"On compte aujourd'hui plus d'un milliard de sites web et applications mobiles. Dans un environnement aussi compétitif, la fidélité de l'internaute à une interface ou à une ressource dépend en grande partie de l'expérience de sa visite. C'est pourquoi le rôle de l'architecte de l'information
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est primordial : organiser les espaces informationnels, en particulier numériques, afin de garantir à l'utilisateur un accès facile et intuitif au contenu recherché. Cela suppose une excellente connaissance du numérique, de l'organisation de l'information, du design de l'expérience utilisateur, mais aussi un dialogue avec des métiers variés et une attention constante à l'innovation. Premier manuel francophone sur le sujet, cet ouvrage aborde ces différents aspects et présente les principales approches et méthodes de l'architecture de l'information, démontant les logiques des systèmes d'information contemporains. L'architecture de l'information fait également l'objet d'un Mooc international sur la plateforme France Université Numérique. Cet ouvrage en est le support. Pour les professionnels ou étudiants en numérique (webmaster, community manager), en informatique (développeur web), en sciences de l'information (bibliothécaire, documentaliste, archiviste), en design et en marketing." (Quatrième de couverture)
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"In knowledge society, there is currently a call for cultivating a combination of media literacy and information literacy. This, however, requires cooperation from these two separate fields of study, and uncertainty regarding their boundaries hinders a smooth merger. It is unclear whether they are s
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ubsets of each other or separate entities. In this study, we have explored the relationship between these two fields by empirically mapping out their territories and discussing their similarities and differences. We have made use of the Web of Science database to delineate the content and boundary of these two fields. Our findings from 1956 to 2012 show that the two fields have different authors, university affiliations, and journals; they also differ in terms of academic origin, scope, and social concern. Information literacy has a closer tie to library science, while media literacy is more related to media content, media industry, and social effects. Due to their different academic orientations, the two fields adopt different analytical approaches. We have found that media literacy is not a subset of information literacy as some scholars have suggested, although the two fields have similarities. They share the same goal, and their publications overlap in terms of subject areas, countries of origin, and titles. The two fields could find common ground by cooperating together to contribute to the promotion of new literacy in knowledge societies." (Abstract)
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"The articles contained in this publication are dispatches from a new frontline in humanitarian action: the digital frontier. All are written by those observing, experiencing and attempting to respond to the challenges created by the digital revolution and the very real threats it is creating for hu
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manitarian operations, and exploring the potential of new tools to create a safer, more responsive operational environment for aid workers." (Page 5)
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"Media use and talking with others have been found to have positive effects on citizens' civic participation according to Wyatt, Katz, and Kim (2000). Recent research links informational uses of the mobile phone to increased involvement in civic and political life. Building on this line of research,
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this study explores the effect of smartphone use on civil discourse engagement in China, with its nearly 900 million mobile phone user. Results reveal the smartphone's role as an outlet of public information, which fosters political talk with others, but also suggest use of government-controlled traditional media stifles open civic discourse. Hierarchical regression analyses show that talking politics in private, extensive use of the smartphone, and mobile tweeting were positive predictors of engagement in online civic discourse." (Abstract)
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"We are pleased to be sharing with you the second yearbook on media and information literacy and intercultural dialogue. The first MILID Yearbook was published in June 2013 [...] The theme of the 2014 Yearbook is Global Citizenship in a Digital World. Global citizenship assumes ease of participation
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in global spaces in which persons are media and information literate and are equipped with competencies and attitudes to deal with the multi-faceted nature of a mediated world in which information is no longer bound by space or time. The unprecedented access to and use of media and Internet technologies for communication and collaboration especially among youth, suggest that effective strategies must be found to enable active critical inquiry and effective media production." (Foreword, page 7)
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"An overview essay by Beth Kerley based on insights from the International Forum for Democratic Studies’ expert workshops reflects on the challenging landscape that confronts organizations seeking to deploy AI tools. Fernanda Campagnucci, spotlighting the work of Open Knowledge Brasil (OKBR), expl
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ores how AI advances are creating new opportunities for citizens to scrutinize public information. Finally, Demos’s Carl Miller sheds light on how AI technologies that enable new forms of civic deliberation might change the way we think about democratic participation itself." (Executive summary)
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"Ein praktisches, verständliches und effizientes Schutzprogramm für alle, die sich in der digitalen Welt bewegen. Safe Surfer funktioniert wie ein Arbeitsbuch – alle Tipps lassen sich parallel zum Lesen umsetzen. Google, Facebook oder die NSA – wie können wir unsere Privatsphäre im digitalen
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Zeitalter noch schützen? Diese Frage ist nicht nur in den Medien ein Thema, sondern betrifft uns alle. Denn jeder von uns kann Opfer eines digitalen Anschlags werden. Safe Surfer ist ein praktisches, effizientes Präventionsprogramm für den Nutzer mit IT-Grundkenntnissen. Mit zahlreichen Fallbeispielen und konkreten Ratschlägen für Laptop, Tablet und Smartphone rüsten Sie sich gegen unerlaubte Überwachung, Datenklau, Trickbetrug und Hackerangriffe" (Verlagsbeschreibung)
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"Der Band gibt eine fundierte, knappe und anschauliche Einführung in die theoretischen Grundlagen, methodischen Zugänge, empirischen Befunde und gesellschaftlichen Zusammenhänge der Wissenskluftforschung. Diese geht von wachsenden Wissensdifferenzen zwischen statushöheren und -niedrigeren Gruppi
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erungen infolge der medialen Informationsverbreitung aus und erfährt aktuell mit der auf das Internet bezogenen Digital-Divide-Forschung eine Ausweitung." (Buchrückseite)
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"This chapter investigates the research on inequalities in society, and also considers the digital inequality beyond overly simplistic conceptions of access to technologies. Additionally, it describes how people's background characteristics relate to their web-use skills and what they do online. The
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social implications of differentiated Internet uses are covered. The theoretical perspectives presented point out various forms of inequality associated with information and communications technology (ICT) uses, and explore both the causes and consequences of digital inequalities from various research fields and traditions. It is noted that skills are not randomly distributed across the population, and that the social context of use refers to how people integrate digital media into their lives. Different types of online activities may have divergent implications for varying aspects of social capital. There are three possible outcomes of widespread digital media uses when it comes to social inequality." (Publisher description)
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"This report is the 1st of future analysis, which aims to highlight the personalities and the platforms that are the most impactful through the quality of content and material ( not just the most popular but the most reliable, forward thinking, social media bodies that are in*uencing the landscape w
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ithin Nigeria. Here we classify the who, the what, and the know in the spaces where we see the most rapid developments. Where results, conversations and engagement are explicit, direct and revolutionary." (Page I)
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"Given the Internet’s potential for full-spectrum surveillance and information disruption, the marshaling of computer networks represents the next stage of cyberwar. Indeed, it is upon us already. The recent Stuxnet episode, in which Israel fed a malignant computer virus into Iran’s nuclear faci
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lities, is one such example. Penetration into US government computer systems by Chinese hackers-presumably sponsored by the Chinese government-is another. Together, they point to a new era in the evolution of human conflict. In Cybersecurity: What Everyone Needs to Know, noted experts Peter W. Singer and Allan Friedman lay out how the revolution in military cybernetics occurred and explain where it is headed. They begin with an explanation of what cyberspace is before moving on to discussions of how it can be exploited and why it is so hard to defend. Throughout, they discuss the latest developments in military and security technology. Singer and Friedman close with a discussion of how people and governments can protect themselves." (Publisher description)
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"The six modules [...] are designed to help trainers integrate digital safety and online security topics into their media training. The modules do not assume that the trainer has special knowledge of the subject. While we wrote the toolkit with journalism trainers in mind, we believe that the module
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s can also be used when training a wide range of media content producers (i.e., bloggers, citizen reporters, human rights activists who work with information, etc.) who use smartphones and the Internet to communicate." (Page 3)
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"Das Digitale führt zu einem tiefgreifenden gesellschaftlichen Wandel. Betroffen sind das politische System unserer parlamentarischen Parteiendemokratie, die Medien sowie das Lernen in seinen unterschiedlichen Ausprägungen. Diese revolutionären Umwälzungen bleiben nicht ohne Folgen. Denn: Über
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soziale Netzwerke und Blogs können große demokratische Potenziale mobilisiert werden. Die neuen Partizipationsmöglichkeiten des Web 2.0 haben aber auch Konsequenzen für Inhalte und Formate der politischen Bildung. Doch was folgt aus der täglichen Beschäftigung mit virtuellen Welten? Droht die „digitale Demenz“, wie ein Hirnforscher behauptet? Klicken wir uns das Hirn weg? Untersuchungen über digitale Spielwelten und medienpädagogische Empfehlungen runden den vorliegenden Band ab." (Verlagsbeschreibung)
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"1. This guide is a tool for you, the Internet user, to learn about your human rights online, their possible limitations, and available remedies for such limitations. Human rights and fundamental freedoms apply equally offline and online. This principle includes respect for the rights and freedoms o
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f other Internet users. The guide provides you with information about what rights and freedoms mean in practice in the context of the Internet, how they can be relied and acted upon, as well as how to access remedies. It is an evolving document, open to periodic updating. 2. This guide is based on the European Convention on Human Rights and other Council of Europe conventions and instruments that deal with various aspects of human rights protection. All Council of Europe member States have a duty to respect, protect and fulfil the rights and freedoms contained in the instruments that they have ratified. The guide is also inspired by the continuous interpretation of these rights and freedoms by the European Court of Human Rights and by other relevant legal instruments of the Council of Europe. 3. The guide does not establish new human rights and fundamental freedoms. It builds on existing human rights standards and enforcement mechanisms." (Introduction)
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"Our research indicates that today, there are more than 135 million individuals using the Internet in the 22 Arab countries. This is coupled with a mobile penetration rate of around 110 percent on a regional level; and more than 71 million active users of social networking technologies." (Page 1)
"This handbook is intended to give people involved in international development work a framework for getting started with mobile technology. It is meant to be paired with training slides that provide more examples and context. It was created using training resources developed by myself and by Alison
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Koler, Jade Lamb, Joris Vandelanotte, and Reid Porter." (Foreword)
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