Techno-Information Literacy

The UMES School of Business and Technology in collaboration with the Center for Student Technology Certification and Training has initiated an innovative three-prong program that uses the IC3 test to evaluate the information and digital literacy of new freshmen in order to examine whether students have the minimal skills necessary for college success, followed by a computer concepts course designed to prepare them for workforce entry, and finally including the availability of advanced course work and professional certifications in order to provide them with the opportunity to develop enhanced skills.

We are in a century where almost everything is done with the aid of ICT. It is this reality that drives every sector to the application of ICT in their routine tasks. The library in Nigeria has made sincere efforts to automate its services. However, the various efforts at automating Nigerian libraries have yielded little or no visible results. It is against this background that this paper was written to establish the possible cause(s) of this ubiquitous problem in Nigerian libraries. Special attention was focused on the feasibility study, as its non-conduct was found to be at the root of the endemic problems of automation projects in Nigerian libraries.

Citar asi: González-López, M,, Machin-Mastromatteo, J,, y Tarango, J. (2020). Evaluación diagnóstica de habilidades de pensamiento e informacionales a través del diseño y aplicación de tres instrumentos para estudiantes de primer grado de educación primaria. Revista Electrónica Educare, 24(3), 429-453. https://dx.doi.org/10.15359/ree.24-3.21

Este artículo toma como referencia las problemáticas de la falta de habilidades para la lectura, las matemáticas y la ciencia, según la realidad del sistema educativo público mexicano, así como los resultados obtenidos en las evaluaciones promovidas por la Organización para la Cooperación y el Desarrollo Económico (OCDE). La investigación se basó en un estudio cuantitativo, el cual se obtuvo de una evaluación diagnóstica sobre el desarrollo de habilidades informacionales y de pensamiento en la niñez de educación básica, para lo cual se diseñaron y se aplicaron tres instrumentos sobre habilidades de pensamiento, pensamiento matemático, así como competencias informacionales, de lenguaje y de comunicación en la niñez, para conocer el nivel de habilidades desarrolladas previo a incorporarse al programa del nuevo modelo educativo propuesto por la Secretaría de Educación Pública (SEP) de México. Se aplicó el método diagnóstico de situación educativa (DS): i) un examen de 20 ejercicios para medir el nivel de desarrollo de cada habilidad en estudio; ii) una rúbrica para evaluar las respuestas de la niñez; y iii) una tabla para anotar los resultados de cada habilidad. Las conclusiones de esta evaluación diagnóstica incluyen que este estudiantado, que se encuentran

- Result of “the Onlife Initiative,” a one-year project funded by the European Commission to study the deployment of ICTs and its effects on the human condition
- Inspires reflection on the ways in which a hyperconnected world forces the rethinking of the conceptual frameworks on which policies are built
- Draws upon the work of a group of scholars from a wide range of disciplines including, anthropology, cognitive science, computer science, law, philosophy, political science

What is the impact of information and communication technologies (ICTs) on the human condition? In order to address this question, in 2012 the European Commission organized a research project entitled The Onlife Initiative: concept reengineering for rethinking societal concerns in the digital transition. This volume collects the work of the Onlife Initiative. It explores how the development and widespread use of ICTs have a radical impact on the human condition.

ICTs are not mere tools but rather social forces that are increasingly affecting our self-conception (who we are), our mutual interactions (how we socialise); our conception of reality (our metaphysics); and our interactions with reality (our agency). In each case, ICTs have a huge ethical, legal, and political significance, yet one with which we have begun to come to terms only recently.

The impact exercised by ICTs is due to at least four major transformations: the blurring of the distinction between reality and virtuality; the blurring of the distinction between human, machine and nature; the reversal from information scarcity to information abundance; and the shift from the primacy of stand-alone things, properties, and binary relations, to the primacy of interactions, processes and networks.

Such transformations are testing the foundations of our conceptual frameworks. Our current conceptual toolbox is no longer fitted to address new ICT-related challenges. This is not only a problem in itself. It is also a risk, because the lack of a clear understanding of our present time may easily lead to negative projections about the future. The goal of The Manifesto, and of the whole book that contextualises, is therefore that of contributing to the update of our philosophy. It is a constructive goal. The book is meant to be a positive contribution to rethinking the philosophy on which policies are built in a hyperconnected world, so that we may have a better chance of understanding our ICT-related problems and solving them satisfactorily.

The Manifesto launches an open debate on the impacts of ICTs on public spaces, politics and societal expectations toward policymaking in the Digital Agenda for Europe’s remit. More broadly, it helps start a reflection on the way in which a hyperconnected world calls for rethinking the referential frameworks on which policies are built.

Information literacy is elemental to quality library services, the knowledge of which will improve the service delivery and attract the members of the academic community to the library. The study examined perception of information literacy skill among the librarians using University of Lagos library as a case study. The study focused on three research questions and hypotheses to elucidate the opinion of library on information literacy and how it has helped the effectiveness of librarians. The study adopted post-positivist research paradigm in which quantitative and qualitative research method were used, data was gathered through questionnaires and content analysis. The target population were librarians and library officers who are purposively selected from the University of Lagos Library. The study established that Librarian and Library Officers possessed advanced level of perception of the need for information literacy, used library resources effectively; age group has significant effect on information literacy, librarians with higher qualification use library resources more than librarians with lower qualification and the level of information literacy of librarians also determine the extent of use of library resources. Female librarians are significantly more than their male counterparts. The recommendations focused on how issues and challenges could be approached positively to lead to better service delivery for a cosmopolitan environment like Lagos. Introduction The avalanche of information that an average individual is showered with in recent time is stunning. The upsurge of technology driven accessible information has made knowledge sharing overwhelming. But in some cases the overwhelming amount of information does not always translate into quality and usable information. (White, 2009). Traditionally, accessing information can take a lot of effort, time and energy because it involves physically visiting information centres such as libraries, archives and museum. The library in the opinion of IFLA (2008) is a place and space for accessing dependable information where the library collection developments are guided by time-tested ideologies and standards. The modern information environment requires the knowledge of information literacy for adequate knowledge for access and use of resources especially those available on the internet which is a complex information space where self-publishing is now a common practice as observed by White (2009) who argues that many of

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"Mathematics and Information in the Philosophy of Michel Serres" introduces the reader to Serres’ unique manner of ‘doing philosophy’, namely, as a novel manner of bearing witness. It demonstrates the reality of intellectual courage at work in Serres’ oeuvre that crucially involves mathematical thinking, and that makes possible a novel kind of dialogue in the world, not just on the world. Discourse around such dialogue thoughtfully articulates the principle of ‘the priceless’, folding it into an architectonics that is coefficient with nature.

Situating Serres’ universalist yet plural reading of knowledge as power, at the same time reveals it as coextensive with anonymous, incandescent and inventive thought. Vera Bühlmann’s work acquaints the reader with some of the epistemologically unsettling situations in contemporary science and technology that Serres addressed, formulating the original concept of ‘Quantum Literacy’ to examine the particular way in which he responded to these situations.

The present contribution conducts an intervention in the study and practice of digital and media literacy. After reviewing key tenets of recent debates, I advance a specific understanding of the concept-critical digital literacy-that, as I argue, comprehensively addresses issues of knowledge, competencies, and skills in relation to digital technologies. In particular, I posit that critical thinking about educational and other values of 'the digital' needs to take structural aspects of the technology into account that are often eschewed in instrumental or commercially-driven approaches. To prepare pupils for their future lives requires a widest possible contextualisation of technology, including issues of exploitation, commodification, and degradation in digital capitalism. Finally, I make concrete suggestions for constructive uses of technology in teaching and learning. Acknowledgement: I would like to thank Hilde Brox (UiT Tromsø) and Michael Meyen, Mandy Tröger, Kerem Schamberger, Natalie Berner, Daria Gordeieva, and Sevda Can Arslan (Ludwig-Maximilians-Universität München) for their comments on earlier versions of this manuscript. Many thanks also to Robert W. Gehl and a second anonymous reviewer for their excellent suggestions and constructive criticism.

The attempt to establish a unified taxonomy for the field of Information Ethics is both unattainable and unwarranted. The categorization of Information Ethics as a defined discipline, an applicable practice, a philosophy and a worldview remains constantly in flux due to, what Luciano Floridi terms, ‘philosophical naturalism’. As such, a broadening understanding of the field will only serve to further collapse categorization. The following paper will outline, using a discourse analysis methodology, how the nature of the field of Information Ethics at a foundational level must necessarily defy classification. The assumptions behind the current classifications of the field will be questioned. Beginning with the history of the inception of the field through Librarianship and Cybernetics and questioning the yet unresolved ontological debates between information philosophers such as Rafael Capurro and Floridi, this paper will explicate how any such attempt to develop an agreed upon taxonomy will and should always remain incomplete.

This dissertation seeks to create a vision for virtuality culture through a theoretical expansion of Walter Ong’s literacy and orality culture model. It investigates the ubiquitous and multimodal nature of the virtuality cultural phenomenon that is mediated by contemporary technology and not explained by pre-existing cultural conventions. Through examining the theoretical underpinnings of orality and literacy culture, the dissertation explores the cultural shift that is just beginning to restructure human consciousness through the ways that society is connecting, exploring and communicating. Further, this dissertation examines the contrasts between virtuality culture features and those related to traditional literacy and orality types, including the gap between the theory of secondary orality and virtuality culture. This dissertation also proposes three ways that contemporary technology creates human presence related to virtuality culture. Finally, this dissertation describes the broad implications for the evolution of virtuality culture in areas such as education, technology, literacy, philosophy, politics, linguistics, ethics,
history, the arts and cultural studies. Copyright 2014

Trata-se dos resultados da dissertação de mestrado em Ciência da Informação, cujo objetivo foi identificar e mapear os níveis de incorporação da competência informacional nas bibliotecas universitárias de Moçambique, decorrente da contínua ampliação das suas funções educacionais. A pesquisa caracterizou-se por ser descritiva, cuja investigação se deu a partir do levantamento de atividades que, em teoria, podem potencializar a competência informacional dos usuários. O procedimento de coleta de dados foi através da observação direta nos sites das instituições de ensino superior (IES) nacionais e a análise de dados se realizou a partir das abordagens quali-quanti. Os resultados mostraram a incorporação incipiente dos programas de competência informacional nas IES nacionais, tendo como foco a biblioteca como espaço de aprendizagem e investigação. Constatou-se que as atividades de formação de usuários desenvolvidas por essas bibliotecas universitárias se enquadra no modelo tradicional, cujo foco são as fontes de informação e os recursos tecnológicos existentes. Há, por isso, necessidade de aprofundamento teórico e metodológico desses programas, tendo em vista os modelos teóricos definidos por organizações internacionais ligadas à competência informacional, que enfatizam a necessidade de focalizar a formação nos usuários que, em um processo construtivista, apropriam e atribuem significados à informação.

Refereed paper. Presented at Australian Library and Information Association Conference, Alice Springs, 2008.

In 2006, a new postgraduate course in Indigenous Arts Management was offered by the Wilin Centre for Indigenous Arts and Cultural Development, in association with the School of Production at the Victorian College of the Arts (VCA), Melbourne. This Graduate Certificate course aims to provide applied education in the area of Indigenous Arts
Management and to facilitate empowerment and self-determination amongst Indigenous artists and community leaders who seek to manage, market and protect ndigenous arts product in local, national and international contexts.

This paper will examine the collaborative model used to provide library orientation, information literacy training, information services and collection building services to the
specific cohort of students enrolled in this course and their teaching staff. Staff of the Lenton Parr Library at the VCA, and the Wilin Centre developed specific programs to assist students in accessing information requirements for their units. Students are sought and drawn from all over Australia, including remote areas, arriving with different
educational achievements and information literacy levels as a result. Students generally require individual assistance, as well as encouragement in participative learning, at the
same time developing their professional networks. It is this mix of requirements and differences that have inspired a more holistic program for this cohort of students. Issues to
be examined include intensive delivery of information literacy using multiple teaching styles, remote resource access requirements, electronic resources, collection development and relationship building. These will be presented alongside an overview of the course and the generic skills students are expected to develop, as well as how these are aligned to their information needs while completing the course and beyond, to assist in life long learning.

Imagine a world where the ability to obtain educational knowledge and enrichment is no longer contained solely in a top-down structure, limited to those who have on-campus access to the information or training. Augmented reality (AG) is already being integrated into educational platforms, and changing the way people learn, experience and gain knowledge.  (Krey & Minock, 2017) The Association of College and Research Libraries, a division of the American Library Association, defines augmented reality as “the use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment.” (Spina, 2017) In a library, this can mean utilizing a tablet device to locate hotspots with “trigger images” inside the library that provide content. The purpose of integrating augmented and virtual reality (VR) into academic libraries is to improve the overall student learning outcomes, and enhance the educational experience. This paper will briefly review augmented reality applications and virtual reality platforms already in-use by Academic Libraries, the characteristic disposition traits of virtual instructional librarians and some of the reasons they choose to integrate AG and VR technology into their classrooms.

"This is a review of the levels of literacy amongst apprentices in Victoria, Australia in 1997. The topic is not an historical curiosity: the same issues exist today, as well as the same lack of political will to deal with them.

The context of the review was the pending introduction of the New Apprenticeship Scheme by Australian state governments at the time of writing. This reform was essentially politically driven, and designed to redistribute much apprentice training away from purpose built institutions (TAFEs) into workplaces. Since the scheme would inevitably place a greater burden on apprentices' personal learning resources, especially their literacy, it was important to analyze the existing situation. It was noted that apprenticeship was a diverse category of skills studies that required varying levels of literacy. In heavily male dominated apprenticeship fields, the majority, there had always been severe weaknesses in general literacy. These weaknesses had been compensated by various stratagems, especially direct demonstration, which might not be easily available on many work sites. The newly favoured pedagogical approaches of CBT (competency based training) and "self paced learning", had translated in many TAFEs into tick-box answer booklets, rampant copying from classmates, and a severe degradation of integrated skills learning. These trends were likely to accelerate as students moved away from an environment where remedial assistance with literacy or trade skills was no longer easily available."

This study presents the opinion survey of the librarians about information literacy programs (ILP) impact on library users. The samples were collected through a survey of librarians working in engineering colleges affiliated with Visvesvaraya Technological University. The 82 (80.39%) librarians have been responded to the study. It has been ascertained that the Information literacy programs impact the users in mastering the complex resources, search skills, need of evaluation of the programs, influences on the electronic environment, understanding economic issues, legal decisions, social problems, resource utilization, and enhancement library usage. The opinion survey has found that Information Literacy and its assessment have played a serious role in equipping and preparing users to increase library user's skills under the engineering colleges.

"The internet is the greatest source of information for people living in the UK today. But the amount of material available at the click of a mouse can be both liberating and asphyxiating. Although there are more e-books, trustworthy journalism, niche expertise and accurate facts at our fingertips than ever before, there is an equal measure of mistakes, half-truths, propaganda, misinformation and general nonsense. Knowing how to discriminate between them is both difficult and extremely important.

Truth, Lies and the Internet examines the ability of young people in Britain to critically evaluate information they consume online. The report reviews current literature on the subject, and presents a new poll of over 500 teachers. It finds that the web is fundamental to pupils’ school lives but many are not careful, discerning users of the internet. They are unable to find the information they are looking for, or trust the first thing they see. This makes them vulnerable to the pitfalls of ignorance, falsehoods, cons and scams.

This pamphlet recommends that teaching young people critical thinking and skepticism online must be at the heart of learning. Censorship of the internet is neither necessary nor desirable; the task instead is to ensure that young people can make careful, skeptical and savvy judgments about the internet content they encounter. This would allow them to better identify outright lies, scams, hoaxes, selective half-truths, and mistakes, and better navigate the murkier waters of argument and opinion."

The present contribution conducts an intervention in the study and practice of digital and media literacy. After reviewing key tenets of recent debates, I advance a specific understanding of the concept – critical digital literacy – that, as I argue, comprehensively addresses issues of knowledge, competencies, and skills in relation to digital technologies. In particular, I posit that critical thinking about educational and other values of ‘the digital’ needs to take structural aspects of the technology into account that are often eschewed in instrumental or commercially-driven approaches. To prepare pupils for their future lives requires a widest possible contextualisation of technology, including issues of exploitation, commodification, and degradation in digital capitalism. Finally, I make concrete suggestions for constructive uses of technology in teaching and learning.

Информационная грамотность – базовое условие непрерывного, в течение всей жизни, обучения, особенно актуальное для профессии учителя средней школы. Именно учителя передают информа-цию ученикам, развить в них навыки творческого, критического мышления и непрерывного обуче-ния. Авторами были проанализированы навыки информационной грамотности и персональные на-выки учителей средних школ Лагоса, Нигерия, и Дурбана, Южная Африка. В рамках исследования были поставлены следующие проблемы и выдвинуты следующие гипотезы: осознание учителями необходимости приобретения информационной грамотности; цели, для которых они нуждаются в информации; виды информационных ресурсов, которые они используют в обучении; частота обра-щения к информационным ресурсам; поисковые стратегии при использовании онлайновых источ-ников; уровень самооценки информационной грамотности учителей; метакогнитивные навыки, за-действованные при использовании информационных ресурсов. Была применена постпозитивистская исследовательская парадигма, объединяющая в себе как количественные, так и качественные мето-ды и исследовательскую схему практического анализа поведения множественных объектов. Иссле-дуемую группу составили учителя средних школ г. Лагоса, Нигерия, и Дурбана, Южная Африка, из которых и была произведена выборка. Штат Лагос представлен 21 местными органами управления, и на момент исследования общее количество учителей составляло в нем 8329 человек. Город Дур-бан разделен на 4 округа, представляющих 16 административных районов. За исключением началь-ных школ, независимых школ и объединенных [со школами других ступеней обучения] школ, ис-следованием была охвачена 41 средняя школа и 4887 учителей. Результаты исследования показали, что, несмотря на потребность в навыках информационной грамотности, электронные ресурсы ис-пользуются по минимуму; в обоих городах занятые в информационном обслуживании библиотекари не обладают соответствующей квалификацией, что противоречит государственному законодатель-ству; молодые учителя обладают большей информационной грамотностью в сравнении со старшими коллегами, так же как и учителя-женщины по сравнению с мужчинами; школьные библиотеки не отвечают потребностям учителей; между тем, поисковые стратегии и метакогнитивные навыки учи-телей находятся на уровне ниже среднего. Приведены рекомендации о непрерывном обучении учи-телей навыкам информационной грамотности, об интенсификации подготовки школьных библиоте-карей в соответствии со стандартами. Кроме того, как и в случае с высшими учебными заведения-ми/университетами, правительствам и органам управления можно порекомендовать обязать школы иметь систему библиотечного обеспечения или библиотеку – что особенно актуально для средних школ. Такая политика должна быть обеспечена ресурсами и инфраструктурой, а также должна опи-раться на информацию о передовом опыте в данной области. Познакомиться с полным отчетом об исследовании можно здесь: www.uzdspace.ac.za Ключевые слова: информационная грамотность, школьные библиотеки, Южная Африка, Нигерия, Дурбан, Лагос.

This paper mentions about the information literacy in the context of librarianship. It explains web based instruction in the light of technological advances. Six elements of instructional methodology and design are given. Role of libraries and librarian in promoting information literacy is explained. The practical experiences of Information literacy program of Indira Gandhi Memorial Library, University of Hyderabad are shared. Fair use license and terms and conditions of use are briefed so that the misuse of electronic information is avoided. Finally it is highlighted that the librarians can create web blogs to educate users with new events, updates and can be used to answer FAQs like an online diary. The Librarians should be aware of new techniques of the publishers in providing e-resources so that they can help users and thereby promote research. 0. Introduction: Information literacy (IL) is not a new concept but its efforts evolved during 19 th century mainly as library instruction. In 1886 Melvel Dewey stated the importance of student visits to the academic libraries escorted by their teachers as well as the importance of studying manuals. This growing interest led to its worldwide implementation by academic institutions. Mainly during 80s and 90s IL was combined with the rapid establishment and use of computer networks .At that time two major organizations were founded namely the National Forum of information literacy in 1989 and the Institute for Information Literacy in 1998. The beginning approaches of IL conceived as a set of skills and connects it with skills in track and use of information. The use of information is mainly to solve problems and to make decisions with efficient and effective use of information. According to Bruce " IL is stated as " a key characteristic of the lifelong learner-strongly connected with critical and reflective thinking " Library science organizations have launched several tutorials, programs, courses and manifests concerning best practices, guidelines and implementations for IL. UNESCO has been playing a pivotal

“Zugabe. Die Geburt des Komischen – Oder: Wie das Nichts seine Authentizität durch Einkleidung erlangt,” in: Kunst und Bau Nummer 1 2014, Potsdam Stadtschloss: Zugabe – ein Kunstwerk von Florian Dombois, hrsg. von Josef Felix Müller, Vexer Verlag St Gallen, 2014.

"Abstract: David R. Cole’s “Reading in the Future: Literacy and
the Time of the Internet” locates the literacies of the internet
– itself read as “the end game of western technology” or the
Machina Mundi, the Great Chain of the World that has a centre
that is everywhere and a circumference that is nowhere – in a
contradictory space. But Cole also self-consciously locates his
own writing at a moment in time when the initial technological
hype of the internet is subsiding in the face of the boredom of
informational overload and the internet is emerging as both an
“unlimited realm of resource” and the site of a brand of “western
nihilism containing a sense of relativism, collapse of meaning
and cultural schizo-cynicism”. Remarkably, in the course of his
argument, Coles does not appropriate the internet, does not
simplify it according to his own vision of its potential or
mission – but allows it to remain a place of cultural
schizophrenia, to be navigated only by means of the corresponding learning, acceptance, and practice of “schizo literacy”."

Tsvetkova, Milena I. The Shadows of Reading: Reasons for the Bad Results of Bulgarians in PISA studies. In: European Journal of Contemporary Education, 2016, Vol. (17), Is. 3, pp. 368-377. DOI: 10.13187/ejced.2016.17.368
SCOPUS: https://www.scopus.com/record/display.uri?eid=2-s2.0-85014002182&origin=inward
SSRN: https://ssrn.com/abstract=2900677
ERIC: http://eric.ed.gov/?id=EJ1116544 
DOAJ: https://doaj.org/article/72d9fba4cb09477fb525aadd5a98afec 
OAJI – Open Academic Journals Index: http://oaji.net/journal-archive-stats.html?number=2#
EBSCO - University of Science and Technology of China (USTC) - Chinese Academy of Sciences (CAS): http://en.ustc.findplus.cn/?h=articles&db=a9h&an=119070659 
Mediathek der Künste - HGK FHNW: https://mediathek.hgk.fhnw.ch/detail.php?id=doajarticle72d9fba4cb09477fb525aadd5a98afec&q=&page=0&pagesize=25 

Abstract:
The subject of this article are the factors and reasons for the bad results in reading of the Bulgarian 15-year-old students in PISA’s international studies. The reference points of the analysis are the critical results from the last four studies – 2000, 2006, 2009 and 2012. The aim of this analysis is to bring up for discussion unformulated topics and reading angles which have not been covered, which may explain the reason for the critical results in reading, including in the European Union as a whole. The goals of the report are to look for arguments and evidence in communication theory, in the conclusions of sociological studies and to summarize the factors which may lessen the ongoing preoccupation with “mass non-reading” or the “drop in reader’s literacy”. Eight reasons for the critical state of reading literacy have been drawn: 1) basic illiteracies which stem from the incorrect attitude towards reading as a cultural technology; 2) the stereotype “book = literature”; 3) the stereotype “book = paper”; 4) helplessness of sociological tools; 5) the manipulative side of reading; 6) the harmful side of reading; 7) reading mutations; 8) the erroneous statement “Young people do not read”. The scientists are presented with proposals to concentrate on two academic points: “Theory and practice of reading” classes on each educational level and focusing research efforts to improve readership culture of adults, including development of the so called “Acmeology of reading”.
Keywords: PISA,  reading  literacy,  functional  illiteracy,  sociology  of  reading,  psychology  of reading, reading professionals

Asked to edit and critically review the exchange between philosopher Rafael Capurro and Linda Treude on the concept of information, the below linked document presents the final version of the exchange, including my contributions to copy and content editing as well as bibliographic suggestions from my review. The final version of the document can be accessed at http://www.capurro.de/moraes.html

- Jared Bielby


"The term information is omnipresent in academic research as well as in everyday life. Buzz words such as information society, information age or information overload are floating around everywhere. But what do we mean exactly with 'information' in different contexts?

The philosopher Rafael Capurro dealt with this question in the late 1970's in his PhD thesis on the concept of information. Especially the philosophical community was suffering at that time from a lack of reflection thereupon. Capurro tried to fill this gap. The following remark by the physicist and philosopher Carl Friedrich von Weizsäcker (1912-2007) had a particular impact on him.

"Today we are getting accustomed [...] to understand information as something different from matter and consciousness. What we have discovered is an old truth in a new place. It is the Platonic eidos, the Aristotelian form, expressed in words such that also a human being in the 20th century can learn about them."

Weizsäcker’s step back to the history of ideas motivated Capurro also to deal with ethical issues of the information society particularly since the rise of the internet. The handling of digital information requires new cultural skills that are addressed with the term 'information literacy.' In the last ten years many projects in the Library and Information Science field (LIS) include or are even focused on information literacy (IL). In many of these projects there is a pre-understanding that IL has to do with the ability to find, filter, and process digital information. At the same time, there is a gap between this pre-understanding and an the ongoing academic discussion on the concept of information. The following dialogue deals particularly with this gap."

~ Linda Treude

This study resumes elements of pioneering research initially conducted in Internet addiction and dependency (Thompson, 1996). Further study of Internet phenomena over the 15 years since, has taken the author into the realm of iconic mediated messaging as a struggle between global media, terrorism, and the viewer (Thompson, 2010). Having grown in access and privilege within the consumer Web -- initial concerns over usage and expectations as laid out in 1996 whereby Internet addiction and dependency were determined to be more along the lines of investment and empowerment vs. self-destructive habit -- the maturation process from initial usage to full-fledged Internet literacy has been fraught with obstacles, yet with deep reward.

As a scholar well-versed in interdisciplinarity and cybercultures, and having moved away from the fears of Internet addiction to the reality of empowerment, one recognizes a plethora of reasons why Internet literacy has molded scholarship and individual into a new creation of cybernetic origin: cyberspace provides and subscribes opportunity for humans to communicate as more than the sum of their parts. In the process of literacy change and alteration over this time period, there has also been adjustment in the cyber network, which has been fed both the good and bad that humanity has been able to conjure and upload: a vast, endless, exponential archive of every human conception.

What have we learned in the last 15 or so years as a species interacting with the virtual species that has seemingly aligned itself with our purposes and future, a future that has taken on the permanent persona of an ever-presence in which we are? This study evaluates emerging information literacy trends, the media, and individual participatory freedoms and consequences that confront those trends within the Internet.

The research scrutinises information literacy, self-concept and metacognitive ability of teacher-librarians at the University of Zululand, South Africa. A total of one hundred and ten (110) copies of questionnaire were distributed among second-year teacher-librarians, out of which fifty-seven (57) copies were returned with valuable responses, giving a response rate of 51.8%. The study chronicled basic issues that concern self-efficacy, personal knowledge, task and procedural knowledge, strategic and declarative knowledge, conditional knowledge and planning ability of teachers. The research revealed, amongst other things, that the teacher-librarians lacked the ability to use computer applications unaided. The teacher-librarians also acknowledged that they had problem with their self-concept, especially pertaining to having the confidence to seek for help in using computers and the Internet. In spite of the apparent advantages of information literacy to teaching and learning, many of them declined that information literacy skill has the potential to enhance their teaching skills. It was also observed that the teacher-librarians lacked the ability to evaluate and identify sources of information resources. In conclusion, the findings will constitute a veritable feedback to the Department of Education and lecturers handling the teacher-librarians in evaluating the progress made in acquiring information literacy skill.

Webometrics is the research network-based communication using informetric or other quantitative measures. The primary objective of this study is to examine the nature and pattern of citations in the recent information literacy literature. For the study, 84 articles published in 29 e-journals of LIS collection of Emerald Group available through UGC-Infonet digital library consortium of the last five years have been analyzed. This study concentrates on classification of web citations by author, year, country, and pattern of citations has also been calculated. The study reveals that current trend in citing is moving towards web citations.

The UMES School of Business and Technology in collaboration with the Center for Student Technology Certification and Training has initiated an innovative three-prong program that uses the IC3 test to evaluate the information and digital literacy of new freshmen in order to examine whether students have the minimal skills necessary for college success, followed by a computer concepts course designed to prepare them for workforce entry, and finally including the availability of advanced course work and professional certifications in order to provide them with the opportunity to develop enhanced skills.

Some research has explored perspectives held by the homeless on technology use (Borchard, 2010; Eyrich-Garg, 2010, 2011; Harpin, Davis, Low, & Gilroy, 2016; Hersberger, 2002/2003; Pollio, Batey, Bender, Ferguson, & Thompson, 2013). Few studies have however focused on understanding this population’s use of technology for literacy purposes (Hendry, 2011; Muggleton & Ruthven, 2012), as distinct from their more general technology use, such as acquiring the skills to improve their station in life or to enhance their health, or utilize social services. Employing symbolic interactionism (Blumer, 1969) as a conceptual framework and using semi-structured interviews, this qualitative study examines technology use for literacy purposes by the homeless. It also investigates the meanings that these participants direct toward technology. The findings suggest diverse technology uses that enhance the participants’ access to social services. Other responses indicate differences in the conceptions an...

New Bulgarian University Library gradually shifts its focus toward adopting green technologies and resources for information literacy. Two new technological trends in education: BYOD (bring your own device) and games and gamification are steadily being recognized and adopted by librarians. A jQuery-generated site for mobile devices is used to gamify students' introduction to information literacy. We seek to achieve: 1. a paperless environment; 2. a dynamic and mobile access to information and feedback; 3. switching from a lecture-based teaching style to a more constructivist approach, and encourage students to build knowledge on their own while pursuing a game-like activity; 4. better interaction with lecturers in subject-based teaching. The test instruction was adopted from a library project at St. Cloud State University. The process of collaboration with campus faculty, during the test instruction presented viable opportunity to introduce paperless pedagogy and gaming, as a le...

Информационная грамотность – базовое условие непрерывного, в течение всей жизни, обучения, особенно актуальное для профессии учителя средней школы. Именно учителя передают информа-цию ученикам, развить в них навыки творческого, критического мышления и непрерывного обуче-ния. Авторами были проанализированы навыки информационной грамотности и персональные на-выки учителей средних школ Лагоса, Нигерия, и Дурбана, Южная Африка. В рамках исследования были поставлены следующие проблемы и выдвинуты следующие гипотезы: осознание учителями необходимости приобретения информационной грамотности; цели, для которых они нуждаются в информации; виды информационных ресурсов, которые они используют в обучении; частота обра-щения к информационным ресурсам; поисковые стратегии при использовании онлайновых источ-ников; уровень самооценки информационной грамотности учителей; метакогнитивные навыки, за-действованные при использовании информационных ресурсов. Была применена постпозитивистская исследовательская парадигма, объединяющая в себе как количественные, так и качественные мето-ды и исследовательскую схему практического анализа поведения множественных объектов. Иссле-дуемую группу составили учителя средних школ г. Лагоса, Нигерия, и Дурбана, Южная Африка, из которых и была произведена выборка. Штат Лагос представлен 21 местными органами управления, и на момент исследования общее количество учителей составляло в нем 8329 человек. Город Дур-бан разделен на 4 округа, представляющих 16 административных районов. За исключением началь-ных школ, независимых школ и объединенных [со школами других ступеней обучения] школ, ис-следованием была охвачена 41 средняя школа и 4887 учителей. Результаты исследования показали, что, несмотря на потребность в навыках информационной грамотности, электронные ресурсы ис-пользуются по минимуму; в обоих городах занятые в информационном обслуживании библиотекари не обладают соответствующей квалификацией, что противоречит государственному законодатель-ству; молодые учителя обладают большей информационной грамотностью в сравнении со старшими коллегами, так же как и учителя-женщины по сравнению с мужчинами; школьные библиотеки не отвечают потребностям учителей; между тем, поисковые стратегии и метакогнитивные навыки учи-телей находятся на уровне ниже среднего. Приведены рекомендации о непрерывном обучении учи-телей навыкам информационной грамотности, об интенсификации подготовки школьных библиоте-карей в соответствии со стандартами. Кроме того, как и в случае с высшими учебными заведения-ми/университетами, правительствам и органам управления можно порекомендовать обязать школы иметь систему библиотечного обеспечения или библиотеку – что особенно актуально для средних школ. Такая политика должна быть обеспечена ресурсами и инфраструктурой, а также должна опи-раться на информацию о передовом опыте в данной области. Познакомиться с полным отчетом об исследовании можно здесь: www.uzdspace.ac.za Ключевые слова: информационная грамотность, школьные библиотеки, Южная Африка, Нигерия, Дурбан, Лагос.

The discussion focuses on the use of ad hoc corpus in teaching ESP. The participants share their views on how digital language resources (and specifically, corpus) are being created today and how they are used for teaching and learning purposes.
Issues raised include 1) whether corpus is better suited for automatic generation of exercises, students’ data-driven learning (DDL) or training language teachers, and 2) what types of exercises can be generated from ad hoc corpus using programs like TextStat or AntConc.
The round table is addressed to those language teachers who wish to create their own materials. The audience is invited to discuss the abovementioned issues and share their own experiences on designing ESP course.

The video is composed from skype recordings of the on-line round  table held during the International Conference "Magic of Innovation: New Techniques and Technologies in Teaching Foreign Languages" organized in MGIMO (Moscow) in November  2013.

Contributions from my work in the origins and history of Information Ethics have been designated as illustrative to the field by the founder/director of ICIE and the editor in chief of the International Review of Information Ethics, Rafael Capurro, and have been included among four representative articles under the "field: foundations" section of the ICIE homepage.