679762 = queryWeight, product of:
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.044416238 = queryNorm
        0.1958137 = fieldWeight in 3315, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4307585 = idf(docFreq=1430, maxDocs=44218)
          0.03125 = fieldNorm(doc=3315)
    0.020906283 = weight(_text_:web in 3315) [ClassicSimilarity], result of:
      0.020906283 = score(doc=3315,freq=2.0), product of:
        0.14495286 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.044416238 = queryNorm
        0.14422815 = fieldWeight in 3315, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.03125 = fieldNorm(doc=3315)
  0.33333334 = coord(2/6)

Abstract

Der Wissensnavigator ist ein Lexikon der Zukunft auf dem Weg zu einer interaktiven Enzyklopädie. Wenn Sie die elektronische Fassung online benutzen, können Sie von den einzelnen Artikeln über Hyperlinks zu Seiten im World Wide Web gelangen, die noch mehr Informationen zum jeweiligen Zukunftsbegriff enthalten. Bei der elektronischen Ausgabe des Wissensnavigators, die auch im Internet zugänglich ist handelt es sich um eine "lebende" Anwendung, die sich gerade auch durch die Mitwirkung der Nutzer weiterentwickelt. Sie sind herzlich eingeladen, zum Teilnehmer dieses Evolutionsprozesses zu werden - etwa, indem Sie neue Begriffe vorschlagen, die aufgenommen werden sollen, oder Experten benennen, die zur Bearbeitung neuer Begriffe in Frage kommen, oder auch sich selbst als Experte zu erkennen geben. Eine Redaktion, die aus dem Autor und einem Expertenteam im Verlag besteht, wird über die Aufnahme neuer Begriffe entscheiden