Suchergebnisse

Foreword -- Preface / Fredric Michael Litto -- The reconfiguration of human relations in the connected society : thoughts and ideas -- Living inside the net : the primacy of interactions and processes / Brasilina Passarelli, School of Communications and Arts, ECA of the University of São Paulo, USP, Brazil, Francisco Paletta, School of Communications and Arts, ECA of the University of São Paulo - USP, Brazil -- Critics about the convergence culture / Andres Kalikoske, University of Rio dos Sinos Valley, Brazil -- The extensive communications to hybridism and "animaverbivocovisualidade" (av3) / Antonio Miranda, University of Brasília, Brazil -- Elmira luzia simeão, University of Brasília, Brazil -- Digital inclusion : from connectivity to the development of information culture / Aurora Cuevas Cerveró, Complutense University of Madrid, Spain -- Why the institutional access digital divide might be more significant than the home broadband divide / Joseph Dean Straubhaar, the University of Texas at Austin, United States of America -- Digital inclusion projects in Brazil -- Digital inclusion, crowdsourcing and crowdfunding in Brazil: a brief review / Beatrice Bonami Rosa, Digital Culture Observatory at the School of the Future Research Laboratory, Brazil, Maria Lujan Túbio, Post Doctoral Student at ECA -- From information society to community service : the birth of e citizenship / Benedito Medeiros Neto, University of Brasília, Brazil -- -- Digital inclusion and computational thinking : new challenges and opportunities for media professionals / Rafael Vergili, Digital Culture Observatory at the School of the Future Research Laboratory, USP, Brazil / Walter Teixeira Lima, Methodist University of São Paulo, Brazil -- Digital inclusion and public policies in Brazil / Drica Guzzi, School of the Future Research Laboratory, USP, Brazil -- E-portfolios as tools for collaborative learning on digital platforms / Ana Claudia Loureiro, School of the Future Research Laboratory, USP, Brazil, Cristina Zukovsky-Tavares, Faculty of Education, University of São Paulo, Brazil -- Connectedyouthbrazil research : youngsters emerging literacies in a hyperconnected society / Brasilina Passarelli, School of the Future Research Laboratory, USP, Brazil, Fabiana Grieco Cabral de Mello Vetritti, Digital Culture Observatory at the School of the Future Research Laboratory, USP, Brazil -- "Stop phubbing me!" : a case study on mobile media and interpersonal relationships in Brazil / Alan César Belo Angeluci, University of São Paulo, Brazil -- Brazil 4d interactive content production for digital television : a experience of interactive content production for digital television / Cristiana Freitas G. de Araujo, University of Brasília, Brazil, Cosette Spindola de Castro, Catholic University of Brasília, Brazil -- Digital literacies and teachers learning proccess / Hélio Antônio Junqueira, Digital Culture Observatory at the School of the Future Research Laboratory, USP, Brazil -- Netnography of digital inclusion : a study about interactivity and emergent literacies in the acessasp program / Rodrigo Eduardo-Francisco Botelho, Digital Culture Observatory at the School of the Future Research Laboratory, USP, Brazil -- Critical analysis of an amazon program of digital inclusion : navegapará in the city of Belém, Brazil / Waléria de Melo Magalhães, Federal University of Pará, Brazil, Marianne Kogut Eliasquevici, Federal University of Pará, Brazil / Benedito de Jesus Pinheiro Ferreira, federal University of Pará, Brazil -- Digital inclusion projects in Europe -- Information policies : agenda for digital inclusion in the European Union / Maria Teresa Fernández-Bajón, Complutense University of Madrid, Spain -- Institutional policies for digital inclusion in Spain / Maria-Jesús Colmenero-Ruiz, Carlos III University Madrid, Spain, Belén Pérez- Lorenzo, Carlos III University Madrid, Spain -- Trends in information literacy programs to empower people and communities / José-Antonio Gómez-Hernández, University of Murcia, Spain, Tomás Saorín, University of Murcia, Spain -- Technologies for digital inclusion : good practices dealing with diversity / Jorge Morato, Carlos III University Madrid, Spain, Alejandro Ruiz-Robles, University of Piura, Spain, Sonia Sanchez-Cuadrado, Jot Internet Media, Spain, Miguel Angel Marzal, Carlos III University Madrid, Spain -- Discussion on digital inclusion good practices at Europés libraries / María-Jesús Colmenero-Ruiz, Carlos III University Madrid, Spain -- Digital inclusion projects in Americas -- The geography of digital literacy : mapping communications technology training programs in Austin, Texas / Stuart Davis, the University of Texas at Austin, United States of America, Lucia Palmer, the University of texas at Austin, United States of America, Julian Etienne Gomez, the University of Texas at austin, United states of America -- Informational literacy as key element in social and digital inclusion policies in Mexico / Javier Tarango, Autonomous University of Chihuahua, Mexico, Celia Mireles-Cárdenas, autonomous university of San Luis Potosi, Mexico -- Digital revolution in Latin America for beyond technologies / Maria Cristina Gobbi, State University of São Paulo - Julio de Mesquita Filho - UNESP, Brazil, Francisco Machado Filho, State University of São Paulo - Julio de Mesquita Filho - UNESP, Brazil -- Technological illusion and educational resistances : the public discourse about olpc in Peru and its policy failure / Eduardo Villanueva-Mansilla, Pontifical Catholic University in Peru, Peru -- Digital inclusion programs in South America : plan ceibal and digital inclusion in Mercosur countries / María Gladys Ceretta, University of the Republic, Uruguay, Javier alfredo Canzani, University of the Republic, Uruguay -- Comparative approaches of igi-global collection / Joseph Dean Straubhaar, The University of Texas at Austin, United States of America

The main goal of this article is to describe the transformation of school libraries into CREA (Spanish term for Teaching & Learning Resources Centres) as a requirement for them to fulfil an effective function in Education for the Knowledge Society. Approaching the Spanish case, it starts analysing the Spanish legislative framework as a means to understand the current situation of school libraries in the country. Then, it presents a theoretical model, a definition and managerial aspects related to CREA. Considering the conversion of school libraries into educational digital libraries as the biggest challenge, the article also analyses the malfunctions experienced by school libraries in technological environments, the challenges for their transformation and the elements upon which such transformation will be built. It finally presents existing and possible instruments for managing educational digital contents as well as for organizing knowledge in next generation CREA educational digital libraries.

Este trabajo pretende analizar la inclusión de contenidos relacionados con competencias informacionales en los planes de estudio de Grado en enfermería en España. La elección de este escenario nos permitirá conocer la importancia que los diferentes centros otorgan a estas competencias en sus planes de estudio y obtener una visión sobre cómo se enfoca la integración de esos contenidos a partir de las guías docentes de las asignaturas. Se realiza una investigación de tipo exploratorio y descriptivo. La muestra final incluye 118 centros de 58 universidades y 325 asignaturas, pertenecientes al curso 2014-2015. Se observan las diferencias que cada centro otorga a esta inclusión. Son casi inexistentes los itinerarios curriculares completos con este tipo de contenidos. Se considera necesario incidir en la importancia de diseñar programas de ALFIN para enfermería específicos en cada centro, en los que estos contenidos queden recogidos de forma progresiva en diferentes asignaturas por curso.

En este trabajo, de carácter exploratorio, se estudia el fenómeno de la creación de capital social en las bibliotecas públicas con el objetivo de visibilizar de qué manera la biblioteca pública posibilita la creación de capital social. Refrendamos la investigación a través de una revisión sistemática de literatura científica en torno a la generación de capital social en la biblioteca pública, especialmente desde los enfoques ofrecidos por las teorías del tercer lugar y de los grupos de interés (o stakeholders). Aunque los resultados obtenidos en la investigación evidencian la posición activa y positiva de la biblioteca pública como generadora de capital social, no se ignoran problemas asociados, como el capital social negativo, la medición del capital social y el encaje del espacio virtual de la biblioteca.

Objetivo. Presenta una discusión teórica sobre la concepción de la biblioteca como una institución democrática que se relaciona directamente con el derecho a la información, la cual garantiza el acceso al conocimiento, la cultura, la educación y el ocio de acuerdo con sus funciones y al Manifiesto de la UNESCO. Método. Este es un estudio exploratorio con análisis cualitativo, cuantitativo y metodo dialéctico. Fue realizado en bibliotecas públicas de Brasil y España, observando los aspectos de la interactividad y conectividad, como supuestos necesarios para la sociedad de la información. Resultados. El fundamento teórico se basa en estudios de Suaiden (2012); Felicia Soto (2006); Jaramillo, et al (2008 los cuales introducen cuestiones sobre la misión de la biblioteca pública y los retos para la sociedad de la información; además Cuevas-Cerveró (2009) y Cuevas-Cerveró y Simeão (2011), quien señalan la participación de la biblioteca pública como lugar de formación para el aprendizaje informacional. Conclusiones. La sociedad de la información requiere el libre acceso a la información a todos aquellos que lo necesitan en cualquier soporte o formato, incluyendo el electrónico. Sin embargo, aun tenemos desigualdades sociales responsables de la brecha digital. ; Objective. It presents a theoretical discussion of the concept of the library as a democratic institution that is directly related to the right to information, which guarantees access to knowledge, culture, education and leisure according to their functions and the Manifesto UNESCO. Method. This is an exploratory study with qualitative, quantitative analysis and dialectical method. It was made in public libraries in Brazil and Spain, noting aspects of interactivity and connectivity, as assumptions necessary for the information society. Results. The theoretical framework is based on studies of Suaiden (2012); Felicia Soto (2006); Jaramillo, et al (2008 which introduced questions about the mission of the public library and the challenges for the information society, plus Cuevas-Cerveró (2009) and Cuevas-Cerveró and Simeon (2011), who point to the involvement of public library as a place of training for informational learning. Conclusões. The information society requires free access to information to those who need it in any medium or format, including electronic. However, we still have social inequalities responsible for the digital divide. ; Objetivo. Apresenta uma discussão teórica sobre a concepção da biblioteca como uma instituição democrática que se relaciona diretamente com o direito à informação, a qual garante o acesso ao conhecimento, a cultura, a educação e o lazer de acordo com suas funções e ao Manifesto da UNESCO. Método. É um estudo exploratorio com análise qualitativa, quantitativo e metodo dialéctico. Foi realizado em bibliotecas públicas do Brasil e da Espanha, observando os aspectos da interatividade e conectividade, como supostos necessários para a sociedade da informação. Resultados. O fundamento teórico se baseia em estudos de Suaiden (2012); Felicia Soto (2006); Jaramillo, et ao (2008 os quais introduzem questões sobre a missão da biblioteca pública e os reptos para a sociedade da informação; ademais Cuevas-Cerveró (2009) e Cuevas-Cerveró e Simeão (2011), quem assinalam a participação da biblioteca pública como lugar de formação para a aprendizagem informacional. Conclusões. A sociedade da informação requer o livre acesso à informação a todos aqueles que o precisam em qualquer suporte ou formato, incluindo o eletrônico. No entanto, ainda temos desigualdades sociais responsáveis da exclusão digital.

The circumstances brought about by the pandemic have introduced important changes in our lives, many of them linked to technologies and internet connection time, including education, remote working, personal relationships, access to content and leisure. This situation has given a new value to digital skills and has highlighted the challenges that citizens face in this field, especially certain groups that could be considered as digitally vulnerable. In this context, a team of researchers and professionals from the field of information and communication has proposed a project aimed at the digital inclusion of citizens through training and citizen participation in public libraries. The project for the creation of digital citizenship spaces in public libraries in Spain (e-IRIS) has been designed in accordance with the objectives of the national digital skills plan approved in 2021 by the Spanish government and aims at the digital, educational, cultural and social inclusion of citizens through four types of services in libraries: training; participation and social interaction; social innovation and promotion of digital cultural and artistic creation, and attention to groups at risk of digital exclusion. The purpose of this work is to identify how digital inclusion services contribute to the different goals and targets of the Sustainable Development Goals (SDGs) and to promote the social role of public libraries through the creation of digital citizenship spaces as key agents in digital and social transformation and in the achievement of the 2030 Agenda. Based on the SDG targets identified, a series of learning workshops on e-Health, one of the specific programmes aimed at citizenship training, are proposed.

The national digital skills plan approved by the Spanish government (2021) aims to train fifteen million people without basic skills for the environment created by technologies in all dimensions of life. To this end, it is funding one of its lines of action with almost 800 million euros and proposes, among other measures, a national network of digital training centres. The e-IRIS project has been designed to enable the digital inclusion sought by the Plan, based on an initiative of a group of universities, third sector foundations and companies. Therefore, the aim of this paper will be to describe the foundations of the e-IRIS project, the training actions and social innovation and participation actions designed, and the teaching-learning model proposed for its implementation, supported by a learning platform created specifically for the project. Taking the European Digital Competences Framework DIGCOMP[1] as a reference, and the Spanish public libraries as a learning framework, a training proposal has been designed that covers both the instrumental competences and those related to the critical and empowering use of digital tools, and a learning platform has been designed for its teaching and learning, and will be its benchmark. Depending on the degree of autonomy of the trainees, it will allow their initial assessment -with or without the support of face-to-face and online tutors-, the completion of activities according to different training itineraries, the obtaining of accreditations and the evaluation of results for the justification of the project. The project combines face-to face training -for the purposes of social inclusion, citizen participation and attention to vulnerable groups on which it will focus- with the use of the e-learning platform as a tool to support the organisation, tutoring and learning of the contents. This will allow us to assess the effects that communicative and information ecologies have on learning processes in a networked society.

The national digital skills plan approved by the Spanish government (2021) aims to train fifteen million people without basic skills for the environment created by technologies in all dimensions of life. To this end, it is funding one of its lines of action with almost 800 million euros and proposes, among other measures, a national network of digital training centres. The e-IRIS project has been designed to enable the digital inclusion sought by the Plan, based on an initiative of a group of universities, third sector foundations and companies. Therefore, the aim of this paper will be to describe the foundations of the e-IRIS project, the training actions and social innovation and participation actions designed, and the teaching-learning model proposed for its implementation, supported by a learning platform created specifically for the project. Taking the European Digital Competences Framework DIGCOMP[1] as a reference, and the Spanish public libraries as a learning framework, a training proposal has been designed that covers both the instrumental competences and those related to the critical and empowering use of digital tools, and a learning platform has been designed for its teaching and learning, and will be its benchmark. Depending on the degree of autonomy of the trainees, it will allow their initial assessment -with or without the support of face-to-face and online tutors-, the completion of activities according to different training itineraries, the obtaining of accreditations and the evaluation of results for the justification of the project. The project combines face-to-face training -for the purposes of social inclusion, citizen participation and attention to vulnerable groups on which it will focus- with the use of the e-learning platform as a tool to support the organisation, tutoring and learning of the contents. This will allow us to assess the effects that communicative and information ecologies have on learning processes in a networked society.