Towards an Operational Capacity of MIL Cities

2021 ◽  
pp. 234-243
Author(s):  
I. Andriopoulou
Keyword(s):  
Digital Media ◽  
Information Literacy ◽  
Information Policy ◽  
Free Expression ◽  
Growing Up ◽  
Active Monitoring ◽  
Policy Paradigm ◽  
Media Pluralism ◽  
Set Up ◽  
Operational Capacity

Growing up in the intermediated society means that every citizen now­ adays is a unique commentator, creator and communicator of informa­ tion and knowledge, hence the issue of empowerment falls upon struc­ tured mechanisms that primarily shall be regulated by the State. The most optimum tool towards enabling, resilient and mediated societies is an upscaled Media and Information Literacy (MIL) ecosystem that will promote free expression and media pluralism, acting as a poten­ tial barometer towards knowledge­based, all­inclusive MIL societies. The core challenge for a media and information policy paradigm lies in the establishment of active monitoring mechanisms in the form of MIL indicators. The increasing mobility on MIL policy initiatives globally is not (always) seconded by relevant indicators and assessment mecha­ nisms, key constituents for a pluralistic media dynamic for all. It is im­ perative, thus, to set up a digital media policy infrastructure that may be measured with certain indicators on media and information literacy. Based on the presentation in UNESCO Global MIL Feature Conference (24–25 October 2018, Kaunas, Lithuania), this paper endeavors to pro­ pose a media and information literacy infrastructure from a policy per­ spective, towards modern­day UNESCO MIL societies.

scholarly journals Social Bots and Fake News as (not) seen from the Viewpoint of Digital Education Frameworks

2017 ◽  
Vol 2017 (Occasional Papers) ◽  
pp. 61-80 ◽  
Author(s):  
Dietmar Janetzko
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Global Scale ◽  
Academic Disciplines ◽  
Fake News ◽  
Digital Competence ◽  
Digital Education ◽  
Research Activities ◽  
Set Up ◽  
The Eu

Over recent years, international organisations like the EU and UNESCO have set up a number of proposals, models and frameworks that seek (i) to map and to conceptualize digital literacy and related concepts, e. g. information, digital or media literacy, digital competence, digital skills and (ii) to formulate policies and recommendations based on the conceptualizations developed. The resulting frameworks, such as Digital Competence (DigComp) developed by the EU, or Media and Information Literacy (MIL) developed by UNESCO, have a strong formative power on a global scale. Affected are policies, laws, regulations, research activities, and academic disciplines like media pedagogy and mindsets. Do these frameworks consider the effects of disruptive attempts by digital media to intervene in public debates e. g. social bots, fake news and other manifestations of biased or false information online? Do they offer avenues for reflection and action to address them? Guided by these questions, this paper studies the flagship frameworks on digital education of the EU and UNESCO, DigComp and MIL. It finds biases in both frameworks. To different degrees, both tend to overemphasize the practical and instrumental use of digital literacy.

Serendipity on a Plate

2018 ◽  
pp. 458-472
Author(s):  
Michael Johansson
Keyword(s):  
Digital Media ◽  
Design Thinking ◽  
Work Practice ◽  
3D Objects ◽  
Complex Processes ◽  
Non Linear ◽  
Media Object ◽  
Artistic Work ◽  
Set Up ◽  
Algorithmic Process

This article will present and discuss the design thinking, methods, processes and some examples of work that demonstrates how, together with different co-creators, one sets up a work practice using digital 3d objects and images. That in different ways and formats helps us to explore how a database, a set of rules can be used in a dialogue with artistic work practice and how such a process can be used to create images and animation in a variety of design and art projects. The main example is a project called Conversation China that still is in its making, here one works with rather complex processes, involving several digital analogue techniques as the basis for creating the images for a 150 pieces porcelain dinner set. The author's interest in this work is how the intention of the artist or designer is transferred and later embedded in the procedural or algorithmic process and how this intent is organized and set up to secure an desired outcome, mixing the possibilities of the digital media object with manual editing and artistic craftsmanship. What this article tries to put forward is how we designed and set up environments for working with non linear and procedural media, their different expressions and forms by using explorable prototypes and design thinking?

‘Fake News' in the Context of Information Literacy

2020 ◽  
pp. 89-115
Author(s):  
Nicole S. Delellis ◽  
Victoria L. Rubin
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Qualitative Analysis ◽  
Digital Media ◽  
Information Literacy ◽  
Department Chairs ◽  
Fake News ◽  
Media Regulation ◽  
Automation Technology ◽  
Study Participants

This chapter describes a study that interviewed 18 participants (8 professors, 6 librarians, and 4 department chairs) about their perceptions of ‘fake news' in the context of their educational roles in information literacy (IL) within a large Canadian university. Qualitative analysis of the interviews reveals a substantial overlap in these educators' perceptions of skills associated with IL and ‘fake news' detection. Librarians' IL role seems to be undervalued. Better communication among integral IL educator groups is recommended. Most study participants emphasized the need for incorporating segments dedicated to detecting ‘fake news' in IL curricula. Pro-active IL campaigns to prevent, detect, and deter the spread of various ‘fakes' in digital media and specialized mis-/disinformation awareness courses are among best practices that support critical thinking and information evaluation within the societal context. Two other interventions, complementary to IL as per Rubin's Disinformation and Misinformation Triangle, are suggested – detection automation technology and media regulation.

IT-ASSIST

2011 ◽  
Vol 3 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Claas Ahlrichs ◽  
Daniel Kohlsdorf ◽  
Michael Lawo ◽  
Gerrit Kalkbrenner
Keyword(s):  
Digital Media ◽  
Elderly People ◽  
User Interfaces ◽  
Social Communication ◽  
User Studies ◽  
Model Systems ◽  
Age Related ◽  
Hand Eye Coordination ◽  
Photo Editing ◽  
Set Up

IT-ASSIST is a twenty months research project which has the goal to give elderly people the opportunity to profit from digital media. Suffering from age related impairments concerning vision, hearing, or dexterity and bad hand-eye coordination are challenges when designing user interfaces for elderly people. Common approaches are trying to model systems for specific impairments. In this project, the authors follow the approach to set up interfaces and systems that can be used independent from personal impairments. Customization has adapted these systems to be in accordance with personnel impairments. Common applications like photo editing, digital mailing or internet browsing in a redesigned form provide social communication accordingly. In this article, a prototype of a customized user interface, its implementation, and results of user studies are presented and discussed.

Improving school administration through information technology? How digitalisation changes the bureaucratic features of public school administration

2017 ◽  
Vol 47 (2) ◽  
pp. 275-290 ◽  
Author(s):  
Markus Dormann ◽  
Stefan Hinz ◽  
Eveline Wittmann
Keyword(s):  
Digital Media ◽  
School Administration ◽  
Digital Technologies ◽  
Digital Data ◽  
Head Teachers ◽  
Digital Data Processing ◽  
Set Up ◽  
Technology Enactment ◽  
Public School Administration ◽  
School Organisation

Digital media and digital data processing have substantially influenced public institutions in recent years and changed their efficiency, effectiveness and organisational set-up (nature of organisations). Based on Fountain’s Technology Enactment Framework (TEF), this paper argues that, firstly, in a circular process, digital requirements transform the bureaucratic features of school organisation, and that the effects of digital technologies on the performance and efficiency of schools as bureaucratic organisations are ambivalent. We use interview data from a sample of 51% of the head teachers of vocational school centres in the jurisdiction of Bavaria in order to substantiate these assumptions by means of structured qualitative analysis. Email technology seems particularly significant from a quantitative perspective. Indications for the transformative nature of objective digital technologies with regard to the school bureaucracies can be found for all bureaucratic categories under consideration in this analysis, particularly for the feature ‘standardisation’. The examples presented here seem to highlight that gains in efficiency or reductions of losses in efficiency caused by digitalisation are mostly caused by the concrete use of digital technology within the respective school organisation.

scholarly journals Information literacy: French approach

2021 ◽  
Author(s):  
Jean-Louis Durpaire
Keyword(s):  
Secondary Education ◽  
Information Literacy ◽  
Traditional Teaching ◽  
Information Communication ◽  
Specific Field ◽  
Set Up ◽  
Search For Information

Competences to be acquired do not concern a specific field in French secondary education, except for the pupils of “lycée” who choose the option information-communication. They are registered in the programs of the courses of teaching. Their evaluation is thus integrated into each field. In addition, since ten years, devices of formation are set up : they move traditional teaching. Their common characteristic is to call upon the search for information and the production of documents by the pupils. Lastly, B2I has been just instituted to validate competences as regards control of information.

scholarly journals Accelerated Reader and Information Policy, Information Literacy, and Knowledge Management: U.S. and International Implications

2021 ◽  
Author(s):  
Nancy Everhart ◽  
Eliza T. Dresang ◽  
Bowie Kotrla
Keyword(s):  
Knowledge Management ◽  
No Child Left Behind ◽  
Information Literacy ◽  
Program Implementation ◽  
Accelerated Reader ◽  
Strong Relationship ◽  
Management Program ◽  
Information Policy ◽  
Policy Information ◽  
Motivational Style

Qualitative and quantitative analyses of the relationship between the Accelerated Reader (AR), a computerized reading management program, and information policy, information literacy, and knowledge management are drawn from data collected in the U.S., Scotland, and England. A study of 632 of the poorest U.S. schools shows a strong relationship between national information policy regarding achievement in the No Child Left Behind Act of 2001 and local decisions to use AR, expectations for literacy, and library collection development. Investigation in the U.K. schools finds that (a) motivational style interacts with gender in relation to the competitive and social aspects of the AR program, (b) the level of program implementation does not correlate with breadth of reading, and (c) management aspects of the program are not utilized effectively. Results suggest that how the AR program relates to information policy, information literacy, and knowledge management has importance for school librarians and libraries

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