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Data science is an interdisciplinary field that draws on the ideas and tools of many disciplines and varied professions. Data scientists may work as data analysts, or data engineers. We also can speak about vertical and horizontal data scientists. Data science education requires a richly layered system of relationships that are not just useful mechanisms, but also tools for navigating data as social text. Library and information science (LIS) overlaps significantly with data science, but data science is (at least for the time being) not standardised, because it often demands personalised, exploratory solutions. At the same time, data science offers new methods and practices for data librarianship that draw on the core values, ethics, skills and professional knowledge of general librarianship. Computational thinking, a common way of human problem solving, is one of the increasingly prominent competencies of data literacy that is an important part of both disciplines. The ideas that characterise our thinking about data science are linked not only to the cultivation of science, or commercial goals, but also to active and informed citizenship and action, which is also one of the reasons for the emergence of critical data literacy. [ABSTRACT FROM AUTHOR]

In 2018, the authors conducted an online survey of Hungarian researchers' data literacy, as part of an international project. The basic questionnaire was compiled in 2017 by Professor Serap Kurbonoglu (University of Ankara) and Professor Joumana Boustany (Université Paris). Their findings have been reported in international publications. The Hungarian survey covered 108 researchers. The responses were compared with those from Croatia, Iceland, Spain and Slovenia within the international survey. Seven general questions (about demographics) were followed by 18 multiplechoice questions about how researchers manage their own research data. These questions focused on: access to data required for research, the forms of data used, the use of external data, knowledge of data storage solutions, issues of long-term data retention, use of supplementary information, issues of data sharing, knowledge of metadata, use of referencing systems, data storage requirements, open access, existence of institutional data management strategies, costs related to research data, etc. In their analysis the authors highlighted similarities to and differences from the responses of foreign researchers, and provided suggestions on steps to be taken to modernize research knowledge (e.g., participation in data management training, rethinking joint data use and data sharing under OA), further investigations, etc.). [ABSTRACT FROM AUTHOR]

Managing and sharing research data, and the relevant role of libraries constitutes the theme of an increasing number of publications. Scientific data vary widely from the point of their origin, format and sources. The concept of data can be least easily defined in the humanities, nevertheless, with the emergence of digital humanities it has been widely analysed. Computer technology now enables the collection, linking and investigation of "Big data". At the same time, attention should be paid to the objectiveness and accuracy of available information, as well as to the evolving ethical problems. Data sharing is currently restricted to a few areas of science only as there is no consistent practice as yet. Researchers are not particularly motivated to share, even though research funding agencies expect them, at least in the US, to submit data management plans, and to make available publicly funded research data. Open data contribute to data sharing. For the best use of data, technical and organisational conditions of storage and retrieval should be developed. The range of data to be retained must be reviewed from time to time because of costs. The author reviews related policies and the most important issues waiting for a decision. Data documentation and citation require a regulation as well. The role of libraries and librarians (in this case: data curators) in data management needs reconsidering but it is certain that those with data-literacy will be highly appreciated. [ABSTRACT FROM AUTHOR]

Libraries are spaces filled with materials, librarians and users. The internet constitutes another kind of space: defined e.g. as space lacking space. The author first analyses the characteristics of space in general, and overviews the characteristics of library and virtual spaces. In the information society, the former closed space becomes an open and continuously evolving space. Parallel to space the personal feature also becomes relative, because info-communication eliminates spatial constraints, and makes personal presence superfluous. Space can be represented in a variety of ways (e.g. through maps and buildings). There may be social, commercial and intellectual, cultural etc. spaces. Libraries, similar to other spaces carrying cultural symbols, have been established to fulfil a given socio-cultural function: to offer services to all segments of society. The use of library space is regulated by certain rules (e.g. those manifested in signs, classification systems, shelving marks etc.). Conceptual and information systems and rules allow librarians to dominate the library space. New media types create new spaces in libraries. The author shows the roles of librarians in the narrative of information society. [ABSTRACT FROM AUTHOR]

Copyright of Library / Knjižnica is the property of Zveza bibliotekarskih drustev Slovenije (ZBDS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers a critique of Web 2.0, websites that use technology beyond the static pages of earlier websites. It discusses the use of Web 2.0 for purposes that serve the different library constituencies, and examines the most useful tools that can serve library goals. The article also identifies literacies that are expedient in the era of Web 2.0 as it argues that digital literacy is more receptive towards production due to its multimodal nature.

The article discusses the interdisciplinary study of information, relying heavily on the work of author Janusz Bańczerowski. Particular focus is given to the abstract's role in generating knowledge. An overview of the disciplines which study information, including communications theory, library and information science and linguistics, is provided. An overview of the abstracting process, including its highlighting of key information from a text, is also provided. The role that linguistic, communicative and cultural competencies play in processing abstracts is discussed.

Desk research was done to examine the importance of raising awareness of differences between professional content and content produced by the amateurs of the Web 2.0. The commercial nature of Web 2.0 was briefly explained. Questions related to amateurism have been raised and amateur contents characterizing Web 2.0 were contrasted to professional ones. The results show that some principles can be laid down. First of all, the need in literacies of students, teaching staff and researchers is different from that of other categories of users, when the former are fulfilling their professional roles. These needs can be satisfied mainly by services that traditionally have been provided by academic and special libraries, while making use of Web 2.0 tools could mean moving towards the goals of public library users. Second, information literacy and digital literacy alongside with adequately defined Library 2.0 are expedient in the era of Web 2.0 to support user needs by the provision of appropriate library resources and services. [ABSTRACT FROM AUTHOR]

The article discusses the use of Web 2.0 and social media by libraries. The growth of user-generated content in all information is acknowledged as an uncertain development for library services. Differences in the concepts of information literacy and digital literacy are discussed, particularly the role of production of information in overall digital literacy. It is argued that the primary impact of Web 2.0 on libraries is that it changes the nature of library users themselves by making them more interactive with information rather than passive consumers of information.

Desk research was done to examine the importance of raising awareness of differences between professional content and content produced by the amateurs of the Web 2.0. The commercial nature of Web 2.0 was briefly explained. Questions related to amateurism have been raised and amateur contents characterizing Web 2.0 were contrasted to professional ones. The results show that some principles can be laid down. First of all, the need in literacies of students, teaching staff and researchers is different from that of other categories of users, when the former are fulfilling their professional roles. These needs can be satisfied mainly by services that traditionally have been provided by academic and special libraries, while making use of Web 2.0 tools could mean moving towards the goals of public library users. Second, information literacy and digital literacy alongside with adequately defined Library 2.0 are expedient in the era of Web 2.0 to support user needs by the provision of appropriate library resources and services. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

LIS journals worldwide are discussing Web 2.0 and the resulting Library 2.0 either in a realistic and descriptive, or in an enthusiastic style. The study analyses Web 2.0 applications on the basis of their four elements (technological, economic, user-centred and philosophical aspects), adding how its use should be taught in LIS courses (parallel with teaching the advancement of information literacy). Easier access to information does not involve being better informed. Uncertain information must be judged by asking for the opinion of experts in the future as well. [ABSTRACT FROM AUTHOR]

Based on a rich selection of international literature the study gives an overview of the professional, technological and ethical problems emerging in the reference process applying web technology. Traditional reference is an interaction where the librarian faces one user and one question. In virtual reference too two persons are present, but some other aspects arise as well: for example how can one help a user when the librarian is not in verbal connection with him/her; what does the authoritative librarian mean in virtual reference; is there an important difference between traditional and virtual reference; how does the virtual environment change the nature of interaction between user and librarian; to whom does the user come back in virtual reference: to the provider or to the librarian etc. [ABSTRACT FROM AUTHOR]

Copyright of Tudomanyos es Muszaki Tajekoztatas is the property of BME OMIKK and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. Information literacy gained an important place in library and information science education. information literacy however often includes (predominantly oral) communication. This is important for library and information science education and has to be studied. Argument. After defining information literacy, we examine why and where it is needed, explain the role of libraries and librarians, discuss the relationship between e-literacy and information literacy and how it could be integrated into library and information science curricula. Different models of literacy as well as curricula point towards the close ties between information literacy and communication. Information seeking, a central issue to information literacy, can be put into the context of writing. Some understandings of literacy involve different types of communication that is not uncommon in library and information science education. Stressing communication relates information literacy to literacy and functional literacy in their traditional sense. Issues of text production, relevance, critical reading and academic literacy offer interesting agendas. Conclusions. Information literacy or at least its communicative features should be made a subject of psycholinguistics and cognitive science as information literacy stresses the importance of gaining control over how we interact with information and it consists of processes that are widely unknown thus require cognitive enquiry. It would be however premature to draw consequences of a cognitive enquiry not yet carried out. [ABSTRACT FROM AUTHOR]

It is very difficult to give a single definition of information literacy (IL). The term is not identical with computer literacy, and there are some related misunderstandings as well, which are criticised by the author. IL is not identical with the competencies in information technology either. It is not true that students in higher education possess adequate skills in IL. Their IL education cannot be solved by library-centred training. The author thinks that IL must be integrated into the curriculum at every level of education, i.e. in primary, secondary schools and higher education as well. In the second part of the study the author reviews some significant models of IL. [ABSTRACT FROM AUTHOR]

Practical suggestions on what to publish, why, when, where and how. [ABSTRACT FROM AUTHOR]

The study analyses, how digital library issues are represented in the courses of LIS education in Hungary, particularly at the Szent István University's Applied Philological Faculty (in Jászberény) and at the Berzsenyi Dániel College (in Szombathely). The authors have followed the method of Bawden, Vilar and Zabukovec, comparing education and training for digital librarians in Slovenia and the UK. As first, the Hungarian authors have defined the differences between electronic, virtual, digital and hybrid libraries. Based on the definition of the digital library they conclude that this theme should be discussed together with electronic library issues. The analysis of training programmes has shown that digital library issues are also included in other courses (e.g. in those for information brokers, school librarians, or on Internet resources and collection development, etc.). In Jászberény the course Electronic libraries can be chosen as an optional one, and three courses of the Information broker module include also digital library aspects. In Szombathely archiving techniques were studied already in the early nineties, since 1996 within the courses The Internet and Internet resources (later Web editing); now the digital library-related themes are part of the Electronic library course. Within the frame programme Information broker a special course was started under the title Digital content provision. Digital library issues are present in both institutions' programmes. As this theme is continuously developing and changing, it is very important to regularly adjust the content of courses and training to actual needs and international trends, and to take into account the practice of digital and electronic libraries in Hungary. [ABSTRACT FROM AUTHOR]

Copyright of Tudomanyos es Muszaki Tajekoztatas is the property of BME OMIKK and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Library science, similarly to linguistics, can be located at the border between text and content, representation and relevance. It can also be connected with semiotics. The relation between signs, text and information are examined through the works of Douglas Raber and John M. Budd on the two fundamental linguistic terms introduced by Ferdinand de Saussure, langue and parole. As for the relation between sign and meaning, we can find a variety of conflicting theories, But Saussure's theory can be applied even in studying the nature of information. From the complex theme of relevance, the article only deals with the impact of the relevance theory by Dan, Sperber and Deirede Wilson on library sciences [ABSTRACT FROM AUTHOR]

The 10th report (2003) of the Science and Technology Committee of the House of Commons of the UK parliament contains a number of positive elements in connection with the political support to expanding access to scientific information. As the report states, due to the serious constraints on library budgets, libraries are cancelling their journal subscriptions. As a consequence, publishers suffer revenue loss, while library users' unrestricted access to information is jeopardised too. It is a common interest to keep the costs at an affordable level, based on an agreement acceptable for all players of the scientific information market. Free of charge access leads to a more effective use of scientific literature and enhances the return on public money invested in research. Similar conclusions can be found in the Action Plan of the World Summit on the Information Society that draws the attention to the initiatives facilitating access to scientific literature by affordable subscription prices, or by open access journals and books, as well as open access archives. Electronic-only publishing, differentiated price models as well as open access initiatives are strongly recommended by WSIS. [ABSTRACT FROM AUTHOR]

The publishing of scientific content has been significantly enhanced with the advent of the Internet. Open access means that users do not have to pay for accessing the scientific publications provided that they do not further distribute them. From bibliographies, one can link to the full text of articles free of charge. Scientists are greatly motivated to make open access a general practice. The main channels of open access are: peer-reviewed scholarly journals in electronic form; the pre-print archives established in specific scientific fields; the article repositories of individual universities; and the authors' websites. The barriers to open access are" unclear legal frameworks; the lack of the adequate IT infrastructure, business models and indexing standards; the inadequacy of the system of promotions for scientists; the insufficiency of marketing strategies and the lack of critical mass of participants. [ABSTRACT FROM AUTHOR]

In connection with the training in LIS in the USA, it has been observed that the current training programs do not provide the written communication skills required in the everyday work of librarians. There are only a few training institutions that offer relevant courses. According to many, students do not acquire appropriate writing skills during their training, and even those who are able to write well will not have the opportunity to gain the necessary experience for their prospective career in the LIS area. Developing writing skills should be part of the teaching of research methodologies. The traditional approach according to which those graduates who have gained experience of a specific research area also have acquired the necessary skills to publish articles or scientific works must be rejected. Research and publishing the outcomes of research are tightly connected. Librarians are not exempt from this requirement. They are not only working with scientific literature, but they are mediating it to other users and from time to time they are publishing articles themselves. Fortunately there are a few good examples of courses designed specifically for developing writing skills. But knowing the issues of LIS training in Hungary, not to mention the entire Hungarian higher education system, the massive availability of such courses seems to be a utopia. However, such training could be included in the system of further training of librarians. Practicing librarians should be able to write at least two types of documents: grant proposals and reports. Plenty of details and useful tips are provided in connection with these two types of documents. [ABSTRACT FROM AUTHOR]

Reading -- and usually repeated reading -- of the full text of the document is the primordial part of the indexing work. Psycholinguistic research methods have established several, sometimes contradictory models of reading that, nevertheless, leave certain questions unclarified. The present article deals with some of the well-known aspects of reading related to the indexing of documents. Reading with the purpose of indexing is different from reading for other purposes, as it is focusing on the identification and selection of key terms. The unique objective of the reading and understanding for documentation purposes is the analysis and interpretation of the primary document in order to generate surrogates right after the understanding. Reading in this sense is a very conscious and purposeful activity. Consciousness must be associated with good reading skills as well as with significant practice. The most experienced the readers are, the most efficiently they will carry out the abstracting work. Reading for documentation can be described with verbal protocols and the article compares the outcomes of two studies conducted with this method. [ABSTRACT FROM AUTHOR]

The review deals with two provocative articles (by Tom Wilson and F. J. Miller respectively) about the challenges of knowledge management. Knowledge management can be regarded on the one hand as a mania or a fashion, a notion that many people mix up and use synonymously with information management; on the other hand, it gives the impression that information processes can be managed effectively. Sceptical voices do not doubt that knowledge management experts can contribute efficiently to the management of enterprises, but they think the question should not be oversimplified. It would be more important to create the right conditions and mechanisms to support the acquirement and effective use of knowledge. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of the Librarians' Information Literacy Annual Conference (LILAC) 2018. The conference focused on various issues around information literacy. Speakers at the event included Barbara Band, who touched upon reasons to acquire and teach information literacy skills in the age of information overload, David White who addressed the ways of mitigating the symptoms of disinformation, and Sam Aston and Anna Theis who addressed critical reading.

The purpose of this article is to understand the meaning of museum objects from an information perspective. Links are made from Buckland's conceptual information framework as a semiotic to museum object as „document“ and finally to user experience of these museum „documents“ The aim is to provide a new lens through which museum studies researchers can understand museum objects and for LIS researchers to accept museum objects as another form of document to be studied. [ABSTRACT FROM AUTHOR]

Copyright of Tudomanyos es Muszaki Tajekoztatas is the property of BME OMIKK and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)