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PurposeA wide choice of varied information and data-based tools is reviewed in order to determine their ability treating symptoms of the COVID-19 infodemic. Several literacies and derived literacies, presumably having the ability to fulfil these roles are enumerated. There is also a review of the impact of applying deconstruction, understanding, and anticipation as well as of tools for mitigating overload phenomena, and communication overload.Design/methodology/approachThe article reviews literacies deemed to promise reducing the impact of the information crisis, caused by the COVID-19 pandemic.FindingsA non-exhaustive review of literature, taken from sources of varied disciplines, resulting from reverse snowballing and forward citation mining confirmed that there is a wide choice of solutions from among literacies, derived literacies and other approaches that have the potential to combat annoyance and anxiety, caused by the infodemic.Originality/valueNo other, published research has looked at such a wide range of literacies and derived literacies, as well as other, related approaches linked them to the COVID-19 infodemic.

A COVID-19 világjárvány nemcsak egészségügyi problémákat okozott, hanem infodémia (információs válság) kialakulásához is vezetett. Ennek következtében nemcsak a könyvtáraknak és könyvtárosoknak kellett olyan kihívásokkal szembenézniük, amelyeket számos olyan környezetet befolyásolt, amelyben információt vagy adatot kezelnek. Ezeken a területeken fontos lehet, hogy ismerjük az információs műveltség és az adatműveltség jellemzőit, valamint az ezekhez kapcsolódó néhány olyan területet, ahol eszközöket találhatunk arra, hogy ezt a helyzetet kezelni tudjuk.

This chapter explains the main aspects and the importance of being familiar with research data management (RDM), stressing the centrality of the research data lifecycle and the importance of data sharing, whereby the ideas of the FAIR principles are characterized as a main driver of reuse. The importance of data management plans is emphasized as well. RDM processes such as adding metadata, citing, retrieving, and curating datasets are portrayed. The need for cooperating between disciplinary researchers and different data professionals, such as data librarians and data curators, is highlighted. Moreover, it is underlined that a number of educational programs to data science also contain data management.

Recommendation (recommender) systems have played an increasingly important role in both research and industry in recent years. In the area of publication data, for example, there is a strong need to help people find the right research information through recommendations and scientific reports. The difference between search engines and recommendation systems is that search engines help us find something we already know, while recommendation systems are more likely to help us find new items. An essential function of recommendation systems is to support users in their decision making. Recommendation systems are information systems that can be categorized into decision support systems, as long as they are used for decision making and are intended to support people instead of replacing them. This paper deals with recommendation systems for research information, especially publication data. We discuss and analyze the challenges and peculiarities of implementing recommender systems for the scientific exchange of research information. For this purpose, data mining techniques are examined and a concept for a recommendation system for research information is developed. Our aim is to investigate to what extent a recommendation system based on a collaborative filtering approach with cookies is possible. The data source is publication data extracted from cookies in the Web of Science database. The results of our investigation show that a collaborative filtering process is suitable for publication data and that recommendations can be generated with user information. In addition, we have seen that collaborative filtering is an important element that can solve a practical problem by sifting through large amounts of dynamically generated information to provide users with personalized content and services.

Az eredmenyes referatumkesziteshez olyan keszsegek egyutteset kell ismernunk, amelyek mar regota velunk vannak, viszont sokan nincsenek tisztaban ezek fontossagaval. Ugyanakkor tudjuk, hogy leggyakrabban az autoreferatum műfajaval talalkozunk. Ezeket szerzői referatumnak, absztraktnak, vagy kivonatnak nevezett irasművet tobbnyire a forrasszovegkent szolgalo tudomanyos folyoiratcikkek szerzői irjak, de vannak olyan referatumok is, amelyek hivatasos referatumkesztők munkai. A modern technologiak viszont a szamos, a referalashoz kothető uj műfajt es eszkoz megjeleneset segitettek elő. A referatumok osszes alfaja jo eszkozt jelent az informacios tulterheles csokkentesere. ABSTRACTING: A FORGOTTEN SET OF SKILLS? To be efficient abstractors, we need to acquire a set of skills that have been with us for a long time, but many people are not aware of their significance. At the same time, we know that the most often encountered genre is the author abstract, written mostly by the authors of scientific journal articles that serve as source text, but there are professional abstractors, as well. Modern technologies, on the other hand, have fostered the emergence of many new genres and tools for abstracting. All types of abstract are useful tools for reducing information overload.

Purpose/Thesis: This paper identifies the most important theoretical issues and frameworks that may serve as a basis for models of teaching information literacy.Approach/Methods: The paper reviews relevant subject literature published between 1990s and the present to outline the disciplinary context of information literacy in order to identify concepts that might be used to model teaching of information literacy.Results and conclusions: In the light of convergences and overlaps between different literacies, this paper considers various pedagogic approaches – phenomenographic, sociocultural, and discourse analytical, to combine them with the cognitive approach to information literacy. The literature review shows that all these approaches might contribute to a theoretical foundation of information literacy across different age groups and on different levels of education.Originality/Value: Teaching information literacy is examined from a cross-disciplinary perspective with a focus on information science and pedagogy.

Hazai folyóiratokban és különösen a TMT hasábjain számos tanulmány jelent már meg a digitális bölcsészethez kötődő könyvtári témákról, így természetét már sokan ismerhetik. Mindazonáltal érdemes leszögeznünk, hogy ez a tudományág nemcsak olyan tevékenységek és projektek köre, amelyek a digitális technológiáknak a humántudományi kutatásokban való felhasználásával kapcsolatosak.1 Sokan ugyanis ennél többnek látják, ezért joggal tekintenek rá, mint együttműködésen alapuló, új formájú, több tudományterületet érintő kutatási, oktatási és publikációs tevékenységrendszerre, amely intézményi hátteret biztosít ahhoz, hogy – a könyvtárak és a könyvtárosok bevonásával – ezek a célok megvalósuljanak.2 Ennek megfelelően, ez a tanulmány főként az Amerikai Egyesült Államok könyvtárosainak bő két évtizedes elképzeléseire és tapasztalataira koncentrál, de merít az Európai Unió, Nagy-Britannia, és Kanada könyvtárainak tapasztalataiból is.

This chapter addresses questions related to the complex relationships between information, data, and human beings, frequently treated as the foundation of information and data ecologies. We focus on issues that have varied interfaces with literacies, but are not literacies in the proper sense of the word. The first part of this chapter focuses on openness, reproducibility, credibility, and sharing of digital data. Attention is given to research data’s Findability, Accessibility, Interoperability, and Reuse. There is also a short discussion of the relationship between research data and copyright. In the second part, data journals and data papers are targeted, and attention is paid to the problems of measuring and evaluating research data. The third part touches on varied issues, such as possible coauthorships between librarians and researchers, research data management, reputation management, information and data overload, posttruth phenomena and the influence of posttruth, as well as the deluge of publications related to the COVID-19 pandemic.

Purpose/Thesis: This paper outlines the role of data curation in the context of Research 2.0 and Research Data Management.Approach/Methods: The argument is based on a non-exhaustive review of the literature.Results and conclusions: Despite the relative vagueness and variety of definitions of data curation, academic libraries should engage in it.Research limitations: The study focused mainly on theoretical writings.Practical implications: The worldwide challenge associated with Research Data Management and data curation. Several countries and institutions have already answered the challenge, but the overall level of its recognition is low, and thus there is a need to raise awareness of its importance.Originality/Value: The premise of the argument is based on the assumption that views on data are changing.

This paper identifies some of the tasks and roles that academic libraries have to fulfil in order to react to the appearance of Research 2.0 that materialises in data intensive research and requires supporting activities. Reacting to the appearance of Research 2.0 by becoming service providers for scholars working on data-intensive tasks will become an imperative for libraries worldwide, even though due to the differences between countries and institutions, the tasks described in this paper may not seem urgent today. On the other hand, the issues, we identified are already part of everyday best practices in several institutions. Some of them are fairly recent or have taken new characteristics. A few roles identified in this paper are on their way to become standard occupation, while there are still ones that require innovative approaches. Our argument is based on a non-exhaustive review of the recent literature, reporting both on theoretical and practical issues and presenting the results of empirical research in the field.

Information overload (IO) appears in varied information-intensive spheres and everyday environments. This chapter defines its nature and types, outlines its history and names its diverse sources. It is underlined that IO is caused by a mix of factors. Measures and tools of preventing the occurrence of information overload and mitigating its symptoms can be technological by using the capabilities of information architecture. The repertoire of social approaches is much broader, because it includes practicing information literacy, engaging in data literacy, applying critical assessment, slow information behavior and Personal Information Management tools.

A nemzetközi szakirodalom azt mutatja, hogy a tanárok szerepe rövid idő alatt drámai változáson ment keresztül, beleértve a digitális kompetenciák egyre növekvő jelentőségét. Ez igaz az információs műveltségre is, bár úgy tűnik, hogy a követelményeket erőteljesebben befolyásolja a digitális kompetenciák előtérbe kerülése, ami az információs műveltség fogalmával kapcsolatosan tapasztalható zavart is megmagyarázhatja. Több empirikus kutatás az mutatja, hogy számos középiskolai tanár nem ismeri ezt a kifejezést, és következetlenek a meghatározásában is, sőt van, aki tanítja az információk keresését, szűrését és értékelését, de az információs műveltség megemlítése nélkül teszi ezt. A fentieket figyelembe véve, kutatásunkkal arra kívántuk felhívni a figyelmet, hogy az információs műveltségnek van létjogosultsága az iskolapedagógiai gyakorlatban, ugyanakkor sok problémát kell még ezen a területen megoldani. Kutatásunk közvetlen célja az volt, hogy felmérjük az információs műveltség fejlesztésének gyakorlatát Magyarországon, Lengyelországban és Litániában, összehasonlítva az ezekben az országokban dolgozó középiskolai (9-12. évfolyamon tanító) tanárok ez irányú ismereteit és attitűdjét. A feltett kérdésekre kapott válaszok azt mutatják, hogy a vizsgálatba bevont pedagógusok többsége túlbecsüli az információs műveltséggel kapcsolatos készségeit és tudását. Többnyire rövid projektek során valósítottak meg az információs műveltséggel kapcsolatos programokat, amelyek azonban nem voltak alkalmasak arra, hogy akár csak magukat a tanárokat is szakszerűen felkészítsék a kommunikáció- és médiatudomány, illetve az információk felhasználásának, kezelésének, valamint azok tanításának elméletére és gyakorlatára. ----- Information literacy attitudes of secondary school teachers in the light of the results of an international questionnaire ----- The literature shows that the role of teachers has changed dramatically in a short period of time, including the growing importance of digital competencies. This is also true for information literacy, although requirements appear to be more strongly influenced by the rise of digital competencies, which may also explain the confusion surrounding the concept of information literacy. Several empirical studies show that many teachers, working in secondary education are unfamiliar with this term and use its definition inconsistently. Some of them teach how to search for, filter, and evaluate information, but do so without mentioning information literacy. In view of the above, our research aimed to draw attention to the fact that information literacy has a raison d'être in school pedagogical practice, but many problems still need to be solved in this area. The direct aim of our research was to assess the practice of developing information literacy in Hungary, Poland and Lithuania by comparing the knowledge and attitudes of secondary school (teachers in grades 9-12) working in these countries. The answers to the questions asked show that the majority of teachers involved in the study overestimate their skills and knowledge in information literacy. Most of the time, information literacy programs were implemented as short projects, which, however, were not suitable to train even the teachers themselves in the theory and practice of communication and media science and the use, management and teaching of information.

The Writing Center is the newest, innovative service, established as a project-based initiative within the organization of the Library of Corvinus University Budapest. The present and future goals of the Writing Center require a wide spectrum of services if wanting to cater for the needs of doctoral students and faculty members. This includes traditional and novel tasks, such as fostering publication activities, combating information overload, being familiar with abstract writing, and Open Access offered to experienced and to early career researchers. The goal in this chapter is to demonstrate how the learning and research support activities of a library, comprising curricular and extra-curricular courses, trainings, and consultations can be integrated into the knowledge structures of the university as a whole. The authors place special emphasis on the role of group-based and individual mentoring throughout a university career, spanning from student to researcher, and on the development of transversal skills through the training programs of the Writing Center.

International audience; From among the varied non-technical issues, related to self- publishing, the history ofsubscription-based book publishing is addressed first, followed by a discussion of selfpublishing’slegitimacy, then by an examination of self-publishing authors’ roles andresponsibilities. Subsequently, some processes of self- publishing are described, its relationshipto independent editors discussed. Self-publishing is also explored through the eyes of thelibraries and librarians. Some of the related issues, including motives for publishing selfpublishedtextbooks are dealt with. A short discussion directs attention to the possibility of selfpublishingresearch data. Last, self-publishing activities in Hungary are shortly presented.

This paper focuses on the characteristics of research data quality, and aims to cover the most important issues related to it, giving particular attention to its attributes and to data governance. The corporate word&rsquo, s considerable interest in the quality of data is obvious in several thoughts and issues reported in business-related publications, even if there are apparent differences between values and approaches to data in corporate and in academic (research) environments. The paper also takes into consideration that addressing data quality would be unimaginable without considering big data.

This paper, based on a non-exhaustive review of the literature addresses selected issues of a relative new complex of abilities and skills, i.e. data literacy by providing insight into its nature and the approaches to teaching in higher education.We live in a data-intensive era, because the capacity to store massive amounts of data and forward them on high bandwidth networks generated interest in research data in the natural sciences, social sciences as well as the arts and humanities, never seen before (boyd and Crawford, 2012). The recognition of this fact motivated varied researchers, universities and different funding bodies to make efforts to encourage the openness of research data. The stakeholders of Open Data are – among others governments, multilateral organisations, journalists and the media. They come from the civil society and the private sector. Last, but not least teaching staff members, and researchers, i.e. the academic community constitute a crucial group of its stakeholders (Corrall, 2019a).On the one hand, there remain several technological, social, organizational, economical, and legal barriers to data sharing (Sayogo & Pardo, 2013). On the other hand, despite obstacles, we can see a shift away from a research culture, where data is viewed as a private preserve (Pryor, Jones, & Whyte, 2013). This drive toward openness is guided among others by the principle that scholarly research does not need more data, but requires having the right data (Borgman 2015). In other words, researchers require high quality, actively curated data to work with, because data is both the raw material and the output of research (Pryor, 2012).Research data is the output from any systematic investigation that involves observation, experiment or the testing of a hypothesis (Pryor, 2012) and it consists of “heterogeneous objects and items used and contextualized, depending on the academic discipline of origin” (Semeler, Pinto, & Rozados 2017, p. 3). To serve as research data, little data can be just as valuable as big data, and – in many cases – there is no data, because relevant data cannot be found, is not available, or does not exist at all (Borgman, 2015).

This paper is about the proper application of information literacy education to public (K12) education, based on the idea that its successful exploration requires that we adjust it to the properties of the digital environment. This can be achieved by using phenomenographic and sociocultural theories, which are explicitly grounded in theories of learning, and discourse analytical approaches that add a broader historical and sociological perspective to these.

Purpose The purpose of this paper is to examine the role of Research Data Services (RDSs), consisting of research data management, data curation and data stewardship, and data literacy education in supporting Research 2.0. Besides this, theory and principles, as well as selected examples of best practices in the relevant fields are presented. Design/methodology/approach A literature-based overview of actual insights on tasks and roles that academic and research libraries have to fulfil in order to react to the developments generated by the appearance and growing importance of Research 2.0 is provided. Taking the wide spectre of related issues into account, the discussion is limited to RDSs. Findings Even though Research 2.0 is evolving in different countries and some local environments in dissimilar ways, its data-intensive nature requires the helping presence of academic libraries and librarians. Being an emerging phenomenon, it will undoubtedly take several different shapes as it works itself out in time, but librarians should try to discover service niches, which may not be covered by other academic organisations, or their coverage is only partial or even unsatisfactory. Research limitations/implications Taking the wide spectre of issues into account, the review of literature is limited to the period between 2014 and 2016. Originality/value The paper intends to add to the body of knowledge about the relationship between RDSs and Research 2.0, as well as about the association between the components of the former.

Purpose The complex phenomenon of information overload (IO) is one of the pathologies in our present information environment, thus symbolically it signalizes the existence of a dark side of information. The purpose of this paper is to investigate the approaches on mitigating IO. Hence, it is an attempt to display the bright side. Design/methodology/approach Based on a literature review, the sources of IO are briefly presented, not forgetting about the role of information technology and the influence of the data-intensive world. The main attention is given to the possible ways of mitigating IO. Findings It is underlined that there are both technological and social approaches towards easing the symptoms of IO. While reducing IO by increasing search task delegation is a far away goal, solutions emerge when information is properly designed and tools of information architecture are applied to enable findability. A wider range of coping strategies is available when we interact with information. The imperative of being critical against information by exercising critical thinking and critical reading yields results if different, discipline-dependent literacies, first of all information literacy and data literacy are acquired and put into operation, slow principles are followed and personal information management (PIM) tools are applied. Originality/value The paper intends to be an add-on to the recent discussions and the evolving body of knowledge about the relationship between IO and information architecture, various literacies and PIM.

The objective of this paper is to determine the validity and reliability of an originally created questionnaire as an instrument to develop an understanding of secondary school teachers’ knowledge on information literacy and practices implemented with developing student’s information literacy skills in Hungary, Poland, and Lithuania. This research will support a research project that aims the harmonisation of various theories of information literacy with the proper application of information literacy to public (K12) education. This paper presents a pilot survey among Lithuanian teachers on a sample of 102 participants in the spring of 2018. We gathered data for this study using a computer-assisted web interviewing (CAWI) technique and administered an online survey using the 1KA.SI web survey tool. The collected data was analysed by IBM SPSS Statistics ver. 19. Internal consistency of the questionnaire measured by Cronbach’s alpha coefficient. Scale and construct validity evaluated using Principal components analysis with Varimax Rotation. The authors feel assured in using the questionnaire for the wider scope survey.

Purpose– Library and information science (LIS) and the digital humanities are both interested in studying recorded information and often share institutional frameworks. The purpose of this paper is to go beyond outlining these similarities by examining the perceived and real strengths and weaknesses of both disciplines.Design/methodology/approach– Epistemologies and methods of both disciplines are analysed, principally in the light of the growing importance of data-intensive research, taking into consideration that there is a tension about the academic status of these disciplines.Findings– Epistemologies and methods of both disciplines are analysed, principally in the light of the growing importance of data-intensive research, taking into consideration that there is a tension about the academic status of these disciplines.Originality/value– The paper intends to be an add-on to the recent discussions and the evolving body of knowledge about the relationship of these disciplines with the hope of indicating a possible new direction in the development of LIS.

Purpose – The purpose of this paper is to identify tasks and roles that academic libraries have to fulfil to react to the developments brought in by the appearance of Research 2.0. Design/methodology/approach – A review of current literature about the topic was performed. Findings – Literature used reveals that currently, there is a need for providing information literacy (IL) education (mainly in the form of data literacy), providing research data services (RDSs) (addressing data quality and data citation), raising awareness of faculty members on different issues and providing individual support to them. Originality/value – The paper intends to be an add-on to the body of knowledge about academic library support to researchers.

This paper paints a picture of the views on copyright literacy in Hungary. The Hungarian Library and Information Science (LIS) community has been introduced to varied literacies, mainly in their native language. The best-known literacy is information literacy, but step-by-step other literacies appear in Hungarian journal and conference papers. Due to the adherence of Hungarian librarians to their native language, there are still abstracting services that deliver abstracts on different LIS subjects that are available in the Hungarian language. Translations of the term copyright literacy to Hungarian bears resemblance to information literacy, that is, they are either verbatim translations of the concepts or emphasize literacy’s meaning as being educated and having erudition. On this background, the results obtained on a convenience sample of the Hungarian part of an international copyright literacy survey are presented and compared to the findings of two other surveys that used the same questionnaire.

Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist and educate their future patrons, yet there is relatively little research into the information literacy and behaviors of librarians and library students. Using a survey on information behaviors, this study addresses this gap in the literature by examining how LIS students in 18 countries search for, evaluate, and use information in various contexts, and on whom they rely for help. The results of this study demonstrate library science students’ information literacy skills within an international context. Faculty in LIS programs will be interested to see how their students approach information problems, and might use this understanding to develop or strengthen courses and inform curricular decisions.

Purpose – The role of data literacy is discussed in the light of such activities as data a quality, data management, data curation, and data citation. The differing terms and their relationship to the most important literacies are examined. The paper aims to discuss these issues. Design/methodology/approach – By stressing the importance of data literacy in fulfilling the mission of the contemporary academic library, the paper centres on information literacy, while the characteristics of other relevant literacies are also examined. The content of data literacy education is explained in the context of data-related activities. Findings – It can be concluded that there is a need for data literacy and it is advantageous to have a unified terminology. Data literacy can be offered both to researchers, who need to become data literate science workers and have the goal to educate data management professionals. Several lists of competencies contain important skills and abilities, many of them indicating the close relationship between data literacy and information literacy. It is vital to take a critical stance on hopes and fears, related to the promises of widespread ability of (big) data. Originality/value – The paper intends to be an add-on to the body of knowledge about information literacy and other literacies in the light of research data and data literacy.

In this paper, based on desk research, we will present the most important features of Research 2.0 in its relationship with information literacy (IL). The appearance of the Research 2.0 paradigm was brought about by numerous technological innovations resulting from Web 2.0. This may lead to transformations that could change the principles of research activities. When explaining the nature of Research 2.0 we highlight factors that hinder its wider uptake. We will also try to show that IL is changing in some of its aspects as a result of developments in the Research 2.0 domain, regardless of the fact that it is not widely adopted. The consequences resulting from the analyzed transformations in IL are of utmost importance for academic libraries, the content of their instructional activities and future information literacy conceptualizations.

There is a perceptible need for overviews that broadly address media literacy, information literacy and related literacies for the last half decade, which was characterised by the emergence of several novel approaches and new concepts that answer the challenges caused by the pervasive presence and profound effect of information technology, especially social media. Therefore, this paper, which is a non-exhaustive (selective) review of the developments in the field, covers the period 2012 and 2016. The topics investigated include media literacy, information literacy and several other literacies in general, as well as social media literacy, news literacy and issues, related to prosumerism, in particular. The relationship between media literacy and information literacy is also examined, adding that the convergence between them resulted in the appearance of media and information literacy. The effects of the new framework for information literacy education in higher education, the theory of curation as an active literacy practice, and the influence of data literacy are examined. Digital literacy and metaliteracy are also characterised.

The views on Library 2.0 seem to be changing. Celebration was followed by disillusion. Opinions are not always that extreme, rather several authors enumerate the upsides and downsides of the situation caused by the prevalence of social media, not forgetting about the price that we have to pay for it. Besides this, some blogs seem to be changing from evanescence to qualitative contents. This reminds us that we have to be careful not to draw premature conclusions, neither extremely pessimistic, nor overly optimistic ones.

Purpose The purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions. Design/methodology/approach This paper is based on a multinational survey of copyright literacy competencies of Library and Information Science (LIS) professionals and those who work in the cultural heritage sector (archives and museums), conducted in 13 countries, namely Bulgaria (BG), Croatia (CR), Finland (FI), France (FR), Hungary (HU), Lithuania (LT), Mexico (MX), Norway (NO), Portugal (PT), Romania (RO), Turkey (TR), UK and USA in the period July 2013-March 2015. An online survey instrument was developed in order to collect data from professionals regarding their familiarity with, knowledge and awareness of, and opinions on copyright-related issues. Findings Findings of this study highlight gaps in existing knowledge of copyright, and information about the level of copyright literacy of LIS and cultural sector professionals. Also attitudes toward copyright learning content in academic education and continuing professional development training programs are investigated. Originality/value This study aimed to address a gap in the literature by encompassing specialists from the cultural institutions in an international comparative context. The paper offers guidance for further understanding of copyright in a wider framework of digital and information literacy; and for the implementation of copyright policy, and the establishment of copyright advisor positions in cultural institutions. The recommendations support a revision of academic and continuing education programs learning curriculum and methods.

This chapter is intended mainly for the researcher. Its main goal is to identify what services are already provided or could be planned by academic libraries, identified as important stakeholders in facilitating Research 2.0. Indicating the changing contexts of literacies, the focus is on research-related literacies, such as information literacy, academic literacy and data literacy, which pertain to the advisory and educational roles of the academic library. The ways of counterbalancing information overload, partially by personal information management are also described. After outlining the importance of data-intensive research, services facilitating research data management, (including the preparation of data-management plans) are portrayed. Issues of data curation, data quality and data citation, as well as the ways to identify professionals, who provide services to researchers, are outlined.

This chapter investigates the complex phenomenon of ‘information overload’ that, despite controversies about its existence, is a major problem, the symptoms of which have to be alleviated. Its sources and nature in academia, business environments and in everyday life information seeking, its particular features in the data-intensive world are described, not forgetting about the role of information technology. The possible ways of mitigating information overload are specified, underlining the imperative of being critical against information. Potential approaches and tools, described in this chapter include utilizing appropriate information architecture, applying information literacy, data literacy and other literacies, as well as making use of personal information management.

Purpose/thesis: The purpose of this paper is to discuss the similarities and differences between the epistemologies of information science and the digital humanities in the light of the turns of information science. Approach/methods: Numerous viewpoints, discernible from the literature, related to the epistemo­logies of the two disciplines have been analysed and compared. Results and conclusions: Despite differences in their disciplinary backgrounds, information scien­ce and the digital humanities have much in common. As serious self-reflection is needed for both disciplines, they may benefit from analysing the achievements and deficiencies of the each other. Research limitations: Both epistemologies are in forming, so only a snapshot could be taken on their present reflection. Originality/value: The paper intends to be an add-on to the body of knowledge about the epistemo­logies information science, the digital humanities and the relationship between them.

Purpose This chapter describes challenges that academic libraries face in the era of data-intensive research. Methodology/approach A review of current literature about the topic was performed. The main features of the data-intensive paradigm of research are outlined and new tasks to be performed by academic libraries are explored. Findings To fulfil their mission in this environment, academic libraries have to be equipped with tools that can be epitomised as research data services and include research data-management and digital data curation. Issues of data quality, data citation and data literacy are also of prime importance for related academic library services that also need to employ ‘new’ librarians, that is professionals, armed with novel and adequate skills. Originality/value The chapter outlines both background and practice, associated with data-related opportunities and responsibilities.

Libraries and librarians can support digital humanists not only by having expertise in identifying objectives and working out ways of realization, informed by library and information science (LIS) but because both the digital humanities and LIS have several themes and issues in common. LIS aims to explore and understand the world of information and its human factors, and the latter is in the focus of digital humanists’ research as well. Besides showcasing these common features, examples of services offered to digital humanists (mainly) in Anglo-American academic libraries are presented in the paper.