scholarly journals Espaços de leituras nas instituições educacionais: reflexões sobre o leitor real e virtual

2004 ◽  
Vol 2 (1) ◽  
pp. 57
Author(s):  
Marouva Fallgatter Faqueti ◽  
Ursula Blattmann
Keyword(s):  
Information Literacy ◽  
Learning Process ◽  
Knowledge Production ◽  
World Wide ◽  
Knowledge Society ◽  
Information Resources ◽  
Virtual Space ◽  
Educational Institutions ◽  
Knowledge Innovation ◽  
The World

Apresenta a importância de proporcionar qualidade ambiental do espaço físico real e no ambiente virtual destinado à leitura e produção de conhecimento em bibliotecas envolvidas na estrutura educacional (em instituições de ensino e centros de pesquisa). As bibliotecas tornam-se um diferencial positivo no processo de aprendizagem. Ao bibliotecário são necessárias habilidades e competências dinâmicas em promover e administrar espaços para interação dos leitores com o mundo da leitura. Facilitar um ambiente adequado para os estudos, encontros intelectuais, debates com autores e discussões de leituras são primordiais para o transmitir, gerar e inovar conhecimentos nas diferentes áreas do saber. Entender as transições do leitor de páginas ao indivíduo que interage pelo vídeo: o leitor de telas na teia global. São abordadas questões de como e por que transformar os espaços de acesso e uso de fontes de informação capazes de proporcionarem inúmeras leituras a ser realizadas entre os mundos das imagens, palavras, hipertextos e hipermídia. Algumas considerações sobre os impactos da divisão digital e o acesso e uso de fontes de informação para o desenvolvimento e construção da Sociedade do Conhecimento. Abstract It presents the importance to provide a quality environment to the physical and virtual space intented to reading and to knowledge production at educational libraries (educational institutions and research centers). The libraries become a positive differential at the learning process. To the librarians some dynamic competences and abilities are necessary to promote and manage interaction spaces to readers at the reading world. How to facilitate an environment for the intellectual studies, meetings, debates with authors and readings exchange experiences, is primordial to transmit , to generate and to do knowledge innovation at different areas of knowledge. Understand the transitions between the books reader (paper) to the person that interacts in the video: the screen reader in the world wide web. Some questions about how and why librarians have to build up spaces to access and use information resources to provide information literacy in the worlds of images, words, hipertexts and hipermídias. Digital division impacts, access and use of information resources have to be considerated to the development and construction of the Knowledge Society.

To be Lost and to be a Loser Through the Web

2011 ◽  
pp. 249-263 ◽  
Author(s):  
Louise Limberg ◽  
Mikael Alexandersson ◽  
Annika Lantz-Andersson
Keyword(s):  
Information Literacy ◽  
School System ◽  
Information Seeking ◽  
Knowledge Society ◽  
Knowledge Formation ◽  
New Knowledge ◽  
The World ◽  
Democratic Knowledge ◽  
The Web

The purpose of this chapter is to present and discuss findings from a study of students’ information seeking and use for a learning assignment. The overall interest is to describe the coherence between differences in the quality of students’ information seeking and the quality of their learning outcomes and to relate this to issues of information literacy in the Knowledge Society. The study was framed within a sociocultural perspective of learning and adopted an ethnographic approach. Analysis of data resulted in the identification of two major categories of competences related to information seeking and knowledge formation, one of which involves serious shortcomings in meaningful learning through information seeking. There is little evidence that ICT conclusively supports the development of new knowledge in terms of seeing the world differently. Conclusions are that the school system tends to produce ‘information illiterates’ which may entail unwanted consequences for both individuals and for maintaining a democratic Knowledge Society.

Minorities and the Digital Divide

2008 ◽  
pp. 3281-3295
Author(s):  
Larry P. Kvasny
Keyword(s):  
World Wide Web ◽  
Information And Communication Technologies ◽  
World Wide ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Government Agencies ◽  
Information Culture ◽  
The World ◽  
Information And Communication ◽  
E Mail

Information and communication technologies (ICT) such as the World Wide Web, e-mail, and computers have become an integral part of America’s entertainment, communication, and information culture. Since the mid-1990s, ICT has become prevalent in middle- and upper-class American households. Companies and government agencies are increasingly offering products, services, and information online. Educational institutions are integrating ICT in their curriculum and are offering courses from a distance.

Webliography

2011 ◽  
pp. 957-962 ◽  
Author(s):  
Harrison Yang
Keyword(s):  
Technology Integration ◽  
World Wide Web ◽  
Information Literacy ◽  
Web Sites ◽  
World Wide ◽  
Online Resources ◽  
State University ◽  
Scholarly Work ◽  
Louisiana State University ◽  
The World

Traditionally, a bibliography is regarded as a list of printed resources (books, articles, reports, etc.) on a given subject or topic for further study or reference purpose (Alred, Brusaw, & Oliu, 2006; Lamb, 2006). According to the Micropaedia (1990), the bibliography refers to “study and description of books.” It is either the listing of books according to some system (enumerative or descriptive bibliography) or the study of books as tangible objects (analytical or critical bibliography). The term webliography is commonly used when discussing online resources. Although there is no clear agreement among educators regarding the origin of this term, many tend to believe that the term webliography was coined by the libraries at Louisiana State University to describe their list of favorite Web sites. It is referred to as “Web bibliography.” Accordingly, a webliography is a list of resources that can be accessed on the World Wide Web, relating to a particular topic or can be referred to in a scholarly work. A variety of studies suggest that understanding and developing webliographies, which relate to locate, evaluate, organize, and use effectively the needed online resources, are essential for information literacy and technology integration.

Query Processing for RDF Data

2005 ◽  
pp. 506-510
Author(s):  
Heiner Stuckenschmidt
Keyword(s):  
World Wide Web ◽  
Query Processing ◽  
World Wide ◽  
Information Resources ◽  
Human Consumption ◽  
Free Text ◽  
The World ◽  
Rdf Data ◽  
The Web

The World Wide Web today is a huge network of information resources which was built in order to broadcast information for human users. Consequently, most of the information on the Web is designed to be suitable for human consumption: the structuring principles are weak, many different kinds of information co-exist, and most of the information is represented as free text.

The Web as a Learning Environment for Kids

2000 ◽  
pp. 166-185 ◽  
Author(s):  
Sherif Kamel
Keyword(s):  
World Wide Web ◽  
Human Resources ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
World Wide ◽  
Communication Technologies ◽  
The Internet ◽  
The World ◽  
The Future ◽  
Information And Communication

The Internet and the World Wide Web are demonstrating the growing influence of information and communication technologies in various aspects of the economy. Regardless of the barriers of time and distance, newly introduced information highways are linking the world countries together, their societies and cultures contributing effectively to globalization. One of the growing trends in societal development and growth is investment in people. Therefore, the learning process is a priority issue that information and communication technologies are serving trying to upgrade and leverage human resources to become more competitive as we approach the 21st century with all its challenges and opportunities. This chapter covers an initiative that was launched in Egypt in 1997 that targets the investment of Egypt’s young generation, the kids of the present and the leaders of the future. This initiative is part of a national plan that aims at leveraging the capacities of Egypt’s human resources. The focus of the chapter will be the learning process, the Internet and the presence of the first Egyptian Web site for children on the Internet “Little Horus.” With the introduction of the Internet since 1993 in Egypt, today there are around 250,000 Internet subscribers, among which are a growing community of schools, teachers and children. As the Internet grows in magnitude and capacity, perceived to reach over one million subscribers in the coming five years with an estimated 20 percent under the age of 16, the Internet and the World Wide Web could play an active role in the education process in Egypt. The chapter, therefore, will demonstrate the “Little Horus” initiative, the steps that were achieved so far, the plan for the future and the building blocks that represented the critical success factors for the realization of this initiative with relatively modest resources.

The Power of Inclusion

2021 ◽  
pp. 421-438
Author(s):  
Erasmos Charamba
Keyword(s):  
Infectious Disease ◽  
Electronic Mail ◽  
World Wide ◽  
Disease Spread ◽  
Educational Institutions ◽  
The Internet ◽  
Science Students ◽  
Wide Spread ◽  
The World ◽  
E Learning

The year 2019 saw the emergence of COVID-19, an infectious disease spread through human-to-human transmission. This resulted in the immediate worldwide suspension of contact classes as countries tried to contain the wide spread of the pandemic. Consequently, educational institutions were thus left with only one option: e-learning. E-learning is the delivery of learning experiences through the use of electronic mail, the internet, the world wide web, and it can either be synchronous or asynchronous. Through the translanguaging lens, this chapter reports on a qualitative study that sought to explore the crucial role language plays in the e-learning of multilingual science students at a secondary school in South Africa. The e-learning lessons were in the form of videos, multilingual glossaries, and narrated slides in English and isiZulu languages. Data was collected through lesson observations and interviews held via Microsoft Teams. This chapter suggests numerous cognitive and socio-cultural benefits of multilingual e-learning pedagogy and recommends its use in education.

scholarly journals Networked music: bridging real and virtual space

2001 ◽  
Vol 6 (2) ◽  
pp. 107-110 ◽  
Author(s):  
John P. Young
Keyword(s):  
World Wide ◽  
Physical Space ◽  
Virtual Space ◽  
The Internet ◽  
Web Page ◽  
Interactive Music ◽  
Virtual Interface ◽  
The World ◽  
Networked Music ◽  
The Web

This paper describes an exploration of utilising the World Wide Web for interactive music. The origin of this investigation was the intermedia work Telemusic #1, by Randall Packer, which combined live performers with live public participation via the Web. During the event, visitors to the site navigated through a virtual interface, and while manipulating elements, projected their actions in the form of triggered sounds into the physical space. Simultaneously, the live audio performance was streamed back out to the Internet participants. Thus, anyone could take part in the collective realisation of the work and hear the musical results in real time. The underlying technology is, to our knowledge, the first standards-based implementation linking the Web with Cycling '74 MAX. Using only ECMAScript/JavaScript, Java, and the OTUDP external from UC Berkeley CNMAT, virtually any conceivable interaction with a Web page can send data to a MAX patch for processing. The code can also be readily adapted to work with Pd, jMAX and other network-enabled applications.

scholarly journals Práticas pedagógicas a partir do cinema como uma experiência sem camisa de força (p.47-62)

2018 ◽  
pp. 47-62
Author(s):  
Kelcilene Gisela Persegueiro ◽  
José Euzébio de Oliveira Souza Aragão
Keyword(s):  
Learning Process ◽  
Knowledge Production ◽  
Daily Life ◽  
Qualitative Approach ◽  
Pedagogical Practices ◽  
Production Of Knowledge ◽  
Human Formation ◽  
Palabras Clave ◽  
The World ◽  
The Relationship

Resumo O presente artigo traz os resultados de uma pesquisa que objetivou investigar os detalhes no cotidiano de uma sala de aula do Ensino Fundamental I com crianças de 6 e 7 anos ao vivenciarem o encontro do cinema na escola, bem como compreender que tipo de práticas pedagógicas podem ser construídas a partir da experiência do cinema e de que maneira podem promover/criar/afetar/transmitir/ transformar os alunos e estimular a produção de conhecimento, além de verificar como a relação das crianças com os desenhos animados, inspirados no Sítio do Pica-Pau Amarelo conduz a um aprendizado que permite uma leitura de mundo no qual as experiências prévias das crianças somam-se à própria experiência do cinema. No que tange à metodologia, trata-se de uma pesquisa que está inserida na abordagem qualitativa, com a utilização das pesquisas bibliográfica, documental e pesquisa-ação. Os dados foram analisados por meio da análise de conteúdo trazida por Bardin (1979). Os resultados e as conclusões/considerações finais apontam que o cinema na escola possibilita a construção de práticas pedagógicas como formação humana dos educandos que estão em contato com o mundo, para provocar movimentos de apropriação, revelação e criação, tecendo elo entre o cinema, a educação e o cinema na escola, tido como potencialidade para se pensar a educação no país. Palavras-chave: Cinema. Escola. Práticas pedagógicas. Produção de conhecimento. Educação. Pedagogical practices from the cinema as an experience without a strength shirt AbstractThis article presents the results of a research that aimed to investigate the details in the daily life of a classroom with children between 6 and 7 years from “Ensino Fundamental I” when experiencing the meeting of the cinema in the school. Moreover, this paper intends to understand what kind of pedagogical practices can be built from the experience of cinema, and how this experience can promote /create/affect/transmit/transform students and stimulate the production of knowledge. We also investigate how the relationship between children and cartoons, inspired by the Pica Pau Amarelo Site, leads to a learning process that allows a reading of the world in which the children’s previous experiences are added to the experience of the cinema itself. Regarding the methodology, it is a research that is inserted in the qualitative approach, with the use of bibliographical, documentary and action research. The data were analyzed through the analysis of content brought by (BARDIN, 1979). The results / conclusions / or the final considerations point out that the cinema in the school makes possible the construction of pedagogical practices, like human formation of the students who are in contact with the world to provoke movements of appropriation, revelation and creation, building a link between the cinema and education and cinema in the school. This process reveals potentialities to think about education in the country. Keywords: Cinema. School. Pedagogical practices. Knowledge production. Education. Prácticas pedagógicas a partir del cine como una experiencia sin camisa de fuerza Resumen El presente artículo trae los resultados de una investigación que objetivó investigar los detalles en el cotidiano de un aula con niños, entre 6 y 7 años de la Enseñanza Fundamental I al vivenciar el encuentro del cine en la escuela y comprender qué tipo de prácticas pedagógicas pueden ser construidas a partir de la experiencia del cine y de qué manera pueden promover / crear / afectar / transmitir / transformar a los alumnos y estimular la producción de conocimiento; ver cómo la relación de los niños con los dibujos animados, inspirados en el Sitio del Pica Pau Amarillo conduce a un aprendizaje que permite una lectura de mundo en el que las experiencias previas de los niños se suman a la propia experiencia del cine. En lo que se refiere a la metodología, se trata de una investigación que está inserta en el abordaje cualitativo, con la utilización de las Investigaciones bibliográfica, documental e investigación-acción. Los datos fueron analizados por medio del análisis de contenido traído por (BARDIN, 1979). Los resultados / conclusiones / o las consideraciones finales apuntan que el cine en la escuela posibilita la construcción de prácticas pedagógicas, como formación humana de los educandos que están en contacto con el mundo para provocar movimientos de apropiación, revelación y creación, tejiendo el eslabón entre el cine y el cine educación y cine en la escuela, tenido como potencial para pensar la educación en el país. Palabras clave: Cinema. Escuela. Prácticas pedagógicas. Producción de conocimiento. Educación.

scholarly journals E-Learning in TVET: An Opportunity for Developing Countries

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Makworo Edwin Obwoge ◽  
Okemwa Stela Kwamboka
Keyword(s):  
Developing Countries ◽  
Learning Process ◽  
Educational Institutions ◽  
Work Demands ◽  
Policy Makers ◽  
Changing Trends ◽  
The World ◽  
E Learning ◽  
Teaching Learning ◽  
Insight Into

<div><p><em>Education systems in the world today are undergoing major shifts in their delivery systems to be able to accommodate shifting demands in the lifestyles of people. ICT has greatly influenced the way institutions operate in reaching and providing services to their clients. Many educational institutions have adapted their situations to meet the work demands and changing trends in education by adopting e-learning as a mechanism to reach the students who may have no time to sit in class due to their nature of work. TVET systems in Africa are slowly and steadily also starting to move towards implementing e-learning in their teaching learning process. This paper gives insight into the potential and situation of e-learning in TVET institutions in developing countries in Africa and points out major recommendations on how to improve in order to inform policy makers and other stakeholders in the TVET sector.</em></p></div>

scholarly journals Coping Strategies Among College Students During Covid-19 Pandemic

Khazanah ◽  
2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Malisa Falasifah ◽  
◽  
Denda Anisa Fitria ◽  
Farahdiba Ramadhani Hakim ◽  
◽  
...  
Keyword(s):  
Mental Health ◽  
Social Support ◽  
College Students ◽  
Coping Strategies ◽  
Literature Search ◽  
Virtual Space ◽  
Educational Institutions ◽  
Self Talk ◽  
The World ◽  
The Government

Due to the Coronavirus disease (COVID-19) outbreak in December 2019 , the government around the world has closed all the educational institutions and change the system of education to control the spread of disease. The sudden shift from the physical classroom to virtual space impacts on the mental health of the college students. The purpose of this study was to explore the coping strategies among college students around the world during the Pandemic Covid-19. This paper used descriptive explorative analysis, through literature review. A literature search on Google Scholar using keywords “coping strategies”, “college students”, “pandemic”, “covid-19” revealed 15 articles with a total of 12,532 participants of college students around the world. The findings of this study reveal that the coping strategies used by college students are (1) Problem-focused coping by (a) Seeking social support (friends, family, school) and (2) Emotion-focused coping by (a) Positive reappraisal (praying to God, do hobby) (b) Accepting responsibility (Understand students’ role, self talk) and (c) Distancing (Avoid going to public). The COVID-19 pandemic have given a significant adverse impact on the mental health of college students. Major coping strategy adopted by the students is problem-focused coping by seeking social support from their friends, family members and university. Educational institutions should work together with the government of each country to maintain the college students’ mental health.

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