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The German Society for Information and Knowledge (DGI) invites its members to the regular general meeting on November 8, 2024. At the meeting, a new board will be elected and the annual budget plan will be discussed and approved. DGI is also organizing a theme day where the working groups AKTS and IuG will present their work results and seek exchange with business, science, and administration. Training and further education opportunities on the use of Artificial Intelligence (AI) will also be offered. DGI mourns the loss of long-time member Dr. Robert Fugmann, who passed away at the age of 97. The German Society for Information Science and Information Practice (DGI) offers various services related to legal aspects, knowledge management, and information literacy. In 2023, the focus of the Information Literacy and Education (IKB) working group was on the anniversary symposium of DGI. Discussions on topics such as fake news and information literacy took place. DGI also plans to update a position paper on the topic of Artificial Intelligence and Education. Events to promote information literacy were held, and collaboration with other organizations was maintained. The FaMI conference in 2024 will be hosted by the Joseph-DuMont Vocational College in Cologne. Approximately 30 vocational school teachers for media and information services met for professional exchange and further education. The program included topics such as project work and podcast production. Excursions to various institutions provided insights into the practice and possible work environments of the apprentices. It was emphasized that the field of information and documentation services needs to be strengthened nationwide. [Extracted from the article]

Mit Blick auf das Jahr 2040 stellt der Beitrag die Auswirkungen der künstlichen Intelligenz (KI) auf die Bibliotheken dar. Mit der zunehmenden Fähigkeit von Algorithmen, Texte zu generieren, könnten Maschinen in der Lage sein, ganze Bibliotheken zu lesen und auf individuelle Bedürfnisse zugeschnittene Fragen in natürlicher Sprache zu beantworten. Dies könnte dazu führen, dass Informationskompetenz und der Rückgriff auf (veraltete) Bücher für die Nutzer gleichermaßen verzichtbar wird. Dieses Szenario stellt jedoch eine dystopische Zukunft für die institutionelle Informationsversorgung durch Bibliotheken dar; es wird davor gewarnt, zu pessimistisch zu sein. Vielmehr muss festgestellt werden, dass frühere Prognosen über die Auswirkungen der Technologie auf die Bibliotheken falsch waren. Dementsprechend sollte die Zukunft der Bibliotheken nicht in einem aussichtslosen Kampf gegen digitale Trends gesehen werden. Stattdessen sollten sich Bibliotheken an das sich verändernde Umfeld anpassen, indem sie ihre Rolle als Lern- und Wissensinstitutionen neu definieren, die Differenzierungswirkung der digitalen Transformation in den Blick nehmen und sich die Frage stellen, wie das Analoge sich im digitalen Umfeld verändert bzw. wie eine sachgerechte institutionelle Antwort auf diese Veränderung aussehen kann. Looking ahead to 2040, the paper outlines the impact of artificial intelligence (AI) on libraries. As algorithms become more capable of generating text, machines could be able to read entire libraries and answer questions tailored to individual needs in natural language. This could make information literacy and reliance on (outdated) books less important for users. However, this scenario represents a dystopian future for institutional information provision by libraries; it is important not to be too pessimistic. Rather, it should be noted that previous predictions about the impact of technology on libraries have been wrong. Accordingly, the future of libraries should not be seen as a hopeless battle against digital trends. Instead, libraries should adapt to the changing environment by redefining their role as institutions of learning and knowledge, looking at the differentiating effects of digital transformation, and asking themselves how the analogue is changing in the digital environment, or what an appropriate institutional response to this change might look like. [ABSTRACT FROM AUTHOR]

Assessing the quality of literature searches and their updating and adaptation require careful, comprehensive and transparent documentation. Guidelines exist for documenting the development and progress of a literature search. However, the authors are not aware of an editable template that can be used to document the literature search. Therefore, this paper aims to present a search template for the systematic and transparent development and documentation of a comprehensive literature search. The template includes essential steps of the database search as well as supplementary search options and offers a possibility for methodical and content-related justification of the included steps. It considers current guidelines for reporting search strategies. The search template is provided free of charge and is editable with common text editing programs. The contents are to be adapted according to the individual search strategies. [ABSTRACT FROM AUTHOR]

With the start of the Corona pandemic, the Helios nursing schools faced many challenges. Face-to-face teaching had to be switched to digital, communication no longer took place on site but on channels such as Zoom, Skype or Teams. At the same time, the Helios central library licensed an interactive learning tool and made it available to the nursing schools. This paper describes the process of implementation, communication, support and collaboration around the platform in the midst of a time when contact restrictions became commonplace. It has become clear that the library can and must support the development of media and information literacy in nursing schools. Despite the high communication effort that continues, the Helios central library is much more present in the minds of all teachers and students. Thanks to the project, the library has established itself as a point of contact for the nursing schools. [ABSTRACT FROM AUTHOR]

The fields of information and media literacy have already been focused by researchers in many institutions worldwide for several years. The Department of Information Science at the University of Düsseldorf in Germany and the Department of Information Science and Information Systems at the University of Graz in Austria contributed to several aspects in this field. Apart from testing the information literacy skills of several target groups, new approaches for promoting information literacy have been focused on. This paper gives an overview of the research projects on information literacy at the Universities of Düsseldorf and Graz during the last years. Therefore, this paper will first introduce the theoretical background of information and media literacy and point out the efforts of both institutions in this field. This is followed by a comparison and discussion of the results of the various studies conducted at both institutions. Additionally, possible approaches for promoting information literacy even further are pointed out. In this context an emphasis will be put on the promising approach of MOOCs. [ABSTRACT FROM AUTHOR]

The first part of this contribution, published in issue 4/2017, took stock of the measures and effects of the DGI's Information Literacy Initiative, based on the recommendations of the DGI memorandum[1] on Promoting information literacy in the education sector (2008) and the position paper[2] Medien- und Informationskompetenz - immer mit Bibliotheken und Informationseinrichtungen! published by Bundesvereinigung Deutscher Bibliotheks- und Informationsverbände (BID), a federation of German library and information associations. In the second part, we will now discuss the measures required to promote the integration of information literacy in education and research. [ABSTRACT FROM AUTHOR]

The cooperation of university libraries with intra- and extra-university institutions with the goal of teaching information literacy has increased significantly in recent years. The topic of information literacy and the accurate handling of information have become a key skill in many areas, in society, in the economy, in education as well as in further training. Therefore, libraries are increasingly becoming educational institutions within the universities, colleges, schools and other institutions to which they belong. Vienna university library participates in this development and offers assistance for the accurate handling of information as the basis of writing academic or pre-academic papers in a variety of collaborations. These include courses at university as well as school levels which are tailored to the target groups. Some of these collaborations are discussed in detail: the training of PhD students and writing mentors in individual study courses, the support for pre-scientific work in schools and the training of school librarians. [ABSTRACT FROM AUTHOR]

The library of the Medical University Vienna hold lectures and practical sessions as part of the curriculum. Both trainings focus on library user education. The paper describes the development and advancement of these courses since the implementation of the new curriculum in 2001. In addition the timetable of the practical training unit, exercise examples and the flow chart "From pubmed-citation to fulltext" are presented. [ABSTRACT FROM AUTHOR]

This paper deals with content-related enhancements of courses on information literacy for lawyers. The objective is to address a larger group of people for further education in this field. In addition to the offering of courses for several fields of law, courses aimed at legal practice should be realised. [ABSTRACT FROM AUTHOR]

Starting from the changing role of the user in information systems in the Web 2.0 this paper critically questions the concept of information literacy. Five theses on information literacy 2.0 as well as suggestions for further reading offer the possibility to change the perspective of the view on information literacy predominating in German libraries in the direction of a more holistic view of information and learning processes. [ABSTRACT FROM AUTHOR]

The "Teaching Library" is a working area in the library of the Medical University Vienna. Teaching Library Lessons provide general information about the library and help users to increase their skills in using the library. The paper describes history, development and structure of the Teaching Library und shows its services: MUW-Curriculum, DiplDissCoaching (Coaching for master and PhD), Library Guide and Training Course. [ABSTRACT FROM AUTHOR]