an article by Serkan Celik, (Hacettepe University, Ankara, Turkey) published in Information Technology & People Volume 31 Issue 3 (2018)
Abstract
Purpose
The purpose of this paper is to elaborate the opinions and perceptions of internet users regarding online hate speech, and bring cyberhate to the attention of internet users and policy stakeholders.
Design/methodology/approach
A sectional research design and survey method was adopted throughout the study to examine the opinions and perceptions of internet users regarding cyberhate by descriptively exploring the existing situation from various perspectives. The participants of the study were determined by purposive sampling methods to attain maximum variety among internet users who are considered as highly literate in technology use. The data were collected through a personal data form and a survey (Cyberhate Perception Scale) from 372 internet users living in Turkey and the USA.
Findings
The findings of the study revealed that the majority of participants do not perceive cyberhate as a part of freedom of speech and they believe that online hate behaviors, which they also consider to be a violation of human rights, should be deemed illegal and be punished accordingly. The findings, which were discussed in line with the existing research, indicated some significant predictors of internet users’ perceptions on cyberhate.
Originality/value
As cyberhate is an understudied area that raises concerns in terms of internet user exposure, the objective of this research is to understand tendencies about the opinions and perceptions of internet users regarding online hate speech, and bring cyberhate to the attention of internet users and policy stakeholders.
Showing posts with label information_society. Show all posts
Showing posts with label information_society. Show all posts
Tuesday, 4 September 2018
Monday, 11 February 2013
Preparing education for the information society: the need for new knowledge and skills
an article by Tjeerd Plomp (University of Twente, The Netherlands) published in International Journal of Social Media and Interactive Learning Environments Volume 1 Number 1 (2013)
Abstract
This article addresses the broader question of what education is needed in an information society.
It firstly presents the characteristics of the information or knowledge society, and then gives an introduction to the concept of 21st century skills.
A specific model called KSAVE framework for 21st century skills is presented and discussed as an example of conceptualising these skills.
In addition, some international initiatives to meet the needs of the information society are described.
As new goals for education have implications for school curricula, curricular aspects and challenges related to introducing 21st century skills are further discussed at the end of the article.
Full text (PDF 16pp)
Abstract
This article addresses the broader question of what education is needed in an information society.
It firstly presents the characteristics of the information or knowledge society, and then gives an introduction to the concept of 21st century skills.
A specific model called KSAVE framework for 21st century skills is presented and discussed as an example of conceptualising these skills.
In addition, some international initiatives to meet the needs of the information society are described.
As new goals for education have implications for school curricula, curricular aspects and challenges related to introducing 21st century skills are further discussed at the end of the article.
Full text (PDF 16pp)
Friday, 28 December 2012
Indicators of adult information literacy
an article by Ralph Catts (Researcher, Allimar Ltd) published in Journal of Information Literacy
Volume 6 Number 2 (2012)
Abstract
Information literacy, defined as the capacity to locate, evaluate and use information to create new knowledge, is a core adult life skill and an extension of the notion of functional literacy.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified information literacy as an essential capacity for participation in the knowledge economy and has included this construct as a strategic priority in the Information for All Programme (IFAP).
To support this initiative UNESCO has commissioned research to consider whether a household survey could be used to identify the extent to which people in member states are information literate in all aspects of their life, including work and lifelong learning, and in relation to their personal well-being, and in their participation in civil society.
United Nations agencies use surveys to provide indications of the extent to which various agreed objectives are being achieved. These include international surveys of education and of health and well-being.
This paper reports on an investigation aimed at determining whether indicators of information literacy could be identified by secondary analysis of existing data collected in other household surveys. It was concluded that information literacy has unique elements that are not encompassed in the surveys that were examined.
Full text (PDF 16pp)
Abstract
Information literacy, defined as the capacity to locate, evaluate and use information to create new knowledge, is a core adult life skill and an extension of the notion of functional literacy.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified information literacy as an essential capacity for participation in the knowledge economy and has included this construct as a strategic priority in the Information for All Programme (IFAP).
To support this initiative UNESCO has commissioned research to consider whether a household survey could be used to identify the extent to which people in member states are information literate in all aspects of their life, including work and lifelong learning, and in relation to their personal well-being, and in their participation in civil society.
United Nations agencies use surveys to provide indications of the extent to which various agreed objectives are being achieved. These include international surveys of education and of health and well-being.
This paper reports on an investigation aimed at determining whether indicators of information literacy could be identified by secondary analysis of existing data collected in other household surveys. It was concluded that information literacy has unique elements that are not encompassed in the surveys that were examined.
Full text (PDF 16pp)
Wednesday, 5 December 2012
Digital divide across the European Union
an article by Frederico Cruz-Jesus, Tiago Oliveira and Fernando Bacao (ISEGI, Universidade Nova de Lisboa, Portugal) published in Information & Management Volume 49 Issue 6 (October 2012)
Abstract
Our research analyses the digital divide within the European Union 27 between the years of 2008 and 2010.
To accomplish this we use multivariate statistical methods, more specifically factor and cluster analysis, to address the European digital disparities. Our results lead to an identification of two latent dimensions and five groups of countries.
We conclude that a digital gap does, in fact, exist within the European Union. The process of European integration and the economic wealth emerge as explanatory factors for this divide. On the other hand, the educational attendance is not proven to be significant, as one would expect.
Figures and tables from this article [which are very informative to my visual brain (and attractive)]
Abstract
Our research analyses the digital divide within the European Union 27 between the years of 2008 and 2010.
To accomplish this we use multivariate statistical methods, more specifically factor and cluster analysis, to address the European digital disparities. Our results lead to an identification of two latent dimensions and five groups of countries.
We conclude that a digital gap does, in fact, exist within the European Union. The process of European integration and the economic wealth emerge as explanatory factors for this divide. On the other hand, the educational attendance is not proven to be significant, as one would expect.
Figures and tables from this article [which are very informative to my visual brain (and attractive)]
Tuesday, 25 October 2011
What has globalization done to developing countries’ public libraries?
an article by Gabe Ignatow (University of North Texas) published in International Sociology Volume 26 Number 6 (November 2011)
Abstract
The goal of this article is to highlight the major trends in the establishment of public libraries in developing countries under conditions of globalization. Based on a review of research from library history and the sociology of culture, the author develops hypotheses about the conditions under which public libraries are likely to be established in relatively large numbers in developing countries. Analysis of historical trends in library establishments and crisp-set qualitative comparative analysis of UNESCO data on public libraries in six developing nations reveal that globalization is associated with decreasing or flat numbers of public libraries on a per capita basis. The only observed exceptions are Malaysia and Chile, where public libraries have been established in large numbers partly for purposes of national integration as a counter to sectarian and ethnic heterogeneity. Implications of these findings for research in the information society paradigm, and for development theory, are discussed.
Abstract
The goal of this article is to highlight the major trends in the establishment of public libraries in developing countries under conditions of globalization. Based on a review of research from library history and the sociology of culture, the author develops hypotheses about the conditions under which public libraries are likely to be established in relatively large numbers in developing countries. Analysis of historical trends in library establishments and crisp-set qualitative comparative analysis of UNESCO data on public libraries in six developing nations reveal that globalization is associated with decreasing or flat numbers of public libraries on a per capita basis. The only observed exceptions are Malaysia and Chile, where public libraries have been established in large numbers partly for purposes of national integration as a counter to sectarian and ethnic heterogeneity. Implications of these findings for research in the information society paradigm, and for development theory, are discussed.
Sunday, 25 September 2011
Computer self-efficacy in the information society: …
Design of learning strategies, mechanisms and skill areas
an article by Pernilla Gripenberg (Hanken School of Economics, Helsinki) published in Information Technology & People Volume 24 Issue 3 (2011)
Abstract
Purpose
IT related skills are vital for becoming and remaining a citizen in a digitally supported information society – also for adults who are no longer in school; do not use IT in their work; are unemployed, self-employed, or retired; or otherwise without the technical support, possibilities for training, and availability of a community of practice and “master users” that are common in organizational contexts. The paper aims to draw on literature on learning IT skills in the organizational context and to apply this in a non-organizational, community context. The paper seeks to explore how individual IT-skill and knowledge development could be supported using formal and informal learning strategies, including community services, training courses, information events, learning community and other learning mechanisms.
Design/methodology/approach
The paper is empirically grounded in a research and development project with 50 participating families who received a PC, printer, and Internet connection, as well as training, technical support, and information events over a period of two years. Both qualitative and quantitative data were gathered throughout the project. Data are here analysed as an extensive case study.
Findings
Based on experiences from the project the paper describes how “digital literacies” could be learned and supported and inclusion in the digital information society enhanced in practice. The paper develops a framework that shows how different learning strategies and mechanisms support different kinds of computer knowledge and skill areas; describes three interlinked areas of IT knowledge and skills; and suggests a number of practical implications on how computer self-efficacy could be supported in a non-organisational context.
Originality/value
The paper draws on extant knowledge about learning and developing IT-skills in the organisational context, and applies this knowledge in a different context in order to explore how this knowledge can be used also outside organisations to support adults to be part of the digitally supported information society.
an article by Pernilla Gripenberg (Hanken School of Economics, Helsinki) published in Information Technology & People Volume 24 Issue 3 (2011)
Abstract
Purpose
IT related skills are vital for becoming and remaining a citizen in a digitally supported information society – also for adults who are no longer in school; do not use IT in their work; are unemployed, self-employed, or retired; or otherwise without the technical support, possibilities for training, and availability of a community of practice and “master users” that are common in organizational contexts. The paper aims to draw on literature on learning IT skills in the organizational context and to apply this in a non-organizational, community context. The paper seeks to explore how individual IT-skill and knowledge development could be supported using formal and informal learning strategies, including community services, training courses, information events, learning community and other learning mechanisms.
Design/methodology/approach
The paper is empirically grounded in a research and development project with 50 participating families who received a PC, printer, and Internet connection, as well as training, technical support, and information events over a period of two years. Both qualitative and quantitative data were gathered throughout the project. Data are here analysed as an extensive case study.
Findings
Based on experiences from the project the paper describes how “digital literacies” could be learned and supported and inclusion in the digital information society enhanced in practice. The paper develops a framework that shows how different learning strategies and mechanisms support different kinds of computer knowledge and skill areas; describes three interlinked areas of IT knowledge and skills; and suggests a number of practical implications on how computer self-efficacy could be supported in a non-organisational context.
Originality/value
The paper draws on extant knowledge about learning and developing IT-skills in the organisational context, and applies this knowledge in a different context in order to explore how this knowledge can be used also outside organisations to support adults to be part of the digitally supported information society.
Monday, 12 September 2011
OECD Guide to Measuring the Information Society 2011
The OECD Guide to Measuring the Information Society provides the statistical definitions, classifications and methods to measure and compare the information society across countries. It provides a standard reference for statisticians, analysts and policy-makers in the field. In particular, the guide should assist countries that want to start or develop new statistical programmes to measure the information society.
Background
The OECD’s Working Party on Indicators for the Information Society has set a number of standards for measuring the information society. These include:
Background
The OECD’s Working Party on Indicators for the Information Society has set a number of standards for measuring the information society. These include:
- the definition of industries producing ICT goods and services (the “ICT sector”) (2007)
- a classification of ICT products (goods and services) (2009)
- the definition of a “content and media” sector (2007)
- a classification of content and media products (2009)
- definitions of electronic commerce and Internet commerce transactions (2009), and
- model questionnaires and methodologies for measuring ICT use and e-commerce by businesses, households and individuals (2005)
- the revised definition of e-commerce
- the revised classification for measuring ICT goods
- an update of the international scene
- an update on measurement in non-member economies
- the revision of the partnership core ICT indicators
- Download the PDF (206pp) for free and/or purchase the paperback edition (£53) from the OECD Online Bookshop.
- Subscribers and readers at subscribing institutions can access the online edition on the OECD iLibrary.
Sunday, 26 July 2009
Information as a basic element ...
of the modern information society and its place in the system of philosophical knowledge
an article by V O Melnikov, Yu O Melnikova and E V Gorbunova in Scientific and Technical Information Processing Volume 35 Number 6 (December 2008)
Abstract
Problems are considered associated with the philosophical understanding of the information concept as applied to the realities of the modern information society. The evolution of the notion [idea] of information is presented and on its basis the main philosophical concept of the concept “information” is elucidated. Various, sometimes opposing, scientific viewpoints on the problems under study have been analysed. The role of social information and the specifics of its relation with social processes are shown. The great significance of information systems and technologies for the development of modern society is demonstrated, which are at the same time the products of information processing and the means of its production. The important role of information systems in the management of information processes in modern society is explained.
an article by V O Melnikov, Yu O Melnikova and E V Gorbunova in Scientific and Technical Information Processing Volume 35 Number 6 (December 2008)
Abstract
Problems are considered associated with the philosophical understanding of the information concept as applied to the realities of the modern information society. The evolution of the notion [idea] of information is presented and on its basis the main philosophical concept of the concept “information” is elucidated. Various, sometimes opposing, scientific viewpoints on the problems under study have been analysed. The role of social information and the specifics of its relation with social processes are shown. The great significance of information systems and technologies for the development of modern society is demonstrated, which are at the same time the products of information processing and the means of its production. The important role of information systems in the management of information processes in modern society is explained.
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