| 1. |
- Sundin, Olof, et al.
(författare)
-
Förord
- 2012
-
Ingår i: En vänbok till Birgitta Olander: tankar och erfarenheter från f d studenter. - 9789163716058 ; BIVILs skriftserie 2012:1, s. 5-9
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 2. |
|
|
| 3. |
- Francke, Helena, et al.
(författare)
-
Negotiating the role of sources : Educators' conceptions of credibility in participatory media
- 2012
-
Ingår i: Library & Information Science Research. - : Elsevier. - 0740-8188 .- 1873-1848. ; 34:3, s. 169-175
-
Tidskriftsartikel (refereegranskat)abstract
- Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.
|
|
| 4. |
- Haider, Jutta, et al.
(författare)
-
Informationsinfrastrukturen: Ofta osynlig men alltid närvarande
- 2023. - 1
-
Ingår i: Tekniska mediestudier: En introduktion. - Lund : Studentlitteratur AB. - 9789144155234 ; , s. 249-274
-
Bokkapitel (refereegranskat)abstract
- I en tid då medielandskapet är i ständig förändring och traditionell medieforskning konstant utmanas ökar behovet av att förena teknik, humaniora och samhällsvetenskap. Medie- och teknikforskning kräver innovativa angreppssätt för att navigera bland komplexa relationer mellan kultur, samhälle, ekonomi och teknologi.I den här boken bjuder ledande forskare in till samtal om teknologins utmaningar och möjligheter. Här presenteras redskap för att utforska, beskriva, begreppsliggöra och förstå nya relationer mellan medieteknologier och deras omvärld – en kunskap som förbereder läsaren att på egen hand kombinera samhällsvetenskapernas kritiska analyser med teknikvetenskapernas tradition att utveckla tillförlitliga och effektiva system.Tekniska mediestudier riktar sig till studenter inom ämnen som medieteknik, medie- och kommunikationsvetenskap, kulturvetenskap, data- och systemvetenskap, interaktionsdesign och informatik.
|
|
| 5. |
- Haider, Jutta, et al.
(författare)
-
Information literacy as a site for anticipation : Temporal tactics for infrastructural meaning-making and algo-rhythm awareness
- 2022
-
Ingår i: Journal of Documentation. - : Emerald Publishing Limited. - 0022-0418 .- 1758-7379. ; 78:1, s. 129-143
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose:The article makes an empirical and conceptual contribution to understanding the temporalities of information literacies. The paper aims to identify different ways in which anticipation of certain outcomes shapes strategies and tactics for engagement with algorithmic information intermediaries. The paper suggeststhat, given the dominance of predictive algorithms in society, information literacies need to be understood as sites of anticipation.Design/methodology/approach:The article explores the ways in which the invisible algorithms of information intermediaries are conceptualised, made sense of and challenged by young people in their everyday lives. This is couched in a conceptual discussion of the role of anticipation in understanding expressions of information literacies in algorithmic cultures. The empirical material drawn on consists of semistructured, pair interviews with 61 17–19 year olds, carried out in Sweden and Denmark. The analysis is carried out by means of a qualitative thematic analysis in three steps and along two sensitising concepts –agency and temporality.Findings:The results are presented through three themes, anticipating personalisation, divergences and interventions. These highlight how articulating an anticipatory stance works towards connecting individual responsibilities, collective responsibilities and corporate interests and thus potentially facilitating an understanding of information as co-constituted by the socio-material conditions that enable it. This has clear implications for the framing of information literacies in relation to algorithmic systems.Originality/value:The notion of algo-rhythm awareness constitutes a novel contribution to the field. By centring the role of anticipation in the emergence of information literacies, the article advances understanding of the temporalities of information.
|
|
| 6. |
- Haider, Jutta, et al.
(författare)
-
Information literacy challenges in digital culture: Conflicting enactments of trust and doubt
- 2020
-
Ingår i: Information, Communication and Society. - : Taylor & Francis Group. - 1369-118X .- 1468-4462.
-
Tidskriftsartikel (refereegranskat)abstract
- The ability of citizens to establish the credibility of information and information sources through critical assessment is often emphasized as essential for the upholding of a democratic society and for people’s health and safety. Drawing on material-discursive conceptualizations, the article asks, how does critical assessment of information and information sources play out as it is folded into a networked information infrastructure in which different types of information are mediated and shaped by the same algorithms and flattened into the same interfaces? The empirical material comprises dyadic interviews with 61 adolescents. The interviews were analysed using an interpretative approach focusing on the construction of action and meaning. The analysis foregrounds trust and agency as two dimensions. This way normative assumptions become visible as stereotypes, sometimes positioned as ideals towards which to strive, other times as deterrent examples: the non-evaluator, the naïve evaluator, the skeptical evaluator and the confident evaluator. The created stereotypes help to comprehend different understandings of critical assessment of information and how these can bring about different actions. The article argues that critical assessment of information as an element in media and information literacy must be understood not just in relation to how it is used to assess the credibility of information, but also regarding how it is performatively enrolled in the shaping of knowledge and in the creation of ignorance and doubt.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Carlsson, Hanna, et al.
(författare)
-
Educating for democracy? : The role of media and information literacy education for pupils in Swedish compulsory school
- 2020
-
Ingår i: Sustainable Digital Communities : 15th International Conference, iConference 2020, Boras, Sweden, March 23–26, 2020, Proceedings - 15th International Conference, iConference 2020, Boras, Sweden, March 23–26, 2020, Proceedings. - Cham : Springer International Publishing. - 1611-3349 .- 0302-9743. - 9783030436865 - 9783030436872 ; 12051, s. 307-326
-
Konferensbidrag (refereegranskat)abstract
- This paper reports a study of pupils’ experiences of media and information literacy education in five Swedish schools by answering the following overarching question, what roles do the teaching of information seeking and critical assessment of information play for pupils in their school-work as well as in their everyday life? Pupils in ninth grade were asked to fill in a questionnaire regarding their use of digital technology as well as their thoughts on media and information literacy education. The study shows that many pupils are knowledgeable about the terms of production pertaining to content in most online sources they mention. Still, infrastructural meaning-making that take into consideration issues of personalization, data integrity and surveillance, are largely lacking. The study also shows that the school’s teaching is central to the pupils’ development of a critical stance towards the information that they encounter online. These findings underline the importance of how schools choose to treat media and information literacy education. It is concerning then that infrastructural meaning-making is quite absent in the pupils’ responses.
|
|
