Search (291 results, page 2 of 15)

0.030463453 = product of:
  0.12185381 = sum of:
    0.12185381 = weight(_text_:digital in 7) [ClassicSimilarity], result of:
      0.12185381 = score(doc=7,freq=4.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.6163362 = fieldWeight in 7, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.078125 = fieldNorm(doc=7)
  0.25 = coord(1/4)

LCSH

Electronic digital computers

Subject

Electronic digital computers

0.030079912 = product of:
  0.060159825 = sum of:
    0.039787523 = weight(_text_:library in 2340) [ClassicSimilarity], result of:
      0.039787523 = score(doc=2340,freq=6.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.30190483 = fieldWeight in 2340, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.046875 = fieldNorm(doc=2340)
    0.0203723 = product of:
      0.0407446 = sum of:
        0.0407446 = weight(_text_:22 in 2340) [ClassicSimilarity], result of:
          0.0407446 = score(doc=2340,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.23214069 = fieldWeight in 2340, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=2340)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Date

22. 9.1997 19:16:05

Imprint

Urbana-Champaign, IL : Illinois University at Urbana-Champaign, Graduate School of Library and Information Science

Source

Visualizing subject access for 21st century information resources: Papers presented at the 1997 Clinic on Library Applications of Data Processing, 2-4 Mar 1997, Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign. Ed.: P.A. Cochrane et al

0.028900167 = product of:
  0.11560067 = sum of:
    0.11560067 = weight(_text_:digital in 5713) [ClassicSimilarity], result of:
      0.11560067 = score(doc=5713,freq=10.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.58470786 = fieldWeight in 5713, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.046875 = fieldNorm(doc=5713)
  0.25 = coord(1/4)

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.

0.028895756 = product of:
  0.057791512 = sum of:
    0.030628446 = weight(_text_:library in 3696) [ClassicSimilarity], result of:
      0.030628446 = score(doc=3696,freq=2.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.23240642 = fieldWeight in 3696, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.0625 = fieldNorm(doc=3696)
    0.027163066 = product of:
      0.054326132 = sum of:
        0.054326132 = weight(_text_:22 in 3696) [ClassicSimilarity], result of:
          0.054326132 = score(doc=3696,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.30952093 = fieldWeight in 3696, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=3696)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Date

22. 5.1999 19:55:13

Source

Electronic library. 16(1998) no.6, S.359-360

0.02849595 = product of:
  0.1139838 = sum of:
    0.1139838 = weight(_text_:digital in 5039) [ClassicSimilarity], result of:
      0.1139838 = score(doc=5039,freq=14.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.57652974 = fieldWeight in 5039, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5039)
  0.25 = coord(1/4)

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

0.025849098 = product of:
  0.10339639 = sum of:
    0.10339639 = weight(_text_:digital in 3382) [ClassicSimilarity], result of:
      0.10339639 = score(doc=3382,freq=8.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.52297866 = fieldWeight in 3382, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.046875 = fieldNorm(doc=3382)
  0.25 = coord(1/4)

Abstract

The first aim is to provide well-articulated concepts by thinking through elementary phenomena of today's world, focusing on privacy and the digital, to clarify who we are in the cyberworld - hence a phenomenology of digital whoness. The second aim is to engage critically, hermeneutically with older and current literature on privacy, including in today's emerging cyberworld. Phenomenological results include concepts of i) self-identity through interplay with the world, ii) personal privacy in contradistinction to the privacy of private property, iii) the cyberworld as an artificial, digital dimension in order to discuss iv) what freedom in the cyberworld can mean, whilst not neglecting v) intercultural aspects and vi) the EU context.

0.024370763 = product of:
  0.097483054 = sum of:
    0.097483054 = weight(_text_:digital in 4863) [ClassicSimilarity], result of:
      0.097483054 = score(doc=4863,freq=4.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.493069 = fieldWeight in 4863, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.0625 = fieldNorm(doc=4863)
  0.25 = coord(1/4)

Source

Challenges and opportunities for knowledge organization in the digital age: proceedings of the Fifteenth International ISKO Conference, 9-11 July 2018, Porto, Portugal / organized by: International Society for Knowledge Organization (ISKO), ISKO Spain and Portugal Chapter, University of Porto - Faculty of Arts and Humanities, Research Centre in Communication, Information and Digital Culture (CIC.digital) - Porto. Eds.: F. Ribeiro u. M.E. Cerveira

0.024023497 = product of:
  0.048046995 = sum of:
    0.034465462 = weight(_text_:digital in 3077) [ClassicSimilarity], result of:
      0.034465462 = score(doc=3077,freq=2.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.17432621 = fieldWeight in 3077, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.03125 = fieldNorm(doc=3077)
    0.013581533 = product of:
      0.027163066 = sum of:
        0.027163066 = weight(_text_:22 in 3077) [ClassicSimilarity], result of:
          0.027163066 = score(doc=3077,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.15476047 = fieldWeight in 3077, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=3077)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

The new term Representation of knowledge, applied to the framework of electronic segments of information, with comprehension of new material support for information, and a review and total conceptualisation of the terminology which is being applied, entails a review of all traditional documentary practices. Therefore, a definition of the concept of Representation of knowledge is indispensable. The term representation has been used in westere cultural and intellectual tradition to refer to the diverse ways that a subject comprehends an object. Representation is a process which requires the structure of natural language and human memory whereby it is interwoven in a subject and in conscience. However, at the present time, the term Representation of knowledge is applied to the processing of electronic information, combined with the aim of emulating the human mind in such a way that one has endeavoured to transfer, with great difficulty, the complex structurality of the conceptual representation of human knowledge to new digital information technologies. Thus, nowadays, representation of knowledge has taken an diverse meanings and it has focussed, for the moment, an certain structures and conceptual hierarchies which carry and transfer information, and has initially been based an the current representation of knowledge using artificial intelligence. The traditional languages of documentation, also referred to as languages of representation, offer a structured representation of conceptual fields, symbols and terms of natural and notational language, and they are the pillars for the necessary correspondence between the object or text and its representation. These correspondences, connections and symbolisations will be established within the electronic framework by means of different models and of the "goal" domain, which will give rise to organisations, structures, maps, networks and levels, as new electronic documents are not compact units but segments of information. Thus, the new representation of knowledge refers to data, images, figures and symbolised, treated, processed and structured ideas which replace or refer to documents within the framework of technical processing and the recuperation of electronic information.

Date

2. 1.2005 18:22:25

0.023218468 = product of:
  0.09287387 = sum of:
    0.09287387 = product of:
      0.2786216 = sum of:
        0.2786216 = weight(_text_:3a in 5955) [ClassicSimilarity], result of:
          0.2786216 = score(doc=5955,freq=2.0), product of:
            0.42493033 = queryWeight, product of:
              8.478011 = idf(docFreq=24, maxDocs=44218)
              0.050121464 = 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)
  0.25 = coord(1/4)

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].

0.022385975 = product of:
  0.0895439 = sum of:
    0.0895439 = weight(_text_:digital in 1365) [ClassicSimilarity], result of:
      0.0895439 = score(doc=1365,freq=6.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.4529128 = fieldWeight in 1365, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.046875 = fieldNorm(doc=1365)
  0.25 = coord(1/4)

Abstract

Trust in information is developing into a vitally important topic as the Internet becomes increasingly ubiquitous within society. Although many discussions of trust in this environment focus on issues like security, technical reliability, or e-commerce, few address the problem of trust in the information obtained from the Internet. The authors assert that there is a strong need for theoretical and empirical research on trust within the field of information science. As an initial step, the present study develops a model of trust in digital information by integrating the research on trust from the behavioral and social sciences with the research on information quality and human- computer interaction. The model positions trust as a key mediating variable between information quality and information usage, with important consequences for both the producers and consumers of digital information. The authors close by outlining important directions for future research on trust in information science and technology.

0.02210499 = product of:
  0.04420998 = sum of:
    0.030628446 = weight(_text_:library in 5655) [ClassicSimilarity], result of:
      0.030628446 = score(doc=5655,freq=8.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.23240642 = fieldWeight in 5655, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.03125 = fieldNorm(doc=5655)
    0.013581533 = product of:
      0.027163066 = sum of:
        0.027163066 = weight(_text_:22 in 5655) [ClassicSimilarity], result of:
          0.027163066 = score(doc=5655,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.15476047 = fieldWeight in 5655, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=5655)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

Purpose The purpose of this paper is to lay a theoretical foundation for identifying operational information units for library and information professional activities in the context of scholarly communication. Design/methodology/approach The study adopts a deduction-verification approach to formulate a typology of units for scholarly information. It first deduces possible units from an existing conceptualization of information, which defines information as the combined product of data and meaning, and then tests the usefulness of these units via two empirical investigations, one with a group of scholarly papers and the other with a sample of scholarly information users. Findings The results show that, on defining an information unit as a piece of information that is complete in both data and meaning, to such an extent that it remains meaningful to its target audience when retrieved and displayed independently in a database, it is then possible to formulate a hierarchical typology of units for scholarly information. The typology proposed in this study consists of three levels, which in turn, consists of 1, 5 and 44 units, respectively. Research limitations/implications The result of this study has theoretical implications on both the philosophical and conceptual levels: on the philosophical level, it hinges on, and reinforces the objective view of information; on the conceptual level, it challenges the conceptualization of work by IFLA's Functional Requirements for Bibliographic Records and Library Reference Model but endorses that by Library of Congress's BIBFRAME 2.0 model. Practical implications It calls for reconsideration of existing operational units in a variety of library and information activities. Originality/value The study strengthens the conceptual foundation of operational information units and brings to light the primacy of "one work" as an information unit and the possibility for it to be supplemented by smaller units.

Date

14. 1.2020 11:15:22

0.022024449 = product of:
  0.044048898 = sum of:
    0.027071979 = weight(_text_:library in 5077) [ClassicSimilarity], result of:
      0.027071979 = score(doc=5077,freq=4.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.2054202 = fieldWeight in 5077, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5077)
    0.016976917 = product of:
      0.033953834 = sum of:
        0.033953834 = weight(_text_:22 in 5077) [ClassicSimilarity], result of:
          0.033953834 = score(doc=5077,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.19345059 = fieldWeight in 5077, 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=5077)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

How does information lead to changes in human behavior? Why have current information theories been inadequate to shed light on this and related questions? Library and Information Science (LIS) has arrived at a crucial juncture in its relatively brief theoretical history. In addition to the cognitive and physical perspectives in our study of information, a new paradigm has been suggested; the affective paradigm. This new perspective offers keys to unlocking questions about the nature of the interaction of human and information. In recent years we have developed deeper knowledge and deeper specializations, drawing together and combining knowledge from multiple fields in order to advance our own knowledge. The relationship between information needs and information seeking has been well studied. The ways in which people use information is not as well understood because of the complex nature of human behavior. Drawing from other fields that study human behavior, however, muddies the traditional boundaries of LIS, creating some possible discomfort as we trespass into lesser known intellectual territory. Pushing our boundaries also forces questions of our self-identity as a discipline. What constitutes Library and Information Science, either in whole or in part, becomes more difficult to define and can lead to greater fragmentation. Alternatively, the incorporation of multiple perspectives may be the defining core of what constitutes LIS. The focus of this talk is to look at LIS from the outside in, from a multidisciplinary perspective, in order to shed light on questions of how information can lead to changes in human behavior. Drawing from other fields of study, the impact of information on human behavior will be explored in light of what other fields may have to offer.

Date

16. 3.2019 17:32:22

0.021671817 = product of:
  0.043343633 = sum of:
    0.022971334 = weight(_text_:library in 408) [ClassicSimilarity], result of:
      0.022971334 = score(doc=408,freq=2.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.17430481 = fieldWeight in 408, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.046875 = fieldNorm(doc=408)
    0.0203723 = product of:
      0.0407446 = sum of:
        0.0407446 = weight(_text_:22 in 408) [ClassicSimilarity], result of:
          0.0407446 = score(doc=408,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.23214069 = fieldWeight in 408, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=408)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Source

New review of information and library research. 3(1997), S.1-22

0.021671817 = product of:
  0.043343633 = sum of:
    0.022971334 = weight(_text_:library in 351) [ClassicSimilarity], result of:
      0.022971334 = score(doc=351,freq=2.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.17430481 = fieldWeight in 351, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.046875 = fieldNorm(doc=351)
    0.0203723 = product of:
      0.0407446 = sum of:
        0.0407446 = weight(_text_:22 in 351) [ClassicSimilarity], result of:
          0.0407446 = score(doc=351,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.23214069 = fieldWeight in 351, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=351)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Date

18. 9.2021 13:22:27

0.02069512 = product of:
  0.04139024 = sum of:
    0.021657582 = weight(_text_:library in 5985) [ClassicSimilarity], result of:
      0.021657582 = score(doc=5985,freq=4.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.16433616 = fieldWeight in 5985, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.03125 = fieldNorm(doc=5985)
    0.019732658 = product of:
      0.039465316 = sum of:
        0.039465316 = weight(_text_:project in 5985) [ClassicSimilarity], result of:
          0.039465316 = score(doc=5985,freq=2.0), product of:
            0.21156175 = queryWeight, product of:
              4.220981 = idf(docFreq=1764, maxDocs=44218)
              0.050121464 = queryNorm
            0.18654276 = fieldWeight in 5985, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.220981 = idf(docFreq=1764, maxDocs=44218)
              0.03125 = fieldNorm(doc=5985)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

This research explores, using a Grounded Theory approach, the question of how a particular group of undergraduate university students differentiates the values of retrieved information in a contemporary research process. Specifically it attempts to isolate and label those specific techniques, processes, formulae-both objective and subjective-that the students use to identify, prioritize, and successfully incorporate the most useful and valuable information into their research project. The research reviews the relevant literature covering the areas of: epistemology, knowledge acquisition, and cognitive learning theory; early relevance research; the movement from relevance models to information seeking in context; and the proximate recent research. A research methodology is articulated using a Grounded Theory approach, and the research process and research participants are fully explained and described. The findings of the research are set forth using three Thematic Sets- Traditional Relevance Measures; Structural Frames; and Metaphors: General and Ecological-using the actual discourse of the study participants, and a theoretical construct is advanced. Based on that construct, it can be theorized that identification and analysis of the metaphorical language that the particular students in this study used, both by way of general and ecological metaphors-their stories-about how they found, handled, and evaluated information, can be a very useful tool in understanding how the students identified, prioritized, and successfully incorporated the most useful and relevant information into their research projects. It also is argued that this type of metaphorical analysis could be useful in providing a bridging mechanism for a broader understanding of the relationships between traditional user relevance studies and the concepts of frame theory and sense-making. Finally, a corollary to Whitmire's original epistemological hypothesis is posited: Students who were more adept at using metaphors-either general or ecological-appeared more comfortable with handling contradictory information sources, and better able to articulate their valuing decisions. The research concludes with a discussion of the implications for both future research in the Library and Information Science field, and for the practice of both Library professionals and classroom instructors involved in assisting students involved in information valuing decision-making in a research process.

0.019207189 = product of:
  0.076828755 = sum of:
    0.076828755 = product of:
      0.15365751 = sum of:
        0.15365751 = weight(_text_:22 in 4042) [ClassicSimilarity], result of:
          0.15365751 = score(doc=4042,freq=4.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.8754574 = fieldWeight in 4042, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.125 = fieldNorm(doc=4042)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

22. 7.2000 19:01:22

0.01865498 = product of:
  0.07461992 = sum of:
    0.07461992 = weight(_text_:digital in 1601) [ClassicSimilarity], result of:
      0.07461992 = score(doc=1601,freq=6.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.37742734 = fieldWeight in 1601, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1601)
  0.25 = coord(1/4)

Abstract

Die Frage nach dem Besitz an Wissen wird als die Frage nach dem Zugriff (Access) auf Wissen bzw. auf Information reformuliert. Antworten darauf entscheiden über die Entwicklung der Informationsgesellschaft. Die Präferenz dieser Bezeichnung gegenüber "Wissensgesellschaft" wird aus dem pragmatischen Informationsbegriff begründet. Von den insgesamt 6 vorgestellten Sichten auf "Informationsgesellschaft" wird näher auf die derzeit dominierende funktionale Sicht auf Wissen und Information eingegangen. Diese erklärt die gegenwärtigen Tendenzen der Kommerzialisierung und Wissensverwertung, aber auch der Transformation der Verhaltensformen gegenüber Wissen (z.B. Wechsel vom Kauf von Wissen zu dessen Leasing) mit den Konsequenzen des "Pricing for Information" und entsprechenden Kontrollverfahren des "Digital Rights Management". Im Ausgang von Differenzierungen im Begriff des "Access" werden Begründungen für "Universal access" vorgestellt, vor allem aus informationsethischer und normativ-prinzipalistischer Sicht. Ausführlich werden einige gegenwärtige Gefährdungen von "Universal access" an den Beispielen Filtern bzw. Abblocken, Manipulation von Metainformationsdiensten und des Leasing bzw. des "Digital Rights Management" diskutiert. "Digital Rights Management" ohne vertrauenssicherndes "User Rights Management" hat alle Potenziale, zum Folterinstrument der Informationsgesellschaft zu werden, aber auf der anderen Seite auch alle Potenziale, durch sozial gesteuerte Rechte- und Benutzerverwaltung das Instrument für Interessenausgleich und damit Informationsfrieden zu werden. Abschließend werden einige Vorschläge unterbreitet, wie das Prinzip des "Universal access" und damit der freie öffentliche Zugang zu Wissen und Information gesichert, zumindest gefördert werden kann. Aus der Diskussion leiten sich verschiedene mögliche Szenarien und die Schlußfolgerung ab, daß jede Zeit unter Anerkennung der technologischen und medialen Rahmenbedingungen ihren Konsens zwischen öffentlichem und privatem Interesse an Verwertung bzw. Austausch von Wissen und am Zugriff auf Wissen neu bestimmen muß.

0.018278074 = product of:
  0.073112294 = sum of:
    0.073112294 = weight(_text_:digital in 4602) [ClassicSimilarity], result of:
      0.073112294 = score(doc=4602,freq=4.0), product of:
        0.19770671 = queryWeight, product of:
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.050121464 = queryNorm
        0.36980176 = fieldWeight in 4602, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.944552 = idf(docFreq=2326, maxDocs=44218)
          0.046875 = fieldNorm(doc=4602)
  0.25 = coord(1/4)

Abstract

User problems with large information spaces multiply in complexity when we enter the digital domain. Virtual information environments can offer 3D representations, reconfigurations, and access to large databases that may overwhelm many users' abilities to filter and represent. As a result, user frequently experience disorienting in navigation large digital spaces to locate an duse information. To date, the research response has been predominantly based on the analysis of visual navigational aids that might support users' bottom-up processing of the spatial display. In the present paper, an emerging alternative is considered that places greater emphasis on the top-down application of semantic knowledge by the user gleaned from their experiences within the sociocognitive context of information production and consumption. A distinction between spatial and semantic cues is introduced, and existing empirical data are reviewed that highlight the differential reliance on spatial or semantic information as the domain expertise of the user increases. The conclusion is reached that interfaces for shaping information should be built on an increasing analysis of users' semantic processing

0.01805985 = product of:
  0.0361197 = sum of:
    0.01914278 = weight(_text_:library in 1344) [ClassicSimilarity], result of:
      0.01914278 = score(doc=1344,freq=2.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.14525402 = fieldWeight in 1344, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1344)
    0.016976917 = product of:
      0.033953834 = sum of:
        0.033953834 = weight(_text_:22 in 1344) [ClassicSimilarity], result of:
          0.033953834 = score(doc=1344,freq=2.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.19345059 = fieldWeight in 1344, 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=1344)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

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

0.017260706 = product of:
  0.034521412 = sum of:
    0.015314223 = weight(_text_:library in 3012) [ClassicSimilarity], result of:
      0.015314223 = score(doc=3012,freq=2.0), product of:
        0.1317883 = queryWeight, product of:
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.050121464 = queryNorm
        0.11620321 = fieldWeight in 3012, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6293786 = idf(docFreq=8668, maxDocs=44218)
          0.03125 = fieldNorm(doc=3012)
    0.019207189 = product of:
      0.038414378 = sum of:
        0.038414378 = weight(_text_:22 in 3012) [ClassicSimilarity], result of:
          0.038414378 = score(doc=3012,freq=4.0), product of:
            0.17551683 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.050121464 = queryNorm
            0.21886435 = fieldWeight in 3012, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=3012)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

Complexity establishes a paradox between the tasks of preserving old knowledge (memory function) and facilitate cognitive dissonance in order to challenge established knowledge claims and create new knowledge (catalyser function). Through complexity all social systems organisations, discourse communities, ideologies) face an environment (or surrounding) that is characterised through its instability and contingency. What is real, or presumable real from one point of view can appear completely different from another point of view. Different discourses of meaning and significance float, blend and separates themselves form each other the arena of communication. The library has to both keep record of what has happened, as well as take part in the ongoing battles for new discursive hegemonies. The unity of the paradox of memory and catalysing is described as managing complexity and requires a conscious and constant oscillation between order and chaos, stability and change. The role of the librarian is defined through an analysis of contemporary social semantics as well as the technical, ethical, cultural and epistemological challenges facing us as librarians and information specialists.

Date

22. 7.2009 11:23:22