this is about the Information derives its meaning from the word inform‖ that is to tell or give news. Getting the information across from the source/communicator to the receiver/user is a key role in the information process.
● Information is defined as organized or structured data, which has been processed in such a way that the information has relevance for a specific purpose or context, and is therefore meaningful, valuable, useful and relevant.
This document defines and discusses information literacy. It states that information literacy is the ability to recognize when information is needed and locate, evaluate, and effectively use that information. An information literate person can determine their information needs, access and understand various information sources, and use information to solve problems and make intelligent decisions. The document outlines the goals of information literacy instruction, which include teaching students how to formulate research questions, develop search strategies, evaluate information, and use information ethically.
Information literacy (What is Info. Literacy, Need and Importance)KM KEERTI SINGH
i have prepared these slides for ppt presentations as classwork.
these slides including knowledge about information literacy and its needs and importance in students life.
This document discusses information literacy and defines key concepts. It explains that information literacy allows students to effectively identify, access, evaluate, and use information to meet their needs. It outlines various types of information and provides tips for locating reliable sources. The document emphasizes the importance of evaluating information critically and using it responsibly and ethically.
Understanding information and technology literacy and evidence based2Todd Hampton
This document discusses information literacy, technology literacy, and evidence-based practice. It defines information literacy as the ability to recognize information needs, locate and evaluate information sources critically, and apply information effectively. Technology literacy involves using technology to gather, organize, analyze, and report information. Evidence-based practice in nursing uses a process similar to information literacy to improve clinical practice by asking questions, acquiring evidence, appraising sources, and applying findings.
This document discusses information fluency and provides information on several related topics:
- Information fluency involves critical thinking skills for conducting accurate and ethical research using reliable sources. It can be applied when writing documents, reading articles, and making decisions.
- Both physical and digital information have advantages and disadvantages. Physical information is durable but lacks search features, while digital information is easily accessible but requires internet access.
- Effective search tools include both broad databases and discipline-specific ones to filter irrelevant results and dive deeper into a topic. Google Scholar can return academic sources, unlike general search engines that use personalization algorithms.
International perspective on information literacy: national frameworksSheila Webber
This presentation was given by Sheila Webber at the meeting held to plan for an Information Literacy Strategy for Wales, on 30 November 2009 at Gregynogg Hall in Wales. In it she identifies point’s from Woody Horton’s Information Literacy “primer”, gives her own perspective on the 4 areas identified in the UNESCO-sponsored discussions (governance/ citizenship; Education; Health; Business) and talks about visions for information literacy.
This document provides an overview of the planned content for a module on information literacy. The module aims to provide learners with factual knowledge, skills, and attitudes related to information literacy. It will address topics such as defining information literacy, evaluating online sources, and using information ethically. The content includes video lectures, activities in a tutor manual and learner handout, and self-directed learning materials like videos and assessments. The goal is for learners to develop their competence in locating, evaluating, and using information from online sources.
Discuss what is all about Information Literacy.pptxEcestz Estuista
Information literacy is defined as the set of skills needed to identify, locate, evaluate, and effectively use information. It has five main components: identifying information needs, finding information, evaluating information sources, applying information, and proper citation. In the digital age, information literacy is important for making sense of the vast amount of information from different sources and avoiding misinformation. It helps with managing information overload by enabling individuals to filter relevant and reliable information.
This document defines and discusses information literacy. It states that information literacy is the ability to recognize when information is needed and locate, evaluate, and effectively use that information. An information literate person can determine their information needs, access and understand various information sources, and use information to solve problems and make intelligent decisions. The document outlines the goals of information literacy instruction, which include teaching students how to formulate research questions, develop search strategies, evaluate information, and use information ethically.
Information literacy (What is Info. Literacy, Need and Importance)KM KEERTI SINGH
i have prepared these slides for ppt presentations as classwork.
these slides including knowledge about information literacy and its needs and importance in students life.
This document discusses information literacy and defines key concepts. It explains that information literacy allows students to effectively identify, access, evaluate, and use information to meet their needs. It outlines various types of information and provides tips for locating reliable sources. The document emphasizes the importance of evaluating information critically and using it responsibly and ethically.
Understanding information and technology literacy and evidence based2Todd Hampton
This document discusses information literacy, technology literacy, and evidence-based practice. It defines information literacy as the ability to recognize information needs, locate and evaluate information sources critically, and apply information effectively. Technology literacy involves using technology to gather, organize, analyze, and report information. Evidence-based practice in nursing uses a process similar to information literacy to improve clinical practice by asking questions, acquiring evidence, appraising sources, and applying findings.
This document discusses information fluency and provides information on several related topics:
- Information fluency involves critical thinking skills for conducting accurate and ethical research using reliable sources. It can be applied when writing documents, reading articles, and making decisions.
- Both physical and digital information have advantages and disadvantages. Physical information is durable but lacks search features, while digital information is easily accessible but requires internet access.
- Effective search tools include both broad databases and discipline-specific ones to filter irrelevant results and dive deeper into a topic. Google Scholar can return academic sources, unlike general search engines that use personalization algorithms.
International perspective on information literacy: national frameworksSheila Webber
This presentation was given by Sheila Webber at the meeting held to plan for an Information Literacy Strategy for Wales, on 30 November 2009 at Gregynogg Hall in Wales. In it she identifies point’s from Woody Horton’s Information Literacy “primer”, gives her own perspective on the 4 areas identified in the UNESCO-sponsored discussions (governance/ citizenship; Education; Health; Business) and talks about visions for information literacy.
This document provides an overview of the planned content for a module on information literacy. The module aims to provide learners with factual knowledge, skills, and attitudes related to information literacy. It will address topics such as defining information literacy, evaluating online sources, and using information ethically. The content includes video lectures, activities in a tutor manual and learner handout, and self-directed learning materials like videos and assessments. The goal is for learners to develop their competence in locating, evaluating, and using information from online sources.
Discuss what is all about Information Literacy.pptxEcestz Estuista
Information literacy is defined as the set of skills needed to identify, locate, evaluate, and effectively use information. It has five main components: identifying information needs, finding information, evaluating information sources, applying information, and proper citation. In the digital age, information literacy is important for making sense of the vast amount of information from different sources and avoiding misinformation. It helps with managing information overload by enabling individuals to filter relevant and reliable information.
Obtaining, Providing and Disseminating InformationArielUangag
This document discusses obtaining, providing, and disseminating information. It outlines several key points:
1. There are three main types of information: context, content, and meaning. Context provides background, content includes details, and meaning is the impact or interpretation.
2. Information can be obtained through methods like interviewing, observing, testing, and surveying. It also discusses characteristics of reliable information.
3. Information can be disseminated through various channels like news releases, blogs, emails, text messages, social media, and community meetings. Creating an informative video blog on a clear topic with research, structure, and engagement is also discussed.
This document provides an introduction to information fluency. It defines information fluency as the ability to find, critically evaluate, analyze, communicate, and use information and computer literacy skills to solve problems. The document outlines the information fluency cycle of defining an information need, locating relevant information, evaluating source quality, and using information ethically. It explains that information fluency is an essential 21st century skill and those without it may fall behind, widening the digital divide.
Information experience design: activating information research in practiceKate Davis
This document provides an overview of an information experience design (IXD) workshop held by Dr. Elham Sayyad Abdi and Dr. Kate Davis. The workshop consisted of an introduction to information experience (IX) and IXD. In the morning, participants learned about key concepts in IX research including information behavior, practice, and literacy. They discussed definitions of information and participated in an activity to understand different forms of information. In the afternoon, participants continued an IXD activity and discussed applying IXD concepts to their own contexts. The workshop aimed to provide tools and approaches for understanding people's experiences with information in various contexts.
The present paper deals with the concept, need, types of
information literacy. Further it explores about the information literacy models, standards/frameworks, popular information literacy programmes and groups, and Information Literacy Programmes held in the Scientific Institutes of Kolkata.
The document discusses information literacy and how it is the defining paradigm of modern education. It defines information literacy as knowing how to learn by finding, evaluating, and applying information. The document outlines different types of literacies like basic literacy, library literacy, media literacy, and computer/visual literacy. It explains how views of education have changed with a focus on students as lifelong learners and problem solvers. Modern education emphasizes integrating information literacy skills across subjects to prepare students for an information-rich world.
Information literacy refers to the ability to identify needed information and locate, evaluate, and apply it effectively. It involves distinguishing credible sources from non-credible ones and properly citing sources. Information literacy is important for academic work, where it allows students to incorporate evidence into arguments and acknowledge sources, and for business, where it helps employees quickly find and assess relevant data to solve problems.
Differences Between Information, Knowledge, Belief and Truth
The term information is generally described as the structured, organized and processed data, presented with the context, which makes it relevant and useful to the person who wants it. When raw data turn out to be meaningful after conversion it is known as information. It is something that informs in essence
The document discusses rebuilding the Seven Pillars model of information literacy. It provides background on the original Seven Pillars model and how it has been updated and adapted over time. The document outlines a new model for the Seven Pillars that includes a core set of skills and understanding surrounded by a "doughnut" ring representing broader context and issues related to information literacy. It then provides detailed explanations of understanding and abilities for each of the revised Seven Pillars of information literacy.
This document discusses the role of libraries in knowledge management. It begins by defining information, knowledge, knowledge management, and the differences between information management and knowledge management. It then examines how the rise of knowledge management has increased questions for librarians about their role. The document proposes that librarians and libraries should take a leadership role in knowledge management by developing knowledge resources, facilitating knowledge sharing and networking, leveraging information technology, and improving user services to support knowledge creation and access.
This document discusses key concepts related to media and information literacy. It defines several terms including media, information, technology, literacy, and communication. It describes different models of communication such as the transmission model, reception model, and ritual model. It discusses the characteristics of an information literate person and provides examples of information literacy skills. The document also defines information literacy and describes its key elements. Finally, it discusses facets of information literacy including information technology fluency, ways of thinking, problem solving, and communication.
Information literacy is a set of skills that allows individuals to find, evaluate, and use information effectively. These skills are needed to navigate the abundant and diverse information available in various formats. Information literacy involves determining how much information is needed, accessing it efficiently, evaluating sources critically, incorporating information, understanding legal and ethical issues, and using information effectively. It is a broader competence than just technology skills, involving critical thinking abilities. Developing information literacy is important for higher education as it supports lifelong learning and is considered a key outcome by accrediting organizations. Teaching information literacy requires collaboration between faculty, librarians, and administrators through integrating it across curricula.
This document discusses information literacy and its importance. It defines information literacy as the ability to recognize when information is needed, locate and evaluate appropriate information sources, and apply that information effectively. Information literacy is an important skill in today's environment of rapid technological change and abundant information. It allows individuals to intelligently participate in academic studies, the workplace, and personal life. The document also discusses how information literacy skills are developed through problem-based and inquiry-driven learning approaches that require students to actively engage in research.
CYBERNETICS OF KNOWLEDGE FOR HARNESSING KNOWLEDGE AND BRAIN POWER Dr. Raju M. Mathew
The academic and scientific community besides Knowledge Managers and Librarians have been encountering the complex problem of dealing with or managing 'Knowledge' as wealth, resource and product without any scientific discipline or effective tools and strategies. The available tools and techniques of Computer Science, Information Science, Information Technology, Education or Philosophy have become incompatible in dealing with Knowledge but only Data and Information. Knowledge, consisting of interacting thousands of 'Concepts' ,is a complex system with complex control and communication functions. Knowledge as a Product for Mass Production, Marketing, Delivery and Consumption can be studied or dealt with using the tools,techniques and approaches of Mathematics and Cybernetics or Knowmatics. There is an urgent need to develop the discipline of Knowledge Science or Knowmatics for the effective handling and management of Knowledge created by the Humanity and also ensuring the optimal Consumption, Production, Delivery and Marketing of Knowledge.
Knowmatics is based on Mathew's Theories of Knowledge Consumption and Production and it is the result of more than 30 years research on diverse aspects of Knowledge, Information ,Education and Information Technology.
Knowledge,from Module to Domain to the Universe of Knowledge, is a complex system that can effectively dealt by using the Philosophy, Theories, Strategies, Approaches and Tools of Cybernetics. Knowmatics is essentially Cybernetics of Knowledge facilitating at least a five fold increase in efficiency and effectiveness of Education, Research, Decision-Making, Professional Practices and Social Production Processes.
Concepts are the building blocs of Knowledge; the structure of Knowledge is dynamic and non-linear.Developing tools for greater control and communications within each Domain of Knowledge as well as the Universe of Knowledge leads to mass production, consumption,production, marketing and delivery Knowledge for the benefit of the entire Humanity. Knowmatics is built upon Mathew's Theories of Knowledge Consumption -Production.
The document discusses an information literacy course at Montana State University Billings Library. It provides background on the course, which introduces students to research skills and concepts. It discusses how the course incorporates the new ACRL Framework for Information Literacy, which organizes key concepts into six frames. The course includes hands-on activities to help students learn about the evolving nature of information and develop critical thinking skills.
This document introduces the concept of Knowmatics, which is described as the cybernetics and study of knowledge. It discusses the origins and nature of knowledge, how it differs from information and data, and proposes that knowledge can be understood as a complex system. The document advocates for redesigning information technology based on a deeper understanding of knowledge, and outlines some potential applications of Knowmatics in fields like education. It provides sources for further information on Knowmatics and knowledge banks.
Information literacy is defined as a set of skills that allows individuals to recognize when information is needed and locate, evaluate, and effectively use that information. These skills include identifying information needs, accessing information efficiently and effectively, critically evaluating information and sources, using information for a specific purpose, and understanding how to access and use information ethically. The document outlines information literacy skills that should be developed prior to, during, and after conducting research.
The document discusses several information literacy models including the Information Search Process (ISP), FLIP It!, and the BIG6 Process. It provides a detailed overview of the stages of the BIG6 Process model for information problem-solving including Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation. The BIG6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks.
1. The document discusses information literacy (IL) in the workplace, noting key differences from academic environments. Workplace IL focuses on addressing business issues through locating, evaluating, and using information to meet organizational goals.
2. Research on workplace IL has shown it can involve non-textual and informal sources of information, like conversations and demonstrations. IL needs vary by employee role and complexity of knowledge required.
3. As work environments evolve with technology, self-employment, and data collection, IL will be important for navigating new situations and maintaining effectiveness in a changing world of work. Further research and educational interventions could help develop workplace IL.
Information literacy in the workplace - presentation at LILAC2018InformAll
An overview of workplace information literacy, how it differs from IL in academic settings and the challenges of developing the evidence base in this area. Presentation made at LILAC2018, April 2018, University of Liverpool
Securing BGP: Operational Strategies and Best Practices for Network Defenders...APNIC
Md. Zobair Khan,
Network Analyst and Technical Trainer at APNIC, presented 'Securing BGP: Operational Strategies and Best Practices for Network Defenders' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
Obtaining, Providing and Disseminating InformationArielUangag
This document discusses obtaining, providing, and disseminating information. It outlines several key points:
1. There are three main types of information: context, content, and meaning. Context provides background, content includes details, and meaning is the impact or interpretation.
2. Information can be obtained through methods like interviewing, observing, testing, and surveying. It also discusses characteristics of reliable information.
3. Information can be disseminated through various channels like news releases, blogs, emails, text messages, social media, and community meetings. Creating an informative video blog on a clear topic with research, structure, and engagement is also discussed.
This document provides an introduction to information fluency. It defines information fluency as the ability to find, critically evaluate, analyze, communicate, and use information and computer literacy skills to solve problems. The document outlines the information fluency cycle of defining an information need, locating relevant information, evaluating source quality, and using information ethically. It explains that information fluency is an essential 21st century skill and those without it may fall behind, widening the digital divide.
Information experience design: activating information research in practiceKate Davis
This document provides an overview of an information experience design (IXD) workshop held by Dr. Elham Sayyad Abdi and Dr. Kate Davis. The workshop consisted of an introduction to information experience (IX) and IXD. In the morning, participants learned about key concepts in IX research including information behavior, practice, and literacy. They discussed definitions of information and participated in an activity to understand different forms of information. In the afternoon, participants continued an IXD activity and discussed applying IXD concepts to their own contexts. The workshop aimed to provide tools and approaches for understanding people's experiences with information in various contexts.
The present paper deals with the concept, need, types of
information literacy. Further it explores about the information literacy models, standards/frameworks, popular information literacy programmes and groups, and Information Literacy Programmes held in the Scientific Institutes of Kolkata.
The document discusses information literacy and how it is the defining paradigm of modern education. It defines information literacy as knowing how to learn by finding, evaluating, and applying information. The document outlines different types of literacies like basic literacy, library literacy, media literacy, and computer/visual literacy. It explains how views of education have changed with a focus on students as lifelong learners and problem solvers. Modern education emphasizes integrating information literacy skills across subjects to prepare students for an information-rich world.
Information literacy refers to the ability to identify needed information and locate, evaluate, and apply it effectively. It involves distinguishing credible sources from non-credible ones and properly citing sources. Information literacy is important for academic work, where it allows students to incorporate evidence into arguments and acknowledge sources, and for business, where it helps employees quickly find and assess relevant data to solve problems.
Differences Between Information, Knowledge, Belief and Truth
The term information is generally described as the structured, organized and processed data, presented with the context, which makes it relevant and useful to the person who wants it. When raw data turn out to be meaningful after conversion it is known as information. It is something that informs in essence
The document discusses rebuilding the Seven Pillars model of information literacy. It provides background on the original Seven Pillars model and how it has been updated and adapted over time. The document outlines a new model for the Seven Pillars that includes a core set of skills and understanding surrounded by a "doughnut" ring representing broader context and issues related to information literacy. It then provides detailed explanations of understanding and abilities for each of the revised Seven Pillars of information literacy.
This document discusses the role of libraries in knowledge management. It begins by defining information, knowledge, knowledge management, and the differences between information management and knowledge management. It then examines how the rise of knowledge management has increased questions for librarians about their role. The document proposes that librarians and libraries should take a leadership role in knowledge management by developing knowledge resources, facilitating knowledge sharing and networking, leveraging information technology, and improving user services to support knowledge creation and access.
This document discusses key concepts related to media and information literacy. It defines several terms including media, information, technology, literacy, and communication. It describes different models of communication such as the transmission model, reception model, and ritual model. It discusses the characteristics of an information literate person and provides examples of information literacy skills. The document also defines information literacy and describes its key elements. Finally, it discusses facets of information literacy including information technology fluency, ways of thinking, problem solving, and communication.
Information literacy is a set of skills that allows individuals to find, evaluate, and use information effectively. These skills are needed to navigate the abundant and diverse information available in various formats. Information literacy involves determining how much information is needed, accessing it efficiently, evaluating sources critically, incorporating information, understanding legal and ethical issues, and using information effectively. It is a broader competence than just technology skills, involving critical thinking abilities. Developing information literacy is important for higher education as it supports lifelong learning and is considered a key outcome by accrediting organizations. Teaching information literacy requires collaboration between faculty, librarians, and administrators through integrating it across curricula.
This document discusses information literacy and its importance. It defines information literacy as the ability to recognize when information is needed, locate and evaluate appropriate information sources, and apply that information effectively. Information literacy is an important skill in today's environment of rapid technological change and abundant information. It allows individuals to intelligently participate in academic studies, the workplace, and personal life. The document also discusses how information literacy skills are developed through problem-based and inquiry-driven learning approaches that require students to actively engage in research.
CYBERNETICS OF KNOWLEDGE FOR HARNESSING KNOWLEDGE AND BRAIN POWER Dr. Raju M. Mathew
The academic and scientific community besides Knowledge Managers and Librarians have been encountering the complex problem of dealing with or managing 'Knowledge' as wealth, resource and product without any scientific discipline or effective tools and strategies. The available tools and techniques of Computer Science, Information Science, Information Technology, Education or Philosophy have become incompatible in dealing with Knowledge but only Data and Information. Knowledge, consisting of interacting thousands of 'Concepts' ,is a complex system with complex control and communication functions. Knowledge as a Product for Mass Production, Marketing, Delivery and Consumption can be studied or dealt with using the tools,techniques and approaches of Mathematics and Cybernetics or Knowmatics. There is an urgent need to develop the discipline of Knowledge Science or Knowmatics for the effective handling and management of Knowledge created by the Humanity and also ensuring the optimal Consumption, Production, Delivery and Marketing of Knowledge.
Knowmatics is based on Mathew's Theories of Knowledge Consumption and Production and it is the result of more than 30 years research on diverse aspects of Knowledge, Information ,Education and Information Technology.
Knowledge,from Module to Domain to the Universe of Knowledge, is a complex system that can effectively dealt by using the Philosophy, Theories, Strategies, Approaches and Tools of Cybernetics. Knowmatics is essentially Cybernetics of Knowledge facilitating at least a five fold increase in efficiency and effectiveness of Education, Research, Decision-Making, Professional Practices and Social Production Processes.
Concepts are the building blocs of Knowledge; the structure of Knowledge is dynamic and non-linear.Developing tools for greater control and communications within each Domain of Knowledge as well as the Universe of Knowledge leads to mass production, consumption,production, marketing and delivery Knowledge for the benefit of the entire Humanity. Knowmatics is built upon Mathew's Theories of Knowledge Consumption -Production.
The document discusses an information literacy course at Montana State University Billings Library. It provides background on the course, which introduces students to research skills and concepts. It discusses how the course incorporates the new ACRL Framework for Information Literacy, which organizes key concepts into six frames. The course includes hands-on activities to help students learn about the evolving nature of information and develop critical thinking skills.
This document introduces the concept of Knowmatics, which is described as the cybernetics and study of knowledge. It discusses the origins and nature of knowledge, how it differs from information and data, and proposes that knowledge can be understood as a complex system. The document advocates for redesigning information technology based on a deeper understanding of knowledge, and outlines some potential applications of Knowmatics in fields like education. It provides sources for further information on Knowmatics and knowledge banks.
Information literacy is defined as a set of skills that allows individuals to recognize when information is needed and locate, evaluate, and effectively use that information. These skills include identifying information needs, accessing information efficiently and effectively, critically evaluating information and sources, using information for a specific purpose, and understanding how to access and use information ethically. The document outlines information literacy skills that should be developed prior to, during, and after conducting research.
The document discusses several information literacy models including the Information Search Process (ISP), FLIP It!, and the BIG6 Process. It provides a detailed overview of the stages of the BIG6 Process model for information problem-solving including Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation. The BIG6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks.
1. The document discusses information literacy (IL) in the workplace, noting key differences from academic environments. Workplace IL focuses on addressing business issues through locating, evaluating, and using information to meet organizational goals.
2. Research on workplace IL has shown it can involve non-textual and informal sources of information, like conversations and demonstrations. IL needs vary by employee role and complexity of knowledge required.
3. As work environments evolve with technology, self-employment, and data collection, IL will be important for navigating new situations and maintaining effectiveness in a changing world of work. Further research and educational interventions could help develop workplace IL.
Information literacy in the workplace - presentation at LILAC2018InformAll
An overview of workplace information literacy, how it differs from IL in academic settings and the challenges of developing the evidence base in this area. Presentation made at LILAC2018, April 2018, University of Liverpool
Securing BGP: Operational Strategies and Best Practices for Network Defenders...APNIC
Md. Zobair Khan,
Network Analyst and Technical Trainer at APNIC, presented 'Securing BGP: Operational Strategies and Best Practices for Network Defenders' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
Honeypots Unveiled: Proactive Defense Tactics for Cyber Security, Phoenix Sum...APNIC
Adli Wahid, Senior Internet Security Specialist at APNIC, delivered a presentation titled 'Honeypots Unveiled: Proactive Defense Tactics for Cyber Security' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
HijackLoader Evolution: Interactive Process HollowingDonato Onofri
CrowdStrike researchers have identified a HijackLoader (aka IDAT Loader) sample that employs sophisticated evasion techniques to enhance the complexity of the threat. HijackLoader, an increasingly popular tool among adversaries for deploying additional payloads and tooling, continues to evolve as its developers experiment and enhance its capabilities.
In their analysis of a recent HijackLoader sample, CrowdStrike researchers discovered new techniques designed to increase the defense evasion capabilities of the loader. The malware developer used a standard process hollowing technique coupled with an additional trigger that was activated by the parent process writing to a pipe. This new approach, called "Interactive Process Hollowing", has the potential to make defense evasion stealthier.
Discover the benefits of outsourcing SEO to Indiadavidjhones387
"Discover the benefits of outsourcing SEO to India! From cost-effective services and expert professionals to round-the-clock work advantages, learn how your business can achieve digital success with Indian SEO solutions.
1. CHAPTER 1
OVERVIEW OF INFORMATION
Erratul Shela Eshak
Faculty of Business & Management
2. DEFINITION OF TERMS
Mar 2022 - Jul 2022
Information is the
answer to questions
that begin with
words such as
'who', 'what', 'when'
and 'how many’.
Information derives its
meaning from the
word inform that is to
tell or give news.
Getting the information
across from the
source/communicator
to the receiver/user is
a key role in the
information process.
Information is defined
as organized or
structured data, which
has been processed in
such a way that the
information has
relevance for a specific
purpose or context,
and is therefore
meaningful, valuable,
useful and relevant.
CONCEPT OF INFORMATION
Information is the
product of the
interaction between
the source and the
receiver which
includes data,
images, sounds,
signals, emotional
responses, videos,
or any other forms.
3. DATA
• Facts and figures recorded as a result of
observations, survey and research used to
find answers or interpret situations.
Representing of information in a formal
manner, suitable for communication,
interpretation and processing.
• Data is collected and analyzed to create
information suitable for making decisions.
Facts and figures that has been organized
as a result of observations, surveys or
research. (Mary Gosling).
• Individual facts, statistics, or a single piece
of information usually to calculate, analyze,
or plan something.
• Raw data is unorganized forms (such as
alphabets, numbers, or symbols) that refers
to, or represent, conditions, ideas, or
objects.
Mar 2022 - Jul 2022
4. Characteristics of data
• Data becomes information by interpretation.
• Data is the tangible part of information.
• Data is durable and can be used for a long period of time.
• It can be from anything that we see, hear or read in the form of text,
sound or vision
Mar 2022 - Jul 2022
5. INFORMATION
• Information generally knowledge derived from data can consist of
images, text, documents and sound. Information also can lead to
knowledge regardless and medium of its convincement to one and
other person.
• According to Concise Oxford Dictionary, information is informing, telling
things, told, knowledge and news.
• Merriam Webster defined information as knowledge obtained from
investigation, study, or instruction.
• Prytherch define information is an assemble of data in a
comprehensive form recorded on paper or some other medium and
capable of communication.
Mar 2022 - Jul 2022
6. FOUR (4) MAIN ELEMENTS OF
INFORMATION
• Accurate and timely
• Specific and organized
• Presented within a context and gives meaning
• Lead to understanding and decrease uncertainty
Mar 2022 - Jul 2022
7. CHARACTERISTICS OF
INFORMATION
• Information often described as a commodity, which can be sold,
exchanged, accumulated and stored, patented and owned and not
depleted when it used.
• Considered to be personal, organizational and national resource of
great value.
• It will be most valuable when it is quickly and easily available and
effectively organized.
Mar 2022 - Jul 2022
8. KNOWLEDGE
• Knowledge is the Information that is found to be relevant, strikes the
mind, can be interpreted, stored on a medium or in the mind, and used
for a purpose.
• Knowledge is the result of manipulating and exploiting the available
data, organizing and restructuring all the information from the data and
transforms it into something useful.
• Knowledge is used to understanding of or information about a subject
that you get by experience or study, either known by one person or by
people generally: (Cambridge dictionary)
• Knowledge is information and understanding about a subject which a
person has, or which all people have. (Collin dictionary).
Mar 2022 - Jul 2022
9. DEFINITIONS OF
KNOWLEDGE
• Knowledge is data which a person recognizes as relevant and is thought about,
interpreted, stored (in one‘s memory or in a variety of formats) or used for a purpose.
(Mary Gosling)
• Knowledge is something that is believed, that is true and that is reliable. (Steve
Denning)
• Knowledge is information that changes something or somebody—either by becoming
grounds for actions, or by making an individual (or an institution capable of different
or more effective action. (Peter F. Drucker)
• Knowledge is the perception of the agreement or disagreement of two ideas. (John
Locke)
• Knowledge is a fluid mix of framed experience, contextual information, values and
expert insight that provides a framework for evaluating and incorporating new
experiences and information. (Davenport and Prusak, 1998)
Mar 2022 - Jul 2022
12. INFORMATION LITERACY
• Information literacy can be defined as the ability to identify, locate, evaluate and select information
in all formats in order to use it.
• The United States National Forum on Information Literacy defines information literacy as "... the
ability to know when there is a need for information, to be able to identify, locate, evaluate, and
effectively use that information for the issue or problem at hand.
• The American Library Association defines "information literacy" as a set of abilities requiring
individuals to "recognize when information is needed and have the ability to locate, evaluate, and
use effectively the needed information.
• Information Literacy is the ability to identify what information is needed, understand how the
information is organized, identify the best sources of information for a given need, locate those
sources, evaluate the sources critically, and share that information. It is the knowledge of
commonly used research techniques.
• Information literacy is the adoption of appropriate information behavior to identify, through
whatever channel or medium, information well fitted to information needs, leading to wise and
ethical use of information in society. (Webber S. & Johnston, B. ,2002)
• According to the definition provided by the America Library Association (ALA), information literate
is a person who has the ability to recognize the need to the information and can locate, evaluate
and use the needed information effectively and begin learning how to learn.
Mar 2022 - Jul 2022
13. WHY INFORMATION
LITERACY IMPORTANT?
• Information literacy is critically important because we are surrounded by a
growing ocean of information in all formats.
• Not all information is created equal: some is authoritative, current, reliable,
but some is biased, out of date, misleading, and false.
• The amount of information available is going to keep increasing.
• The types of technology used to access, manipulate, and create
information will likewise expand.
• To be information literate, individual must be able to use the tools and
services provided by the information agencies such as libraries, information
center and also must be capable to use the latest information technology
such Internet communication and on-line database.
Mar 2022 - Jul 2022
14. THREE MAJOR SKILLS NEEDED TO
BE INFORMATION LITERATE:
• Able to find information in variety formats.
• Able to find information in variety of sources.
• Able to find information within the sources
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15. Information literate person be able to:
• Determine the extent of information needed.
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one's knowledge base
• Use information effectively to accomplish a specific purpose.
• Understand the economic, legal and social issues surrounding the use
of information and access and use information ethically and legally.
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16. THREE STEPS OF INFORMATION
LITERACY SKILLS
• Planning research or posing a question
• Organizing a way to search for the answer
• Finding resources.
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17. CHARACTERISTICS OF
INFORMATION LITERATE
PERSON
• Recognizes that accurate and complete information is the basis for
intelligent decision making.
• recognizes the need for information
• knows how to locate needed information
• formulates questions based on information needs
• identifies potential sources of information
• develops successful search strategies
• accesses sources of information including computer based and other
technologies
• evaluate information no matter what the source
• organizes information for practical application
• integrates new information into an existing body of knowledge
• uses information in critical thinking and problem solving (Doyle,1992)
• uses information ethically and legally
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18. IMPACT OF INFORMATION
LITERACY
• Students learn to find, evaluate and synthesize information thus developing critical thinking
skills which hopefully leads better research.
• Better research should lead to more success in studies thus increasing the retention rates of
students.
• The skills they develop are transferable to their eventual workplace making the students
more marketable
• Determine the extent of information needed
• Access the needed information and its sources critically
• Incorporate selected information into one's knowledge base
• Understand the economic, legal, and social issues surrounding the use of information, and
access and use the information ethically and legally.
• Many paper information sources lies in the difficulty of updating them.
• The difficulty of indexing the contents of any book or periodical thoroughly.
Mar 2022 - Jul 2022
19. ISSUES IN INFORMATION
Information Overload
•Information overload by Bertram Gross (1964) in his book “The Managing of Organizations.”
occurs when the amount of input to a system exceeds its processing capacity limits and this
happened when someone is trying to process too much of information at the same time.
•Information overload is a situation where there is too much information available and there is
an increasing difficulty to get the exact information needed at a certain period of time.
•Information overloaded is a situation in which you receive too much information at one time
and cannot think about it in a clear way. (Cambridge Dictionary)
• According to Wilson (1996) information overload means that someone cannot use the
correct and relevant information efficiently because of the massive amounts of information
available.
Mar 2022 - Jul 2022
20. SEVEN (7) TYPES OF
RESPONSES TO INFORMATION
OVERLOAD.
• Hoarder – accumulates information for information’s sake.
• Deleter – destroys information without evaluating it.
• Time-waster – requests and seeks for all information but does nothing with it.
• Analyzer – examines everything but can’t make a decision
• Luddite – opposes all innovation
• Power-user – uses information to seek opportunities, but requires it in highly customized
form
• Leader – recognizes the value of critical information and uses it for maximum benefit
(Independent 2002)
• Reframer – actively seeks and finds the positive side; recognizes how much we benefit from
information (i.e. sees the glass as half full rather than half empty)
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21. CONSEQUENCES OF
INFORMATION OVERLOAD
• Difficult to determine the relevant information from the irrelevant.
• Does not understand the available information.
• Feel amazed by the amount of information available
• Does not know the existence of certain information
• Does not know where to find the information and access the
information.
Mar 2022 - Jul 2022
22. CAUSES OF INFORMATION
OVERLOAD
Information overload are usually caused by:
• The existence of multiple sources of information
• Over-abundance of information, difficulty in managing information
• Irrelevance or unimportance of the received information
• Scarcity of time on the part of information users to analyze and
understand information.
Mar 2022 - Jul 2022
23. SOLUTIONS OF
INFORMATION OVERLOAD
• Spending less time on gaining information that is nice to know and
more time on things that we need to know now.
• Focusing on quality of information, rather than quantity. A short concise
e-mail is more valuable than a long e-mail.
• Learning how to create better information (this is what Info engineering
is about). Be direct in what you ask people, so that they can provide
short precise answers.
• Single-tasking, and keeping the mind focused on one issue at a time.
• Spending parts of the day disconnected from interruptions (e.g. switch
off e-mail, telephones, Web, etc.) so you can fully concentrate for a
significant period of time on one thing.
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24. GOOD AND POOR INFORMATION
Mar 2022 - Jul 2022
GOOD INFORMATION POOR INFORMATION
Relevant
Information must relate to the business at
hand and fulfill the needs of user.
Information must meet the user’s
proposes and needed.
Irrelevant
Information is considered having a little value
when it is too old or out of date and not meets
the user requirement.
Timely
Information must be available when
needed, within the timeframe desired by
the user.
Swamping
Too voluminous to allow sense to be made of
it where the quality of information is much
important compare to quantity.
Accurate and complete
Must be accessible, with emphasis on the
right information however it depends on
the context itself.
Unclear
Not well presented in a way it facilitate a
decision.
Concise
Must be understandable to those who use
it, and must be able to absorbed quickly
action.
Not all there
Incomplete information and fail to provide a
clear sense of the entirety of the problem.
Reduces uncertainty
Information must meet the user’s
requirement completely in order to reduce
the unknown entity.
25. FORMAT OF INFORMATION
• Print
The information is in the printed form and usually uses paper such as books, journals,
pamphlets seminar papers, etc…
• Electronic
Electronic formats use a computer to deliver information such as OPAC and Internet.
• Audiovisual (AV)
AV formats require watching and listening such as cassettes, slides, films, etc…
• Microform
Microform reduces an image and put it on a plastic to read in a machine such as
microfilm, microfiche and micro cartridge.
Mar 2022 - Jul 2022
26. SOURCES OF INFORMATION
Information can come from virtually anywhere — media, blogs, personal experiences, books, journal and
magazine articles, expert opinions, encyclopedias, and web pages — and the type of information you needwill
change depending on the question you are trying to answer. Look at the following sources of information.
Notice the similarities between them.
• Sources of information or evidence are often categorized as primary, secondary, or tertiary material. These
classifications are based on the originality of the material and the proximity of the source or origin. This
informs the reader as to whether the author is reporting information that is first hand or is conveying the
experiences and opinions of others which is considered second hand. Determining if a source is primary,
secondary or tertiary can be tricky. Below you will find a description of the three categories of information
and examples to help you make a determination.
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27. Mar 2022 - Jul 2022
Primary Sources Secondary Sources Tertiary Sources
These sources are records of
events or evidence as they are
first described or actually
happened without any
interpretation or commentary. It
is information that is shown for
the first time or original materials
on which other research is
based. Primary sources display
original thinking, report on new
discoveries, or share fresh
information
These sources offer an analysis
or restatement of primary
sources. They often try to
describe or explain primary
sources. They tend to be works
which summarize, interpret,
reorganize, or otherwise
provide an added value to a
primary source.
These are sources that index,
abstract, organize, compile, or
digest other sources. Some
reference materials and
textbooks are considered
tertiary sources when their
chief purpose is to list,
summarize or simply
repackage ideas or other
information. Tertiary sources
are usually not credited to a
particular author.
Examples of primary sources:
Theses, dissertations, scholarly
journal articles (research based),
some government reports,
symposia and conference
proceedings, original artwork,
poems, photographs, speeches,
letters, memos, personal
narratives, diaries, interviews,
autobiographies, and
correspondence.
Examples of Secondary
Sources:
Textbooks, edited works, books
and articles that interpret or
review research works,
histories, biographies, literary
criticism and interpretation,
reviews of law and legislation,
political analyses and
commentaries.
Examples of Tertiary
Sources:
Dictionaries/encyclopedias
(may also be secondary),
almanacs, fact books,
Wikipedia, bibliographies
(may also be secondary),
directories, guidebooks,
manuals, handbooks, and
textbooks (may be
secondary), indexing and
abstracting sources.
28. TYPES OF KNOWLEDGE
IMPORTANCE OF KNOWLEDGE TO ORGANIZATIONS
Tacit Knowledge
• Unwritten, unspoken, and hidden knowledge held by human being, based on his or
her emotions, experiences, insights, intuition, observations and internalized
information.
• Tacit knowledge is experience of a person's consciousness of memory and is
acquired largely through association with other people, and requires joint or shared
activities to be imparted from on to another.
• In other word, knowledge that is not printed or publish and normally resides in
person’s memory.
• Explicit Knowledge
• Articulated knowledge, expressed and recorded as words, numbers, codes,
mathematical and scientific formula, and musical notations.
• Explicit knowledge is easy to communicate, store, and distribute and is the
knowledge found in books, on the web, and other visual and oral means.
• It is recorded information and well published.
Mar 2022 - Jul 2022
29. TYPES OF KNOWLEDGE
Mar 2022 - Jul 2022
Tacit
• Unwritten, unspoken, and hidden vast
storehouse of knowledge held by practically
every normal human being (emotions,
experiences, insights, intuition, observations)
• Also known as informal knowledge
Explicit
• Articulated knowledge, expressed and recorded
as words, numbers, codes, mathematical and
scientific formulae, and musical notations.
• Codified knowledge found in documents,
database, etc.