Information Culture

With the exponential growth in ‘big data’ information volumes within the organization, the convergence of traditional business intelligence, enterprise search, social media, text analytics, knowledge organization and machine learning has the potential to revolutionize how we search for and discover information and knowledge.

However, it appears to have become almost unfashionable to mention ‘people’ in this paradigm. Yet these new techniques and information volumes are likely to place an even greater reliance on underlying information flows, social interactions and information literacy.

The findings from this research study lead to a suggestion that some practitioners and management might wish to consider moving away from ‘first generation’ Information Management (IM) and enterprise search & discovery capability viewpoints. These viewpoints have generally been dominated by reductionist (simple answers to complex issues), fragmented, technological and bureaucratic approaches.

A more enlightened ‘second generation’ viewpoint of IM and enterprise search & discovery capability, could be one in which socio-cognitive elements are fully embraced in a proactive ‘systems thinking’ approach; where the organization is the information system, a complex, changeable and unpredictable system. Thinking in this way may lead management and practitioners to change tack and pull different levers to improve IM and enterprise search & discovery capabilities.

В статье рассматриваются актуальные вопросы различных аспектов преподавания информатики и информационно-коммуникационных технологий как общей дисциплины для непрофильных специальностей в отечественном высшем образовании на уровне бакалавриата. На основе анализа тенденций развития методики преподавания этих дисциплин предлагается подход к выбору методической системы преподавания информатики и информационно-коммуникационных технологий как общей дисциплине будущим бакалаврам гуманитарных специальностей. В качестве примера используется опыт отбора содержания и конструирования курса «Информатика в гуманитарных науках» для философских специальностей, который преподаётся автором в Санкт-Петербургском государственном университете.

This study looks into the life of a virtual gaming community, CTO Sims – a small slice of a wider community that engages in what Bruns (2006) has termed produsage, remediating videogame assets and content from a PC game, The Sims (2000) into custom or user-generated content – a practice also called ‘modding’. Through a virtual ethnographic methodology, this study explores the digital library at the heart of CTO Sims, and the participatory culture (Jenkins, 1992; 2006) which has grown up around it. This paper presents a narrative of an online videogaming produsage community, and through a process of immersion uncovers and probes into the everyday practices of commodification and produsage as they take place in the virtual field. The study begins to develop a theory of information culture by observing and exploring the CTO Sims community, its members, and their roles in knowledge and information economies.
It is concluded that digital information cultures within online gaming communities form around the collaborative creation and exchange of digital cultural artefacts, in heterarchical networks that develop their own unique organisational and classification conventions. Moreover, these communities form support networks for members, acting as repositories for shared knowledge, skills and experiences. Freedom of communication acts as a tool for the generation of social and knowledge capital, and enables the growth of strong ties of affiliation between members. Further research is encouraged in private, offline produsage spaces, and into the individual motivations that drive regular users to become produsers.

Information has come to be perceived, on the whole, as something ordinary and seems to be slowly losing its value. In this article, this is explored in four respects. It is no longer possible to have an overview with respect to the information at one’s disposal. Furthermore, there is a relatively great supply of information, provided by a greater number of contributors than before. Some recent developments in education are also relevant in evaluating the situation. The impact of technical developments, in particular the Internet, on present society, is important from several points of view. This is given attention accordingly.

В статье рассматриваются вопросы реализации прав человека в условиях информационного общества. Дан анализ возникающих в новых условиях информатизации прав и возможностей человека, основным механизмом реализации которых являются информационно-коммуникационные технологии. Обозначены проблемы реализации этих прав и намечены возможные пути их решения.

Parue en mars 2017, la nouvelle circulaire de missions 1 , tant attendue de la profession, positionne en axe 1, la mission « pédagogique et éducative » du « professeur documentaliste » 2 , présenté comme « enseignant et maître d'oeuvre de l'acquisition par tous les élèves d'une culture de l'information et des médias ». L'évolution est sensible depuis la circulaire de 1986, qu'il s'agisse de la terminologie utilisée, ou de la reconnaissance d'un statut spécifique pour le professionnel de l'information. Le choix-et l'ordre-des mots ne sont jamais neutres : suivant cette idée, nous essaierons, à travers cette contribution, de procéder à un décryptage de la circulaire, dans sa partie 1. Que donne-t-elle à voir de la mission pédagogique et éducative du professeur documentaliste, et de sa spécificité ? Comment comprendre, et interpréter, au regard des idées développées, le rattachement, clairement affirmé, au champ des SIC ? Quelle définition, et déclinaison, des savoirs enseignables/enseignés ? « Former tous les élèves à l'information documentation, contribuer à leur formation en matière d'éducation aux médias et à l'information »
Dès le préambule, dans la logique du « capes de documentation », et en cohérence avec l'arrêté du 1er juillet 2013 relatif au référentiel des compétences professionnelles, la nécessité de renforcer et actualiser la mission pédagogique est mise en avant, en prenant en compte les évolutions sociales et technologiques en cours (contexte de la société de l'information, essor du numérique, nouvelles pratiques sociales de communication). Et le CDI est présenté d'abord comme un lieu de formation, avant, dans l'ordre du texte, un lieu de lecture, de culture et d'accès à l'information. Ainsi, dès l'introduction, censée donner l'orientation générale du texte, l'idée de formation apparaît de manière appuyée, sous diverses déclinaisons, couplée avec le terme éducation, quand il s'agit d'éducation aux médias et à l'information. « Former » et/ou « éduquer » ? « Concevoir », « prendre en charge » et/ou « contribuer » ? Si éduquer renvoie à l'idée d'« élever » dans le sens de faire grandir, pour permettre une transformation, et développer des aptitudes, des dispositions individuelles ou collectives, former relève d'une relation plus descendante, sous-entendant l'idée de « donner une forme » ; ce qui ne signifie pas pour autant que former, c'est conformer. Former à l'information-documentation vise l'acquisition d'un savoir, structuré, organisé, le développement de connaissances, de compétences, dans un objectif d'intégration à la société.

В статье анализируются основные направления информатизации образования. Раскрывается роль информатизации образования в формировании информационной культуры человека и общества. Применение информационно-коммуникационных технологий в образовании выделяется как один из основных механизмов формирования информационной культуры. Предлагаются направления  модернизации отечественного образования, в рамках которых возможно формирование  информационной культуры.

The following review explores Intercultural Information Ethics (IIE) in terms of comparative philosophy, supporting IIE as the most relevant and significant development of the field of Information Ethics (IE). The focus of the review is threefold. First, it will review the core presumption of the field of IIE, that being the demand for an inter- mission in the pursuit of a founding philosophy for IE in order to first address the philosophical biases of IE by western philosophy. Second, a history of the various philosophical streams of IIE will be outlined, including its literature and pioneering contributors. Lastly, a new synthesis of comparative philosophies in IIE will be offered, looking towards a future evolution of the field. Examining the interchange between contemporary information ethicists regarding the discipline of IIE, the review first outlines the previously established presumptions of the field of IIE that posit the need for an IE as grounded in western sensibilities. The author then addresses the implications of the foregoing presumption from several non-western viewpoints, arguing that IIE does in fact find roots in non-western philosophies as established in the concluding synthesis of western and eastern philosophical traditions.

Развитие информационного общества привело к формированию информационной культуры. В статье дана попытка более четко обозначить пределы понятия информационной культуры, дать ей качественную характеристику, выявить основные функции, объяснить взаимосвязи между ними и определить роль современного образования в формировании информационной культуры.

Cette contribution interroge la place du « penser, classer, catégoriser », dans la construction des connaissances, depuis les travaux visionnaires de grandes figures de la documentation (Otlet, Briet…), aux pratiques collaboratives et participatives portées par le web 2.0 et les réseaux aujourd’hui. Les nouveaux modes de circulation de l’information amènent une reconfiguration des rôles et des pratiques : à une représentation instrumentale a succédé une représentation cognitive du fonctionnement et de l’utilisation des outils de médiation, abordés sur un mode individuel (culture de l’information) ; le nouvel écosystème informationnel, avec la montée en puissance des dimensions participative et contributive, oriente vers une représentation davantage communicationnelle et intégrative des outils, abordés sur un mode plus collectif. « Participer, confronter, partager, construire sa propre vision du monde » correspond à un deuxième temps de la culture informationnelle.

Cette recherche etudie les pratiques ordinaires d'information-documentation. Son objectif est de degager " l'aire de pertinence " de la culture informationnelle, a partir du reperage des elements structurants de cette culture, telle qu'elle est abordee, au quotidien, en contexte scolaire (eleves, enseignants-documentalistes, eventuellement enseignants ; en college et lycee). Les savoirs en information-documentation sont etudies en tant qu'elements d'un curriculum a construire.

Evolution de la formation à l'information-documentation : un continuum qui  s'apparente à un périple tout au long de la vie. Une pluralité d'influences, et une pluralité de sens. Un tournant dans les années 1980-1990 :  au delà de la dimension opératoire, une approche intégrant les dimensions sociale est culturelle (Vers un changement de paradigme ?). Deux approches :  par compétences (APC),  et épistémologique. Nouveaux impératifs de formation, nouveaux savoirs, le chantier didactique en cours

Informatization as total process funds origin of an esthetics of information society which is defined, on the one hand, by tendencies of development of the information and communication technologies (ICT), and with another – active participation of the person in cultural development under influence and with use of these technologies. Thus, being the instrument of development and culture development during information era, ICT pass to the utilitarian and esthetic environment of the person. In article processes of gradual transition of ICT of means tool in the cultural phenomenon finding independent value and on the basis of these events of development of esthetic perception of technologies are analyzed.

В статье рассматриваются взаимодействия сотрудников институтов РАН-ФАНО с сервисами Российского индекса научного цитирования (РИНЦ), влияющие на формирование наукометрических показателей отечественных ученых. В качестве концептуальной оптики автор использует акторно-сетевую теорию Б. Латура. Данная оптика позволяет обнаружить противоречивость и «несостыкованность» интересов гетерогенных акторов, что приводит к возникновению ситуации информационного неравенства. Автор предлагает раскладывать взаимодействия на три «круга». В первом круге находятся взаимодействия, предшествующие непосредственной работе в РИНЦ, т. е. юридические, организационные предпосылки ситуации информационного неравенства. Во втором круге - контакты с технологическими акторами. Третий круг состоит из взаимодействий «человеческих» акторов - в первую очередь ученых и информационных работников, которые участвуют в создании наукометрического контента. В заключение автор указывают на значимость информационных рисков, связанных с деятельностью РИНЦ на современном этапе. Эти риски проистекают из различного рода проблемных ситуаций, которые возникают в процессе взаимодействия с сервисами Индекса. Данные проблемы сказываются на достоверности предоставляемых результатов и обоснованности управленческих решений, которые принимаются на их основе в дальнейшем. Одним из способов уменьшения этих рисков может стать повышение информационной культуры исследовательского сообщества. В основу публикации лег эмпирический материал, собранный автором в качестве рядового участника процесса создания наукометрического продукта. Статья фокусирует внимание на формировании «входящих» в РИНЦ информационных потоков. Реальность «внутри» и «на выходе» остается вне рассмотрения и может служить предметом дальнейших исследований. Источник: опубликовано в журнале "Социология власти", №3 за 2015 г. (СОЦИОЛОГИЯ ВЛАСТИ
Издательство: Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации (Москва)
ISSN: 2074-0492eISSN: 2413-144X)КЛЮЧЕВЫЕ СЛОВА:


РОССИЙСКИЙ ИНДЕКС НАУЧНОГО ЦИТИРОВАНИЯ (РИНЦ), РЕЙТИНГИ, ИНФОРМАЦИОННЫЕ РИСКИ, ИНФОРМАЦИОННАЯ КУЛЬТУРА, RUSSIAN SCIENCE CITATION INDEX, RANKING, INFORMATION RISKS, INFORMATION CULTURE, LATOUR B

Retour sur quatre années d'échanges dans le cadre de la recherche "Culture informationnelle et curriculum documentaire" (2016-2010, A.Béguin, dir.). Evolution de la réflexion. Définitions croisées. Différenciation culture de l'information et culture informationnelle. Dynamiques de la culture, au niveau national et international. La  culture informationnelle en action : entre pratiques, usages et concepts.

В статье анализируются основные опасности со стороны информационного общества, влияющие на социокультурную адаптацию подрастающих поколений, их развитие и воспитание. Намечаются основные пути решения проблемы обеспечения информационной безопасности, которая является только одним из многих условий формирования индивидуальной информационной культуры, вопросы развития которой должны решаться путем комплексной разработки культурной политики при взаимодействии институтов образования, культуры, гражданского общества при решающей роли родителей.

Abstract:This study analyzes the factors that shaped Walter Shewhart’s 1924 development of the control chart at Bell Telephone Laboratories. The control chart is a graphical construct that uses probability theory to analyze deviations from expected levels of performance within systems of repetitive action. Although Shewhart’s innovative use of probabilistic information focused on monitoring conformity to production standards in mass manufacturing, his basic concepts continue to affect modernity through their extensive application in data analysis in business, engineering, and science.

Представлена проблематика информационной культуры. Показана важность и
актуальность формирования информационной культуры в современном обществе у каждого
человека. Выявлено общее определение понятия информационной культуры, основываясь на фило-
софском и культурологическом подходе. Произведён анализ текущего состояния данной сферы, пока-
заны перспективы развития и дальнейшее поле работы в представленном направлении.

The article presents the problems of information culture. The importance and relevance of the
formation of information culture in modern society in every person is shown. The general definition of
the concept of information culture based on the philosophical and cultural approach is revealed. The
analysis of the current state of this sphere is made, the prospects of development and the further field of
work in the presented direction are shown

University at Buffalo
Fall 2015

The paradigm shift from analogue to digital culture should be acknowledged as a defining aspect of postmodernism. A complex dynamics of incommensurability arises in periods of technological overlap. In the Kuhnian model the new paradigm supplants the practices and forms of the old and renders them obsolete. But a model of remediation suggests that all new media refashion and sublimate old media. The incommensurability of print and digital media incites creativity in—and thus disturbs, but does not eradicate—the older, established forms of literature. Modulations in the form of the novel—the concept of what a “novel” might consist of, how its structure as a bound codex might be manipulated—are provoked by the introduction of digital media. While photography did not supplant painting in the nineteenth century, its capacity for documentary detail compelled the artist to reexamine the conventions of mimesis, challenge the genteel rules of subject matter and foreground the painterly medium of color and light. In the twentieth century broadcast television arises as literary fiction’s dominant technological other. And yet TV’s one-to-many delivery of infotainment to a passive audience instigated an interactive, plural and multimodal print fiction. The disturbing presence of broadcast and digital media has not made the novel disappear; rather, new media has made the most compelling fictions those that generate associative logic instead of the causal sequence of plot, parallel processing instead of serial in discourse, and multimodal design instead of the block print page. The reader’s apprehension of the textual condition displaces the conduit metaphor of communication; reflexivity in the narrative dispels absorption in the text-world.

During the seminar, we’ll alternate between readings of postmodern novelists who provocatively engage with the terms and conditions of information culture and theorists who invoke the surfeit of information and the hyperconnectivity that characterizes broadcast and digital media. We’ll begin with writers who question the antagonistic relationship between literary fiction and television as the dominant mass media in the postwar period, including David Foster Wallace’s “E Unibus Pluram: Television and U.S. Fiction” (1993) and “My Appearance” (1989); and Curtis White’s Memories of My Father Watching TV (1998). Next we’ll survey the advent of virtual reality (VR) in a selection of cyberpunk fiction including: Neal Stephenson’s Snow Crash, which features a Hiro Protagonist whose digital avatar pursues a virus capable of infecting the cerebral cortex; Pat Cadigan’s Synners (1991), in which the map of the mind becomes the territory of real space; and William Gibson’s Pattern Recognition (2003), which delves into the post-Cold War world of multinational corporate communications. Richard Powers’s Plowing the Dark (2000) switches between narratives that correlate the sensory deprivation of a hostage in an empty room in Beirut and the efforts of a Seattle-based group to project a virtual reality on the blank walls of “the Cavern.” We’ll finish with the Avant-Pop movement that splices the corruscations and convergences of the avant-garde and popular media culture in work by Larry McCaffery, Mark Leyner, Kathy Acker and Samuel R. Delany.

Our fiction readings will be informed by excerpts from a variety of critical and theoretical texts on information culture, virtual reality and digital media, including: Espen Aarseth, Cybertext: Perspective on Ergodic Literature; Sven Birkerts, The Gutenberg Elegies; Jay Bolter and Richard Grusin, Remediation: Understanding New Media; David Ciccoricco, Reading Network Fiction; Joseph Conte, Design & Debris: A Chaotics of Postmodern American Fiction; Jane Yellowlees Douglas, The End of Books; Peter Freese and Charles B. Harris, ed. The Holodeck in the Garden: Science and Technology in Contemporary American Fiction; Donna Haraway, “A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century”; N. Katherine Hayles, My Mother was a Computer: Digital Subjects and Literary Texts; Friedrich Kittler, Gramophone, Film, Typewriter; Michael Joyce, Of Two Minds: Hypertext Pedagogy and Poetics; George Landow, Hypertext 2.0: The Convergence of Contemporary Critical Theory and Technology; Janet Murray, Hamlet on the Holodeck: The Future of Narrative in Cyberspace; William Paulson, The Noise of Culture: Literary Texts in a World of Information; Mark Poster, What’s the Matter with the Internet?; Joseph Tabbi, Cognitive Fictions; and Paul Virilio, The Information Bomb.

This paper explores the role of “information culture” in empowering people in relation to the field of library and information science, at the time of networks and web 2.0. We focus on the ongoing changes, including the phenomenon of digital convergence and the hybridization of cultures (digital, media, information culture) that accompanies it.
After defining the concept of empowerment - a concept that needs to be used with caution - we examine the ongoing shift in the approach of information, from the individual to the collective, “from individual expression to community involvement”, and the changes in the way of thinking information culture. Are “social” media at the origin of a revolution in practices, introducing more horizontality in the interactions and in the dissemination of information, promoting connective thought and non-formal knowledge capitalization? Are they a new area of knowledge and a stepping stone to become creators of contents and knowledge (versus merely consumers)? We question these claims about the potential of participatory culture in terms of empowerment through information culture.

Premiers résultats d'une recherche INRP portant sur l'"innovation" TPE, quelques années après leur lancement  : des travaux personnels, fortement encadrés ; une nouvelle approche de l'espace-temps scolaire ; des recompositions curriculaires autour de l'éducation à l'information...

Məqalədə elektron dövlət mühitində vətəndaşların İKT savadlılığının artırılması məsələləri araşdırılır. Elektron vətəndaşın yetişdirilməsi sahəsində ölkələrin təcrübəsi analiz edilir. Ölkəmizdə vətəndaşların kompüter və informasiya mədəniyyətinin formalaşdırılması üçün təkliflər irəli sürülür.

As Editor-in-Chief at The Freelance Netizen™ online magazine, I edit, peer-review and supervise peer review services for all article and editorial submissions.

The Freelance Netizen™ explores the interdisciplinary connections between Information & Communication Technologies and the history of information culture, civil rights and social action. It critically addresses digital mediums as the intercultural confluence of global dialectics. A typical editorial at TFN magazine might explore the present and future directions of Intercultural Information Ethics and its crossroads with the latest WikiLeaks debate.

TFN magazine provides a crossroads between the academic applications of philosophy, technology and interculture with current events, looking to philosophies of communication and information as a platform for addressing questions of digital ontology. TFN magazine is currently exploring, alongside the International Centre for Information Ethics, applications of global citizenship in a digital era with a specific address of digital citizenship and the netizen.

The objective of TFN magazine is to further expertise in intercultural editing and writing for academic and scholarly communications and current events, both on a local and global scale, by researching and structuring innovative dialogue towards a citizen engagement of Information & Communication Technologies (ICTs) through an understanding of the nature of information.

Jared Bielby,
Editor-in-Chief, TFN
Co-chair, ICIE
Editor, IRIE
www.jaredbielby.com

http://www.thefreelancenetizen.com

In the modern world tendencies to gradual adaptation of an education system to satisfaction of inquiries and requirements of a formed information society that consists first of all in realisation of function of formation of information culture of the human as one of the basic mechanisms of its occurrence in a modern developing information society are observed. Thus information-communication technologies are considered as the cultural phenomenon necessary for development by the human of cultural space of this society.
This direction in any way has not found the reflexion in the offered, confirmed and realized concepts, projects and programs of modernization of domestic education. At transition to introduction of
competent-focused curricula working out of complex system of formation of information culture as common cultural characteristic of the person is possible.