IFLA trends report - Segametsi Molawa
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The IFLA Trends Report identifies 5 trends that will impact libraries and the knowledge economy over the next 5 years: 1. New technologies will both expand access to information for some while limiting it for others without internet access or literacy. This could advantage some and disadvantage others. 2. Online education will transform traditional learning models and make learning more accessible but questions remain around the value and impact on social learning. 3. Privacy and data protection boundaries will be redefined, raising issues around who profits from personal data and who can be trusted with it - governments, search engines, or neither.
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This document provides a history of broadcast television from its origins to modern developments. It discusses early pioneers in TV technology in the 1920s-1930s and the first public demonstrations. TV growth slowed during World War 2 but expanded rapidly in the postwar years. By the 1950s, networks and popular shows defined the industry. Regulations and technological changes affected broadcasting throughout its development. New distribution methods now supplement traditional broadcast models.
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Presentation in the first workshop of the Exploring the Emerging Impacts of Open Data in Developing Countries project. Looking at the context of open data, and the research case study planned for 2013 - 2014. See http://www.opendataresearch.org/project/2013/jhcIct technologyor phonomena
Prof. Dr. M. A. Pasha is speaking at the National ICT Awareness Campaign at the University of Education. He defines ICT as the study and use of computer hardware, software, and networks for processing and communicating information. ICT has changed how people learn, work and live through faster communication and greater access to data. The rise of knowledge work and a knowledge economy requires new skills from citizens, including digital literacy, to participate fully. Overcoming barriers like the digital divide is important for building an inclusive information society.
ets digital divide.pptx
The document discusses the digital divide, which refers to the gap between those who have access to modern digital technologies and the internet versus those who do not. It provides background on the term and explains that the divide exists between countries, demographic groups, and economic areas for various technical, social, and economic reasons. The document then discusses what constitutes the digital divide, including differences in access to technologies like computers, phones, TVs and the internet. It also explains obstacles to accessing technologies like physical infrastructure limitations, financial costs, lack of digital skills, and political restrictions in some countries. The global digital divide and differences in internet access between developed and developing nations are examined. Current initiatives in India and Tamil Nadu to address the digital divide are
Whatever happened to the digital divide
The digital divide refers to unequal access to the internet. While access has increased globally from 16 million in 1995 to over 4 billion today, gaps remain. The digital divide operates along three dimensions: access, with wealthier individuals and countries having greater access; education, as training is needed to use technology; and participation, as only a small percentage create online content. Even with access and skills, socioeconomic factors influence internet use. Overall, the digital divide remains complex with technology alone not overcoming social inequalities.
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The document summarizes key takeaways from a discussion on how open data could contribute to poverty eradication in Kenya and Uganda. There are several main points:
1) Open data on service delivery, access, and demand could help with resource allocation and poverty reduction by identifying gaps. Data needs to be more accessible and relevant to users.
2) Technological advances in both countries provide opportunities to increase data access and awareness, while demographic and cultural shifts also support more open data.
3) While some government data is collected, it often goes unused. More effort is needed to transform data into usable information to support development and address citizens' needs.
Drt discussion highlights
The document summarizes key takeaways from a discussion on how open data could contribute to poverty eradication in Kenya and Uganda. There are several main points:
1) Open data can help with resource allocation and poverty reduction by providing statistics on services, access, and demand. Data needs to be more accessible and relevant to needs.
2) Technological advances in both countries provide opportunities to increase data access and awareness, while demographic and cultural shifts also support more open data.
3) While some government data is collected, it often goes unused. More needs to be done to transform data into usable information to support development goals.
New+Voices-Better-Communities-Leveraging-Technology-LGMA_2014
The document discusses leveraging technology for community consultation and engagement. It provides an example of how the City of Kingston used technology throughout their LivingKingston2035 consultation process to create broader awareness, increase participation, and manage and derive value from the large amount of data collected. Over 6,000 community members participated, providing over 13,500 ideas. Technology allowed effective sorting and analysis of this data to inform decision making. Lessons from this case study emphasize planning technology use, making data central, and preparing for open data initiatives.
Social Context of Computing
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Information literacy and digital inclusion: from advocacy to action
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Open data, implications for teaching and learning
This document discusses the implications of open data for teaching and learning. It notes that vast amounts of data are created every day both publicly and within governments. Open data refers to data that is accessible, machine-readable and free to use. Open data can provide new resources for teaching, influence what topics are taught by emphasizing digital literacy, and change academic publishing by making more research openly accessible. Overall, the document argues that Ireland is well-positioned to benefit from open data and should work to publish more public sector data through a central portal using open standards. This could provide economic and civic benefits if used to improve education.
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The Digital Continuity Action Plan is a collaborative, cross-agency effort to address the challenge of maintaining access to New Zealand's growing volume of digital public sector information over time. The plan has six high-level goals: ensuring common understanding of the problem, well-managed records from creation, robust infrastructure, identifying high-value information, trusted public access now and in the future, and good governance. The plan will be implemented over three years through cooperation across archives, libraries, and other cultural heritage institutions.
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The document discusses the work of the Open Knowledge Foundation (OKF) in making knowledge open and accessible through open data initiatives. The OKF builds tools to work with open data, connects people and organizations, and provides training and resources through their School of Data. Open data has led to benefits like helping firefighters locate homes more easily and reducing infant mortality and improving health outcomes in Uganda. The OKF argues that open data can help solve global problems by giving choice, transparency, and allowing ideas to spread and scale more easily. They encourage people to get involved in helping create a more open knowledge society.
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This document discusses promoting digital inclusion for all. It outlines some of the benefits of digital inclusion such as personal health, well-being, skills, social interaction, civic engagement, and economic opportunities. However, it notes that some populations face barriers to inclusion including those over 65, with low education or income, and those with disabilities. Common barriers include a lack of learning support, technological problems, issues related to aging, and disabilities. The document calls for strategic approaches to digital inclusion through partnerships across business, government, and other sectors to help bridge gaps and meet the challenges of both gaining new users and sustaining participation.John crawford lilac_2012
This document discusses policy making in information literacy. It notes that there is little agreement on what information actually is, and the role of governments in information issues is often poorly defined and intermittent. It also discusses the factors impacting the information environment, such as mass Internet access and the need for lifelong learning. The document outlines some connected stages in information literacy policy development, such as a nation recognizing the need to be competitive in the knowledge economy. Finally, it discusses some analyses of information literacy policies worldwide and criteria for effective policy documents.
IOGDC 2012 Summary
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The document discusses the digital divide, which refers to unequal access to information and communication technologies (ICTs) between individuals, households, businesses and nations. The digital divide exists due to differences in access to the internet, skills to use digital technologies, and ability to afford ICT services. Lower income households are much less likely to have internet access compared to higher income households. Reducing the digital divide requires improving access to affordable broadband, increasing digital literacy, and ensuring online content is relevant and accessible to underserved groups.
Don means fopl project
1. The document discusses the value and impact of public libraries in Ontario and the work done by FOPL to measure and demonstrate this.
2. FOPL has implemented statistical measurement strategies across Ontario to prove the value of libraries and now tracks numbers longitudinally.
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This document discusses information literacy in the digital age and how to address the needs of digital natives. It defines key concepts like information, research, literacy, and discusses information literacy and how it applies to media and the digital world. The document examines who the main users are, from children to adults, and how their needs vary. It also explores concepts like digital citizenship and how information and research literacy can be developed using digital tools and online resources. The goal is to develop an information and research literacy framework for South Africa that builds digital skills and allows libraries to better support all members of society.
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This document summarizes Information Literacy initiatives at CPUT. It discusses the Information Literacy policy, committee, and certificate program. The certificate program includes 5 modules taught over 5 weeks and is assessed through a multiple choice test. Statistics on participation in the program from 2009-2015 are provided. Challenges include large class sizes, scheduling sessions, and ensuring teaching skills for librarians. Next steps discussed are improving long-term skills retention, taking a departmental approach, and integrating Information Literacy across subjects and levels as a graduate attribute.
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The document discusses investigating the use of mobile information literacy training over traditional computer-based training methods. It notes that mobile learning is the next step in technology-mediated learning. The objectives are to determine how first-year health sciences students at the University of Pretoria access library resources and how the library can enable them to use mobile devices. A survey found students already use mobile devices extensively in their daily lives. The document proposes delivering typical information literacy topics through mobile-friendly formats like applications and mobile-optimized websites and databases. Challenges include devices without internet access and licensing of databases for mobile. It concludes mobile literacy training can provide students important skills for accessing library resources via their ubiquitous mobile devices.
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The document provides information about services and resources available at the Open Learning Centre (OLC) library on the Crawford Campus. It outlines that the library offers photocopying, printing, faxing, laminating, and access to past examination papers, internet, e-books, magazines, and books. A code of conduct is provided which requires students to check bags at the front desk, keep valuables on them, and refrain from eating, disruptive behavior, and playing games on computers. The benefits of using the OLC are listed as doing structured research, studying in a quiet area, and completing assignments ahead of time by accessing additional resources.
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Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
IFLA trends report - Segametsi Molawa
- 1. IFLA Trends Report Segametsi Molawa 08-11 October 2013 LIASA 15th Annual Conference Western Cape
- 2. Background information • IFLA set a steering committee to investigate the current digital information environment • Literature review, experts and stakeholders from various disciplines were consulted over a period of 12 months. • Five trends were identified, and they have a great likelihood to impact on: – Knowledge economy – Services provided by libraries across the sectors
- 3. TREND 1 New Technologies will both expand and limit who has access to information. • The world’s information at your fingertips- but what can you do with it? • The value added by technology to information literacy advantage those who have access and disadvantage those without internet access, literacy:
- 4. Questions from trend 1 • Who owns information in the midst of open access through internet? • Is internet able to determine the limitations to access? • How can you optimise the value of information available for you? South African priorities • Strengthening information literacy initiatives. • Internet and mobile access, their impact on national development priorities
- 5. TREND 2 Trend 2 Online education will transform and disrupt traditional learning • Assumption is that online education resources are making learning opportunities more abundant, cheaper and more accessible. Our questions: • If online education is free, then how much is it really worth? • If we’re learning together but studying alone – will online education change the face of learning forever?
- 6. TREND 3 • • • • Redefining the boundaries of privacy and data protection What are the resulting impacts on privacy, and protection of our personal information? Who’s profiting from your personal information? Does your government know more about you than you do? Who’s to be trusted more: your government or your search engine? Or neither?
- 7. TREND 4 Hyper-connected societies will listen to and empower new voices and groups • What impact will hyper-connected societies have on traditional political parties? – Mobile technology impact. • Open government initiatives and access to public sector data will continue to improve, resulting in more citizen-focused public services.
- 8. TREND 5 The global information economy will be transformed by new technologies • Will automated translation lead to greater multi-cultural understanding? • Will individuals and businesses be able to be economically active from anywhere in the world?