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Internet, como el medio más importante en el desarrollo de la sociedad de la Información, ha generado un nuevo tipo de usuario de la información, un nuevo tipo de estudiante, comúnmente descrito como nativo digital, que requiere el acompañamiento de profesionales de la información-bibliotecarios acordes a estas realidades. En este texto se presenta cómo en la formación desde la Escuela Interamericana de Bibliotecología de la Universidad de Antioquia (Medellín, Colombia), utilizando una plataforma de aprendizaje en línea (Moodle) y a través de diferentes actividades y herramientas personalizadas y colaborativas, se ha ido acompañando y formando a sus estudiantes, futuros bibliotecólogos, en competencias informáticas e informacionales en varios cursos académicos desde 2007 con excelentes experiencias y resultados., The internet, as the most important media in the development of the information society, has generated a new type of user of information, a new type of student, commonly described as digital native. This text presents how in library education in the InterAmerican School of Library and Information Science at the University of Antioquia (Medellin, Colombia), using an online learning platform (Moodle), through different personalized and collaborative learning activities and tools, that helps students, the future's librarians, to acquire computers and information competencies in several academic courses since 2007 with excellent experiences and outcomes.

De um lado, examinar como os jovens consomem informação - do noticiário ao entretenimento- na era digital, de outro, como os estudantes lidam com a necessidade de exercitar o fazer jornalístico em época de crise e ainda, como o profissional, em início de carreira, trabalha com a preocupação do tempo de atenção dos consumidores para conseguir emplacar sua produção jornalística em tempo real. Empresas repensam seus treinamentos e novas maneiras de apuração de notícias, enquanto universidades discutem para por em prática novas diretrizes curriculares que atendam o mercado em ebulição., On one hand, this article aims to examine how young people consume information, from news to entertainment, in the digital age and on the other, how students deal with the need to exercise journalism in times of crisis. And the professionals in early careers work with the concern regarding the consumer attention's span to achieve journalistic production in real time. Companies are rethinking their personnel training and finding new ways of acquiring news while universities are planning to change the course syllabus to attend the demand., Por un lado, este artículo tiene como objetivo examinar cómo los jóvenes consumen la información - que van desde noticias hasta el entretenimiento - en la era digital, por el otro, para analizar cómo los estudiantes actúan en la necesidad de ejercer el "hacer"el periodismo en tiempos de crisis, y también analizar cómo em profesional, en inicio de carrera trabaja con la preocupación de la capacidad de atención del consumidor para poder dar a conocer su producción periodística en tiempo real. Las compañías de medios reestructuran la formación de los empleados y nuevas formas de comprobar la noticia, mientras que las universidades argumentan para poner en práctica las nuevas directrices del plan de estudios que cumplen con la efervescencia del mercado.

In this article the concept of information culture - understood as the dominant handling of information, shared by a dominant proportion of journalists, the public, authorities and other actors within a societal environment at a given time and place - is explored in the context of Communist and early post-Communist Russia (1917-1999). Three value pairs underlying the attitude towards information are explored: individualism and collectivism (the relation of man to the state), universalism and particularism (the relation of man to man), and pluralism versus dominance (the nature of knowledge and truth). Continuities are found between the Communist Soviet Union and post-Communist Russia in their instrumental use of media and information (collectivism), the view on information as a particular privilege rather than a universal right and the monopoly of truth. Post-Communism, therefore, appears not only as an indication of time (i.e. the period after Communism) but also as an indicator of the continuation of basic value orientations over these time periods. (author's abstract)

Operational Programme Digital Poland - "Priority axis III: Digital competences of the society" focuses on raising digital activity in order to allow fully use possibilities of high-speed Internet and new public e-services. It comprises four actions including Training activities for development of digital competences with allocation of 180 mln PLN (divided into two competitions dedicated to NGOs). The point of reference for all the projects of the axis III is a document named The framework catalogue of digital competences. An important assumption of the catalogue is the connection between the digital competences and the users' needs and the benefits that they may gain in the key areas of life. The document, commissioned by the Ministry of Administration and Digitization, is of vital importance in the implementation of the new model in recognizing digital competences- the relational model.

2.5 quintillion bytes of data are created every day through pictures, messages, gps-data, etc. "Big Data" is seen simultaneously as the new Philosophers Stone and Pandora's box: a source of great knowledge and power, but equally, the root of serious problems.

The review article focuses on the humanities in higher education in the digital age. From the mission of education, with its commitment to the professional and human formation, the digital agora is considered to be both a scenario and a mediation for the humanities in higher education. The technological society poses a few challenges that can be examined in studies of the end of the 20th century and early 21st century. In addition, the situation of education and humanistic education in this new scenario opens some paths, which are determined as horizons for their walk in this new digital habitat. Autonomous and collaborative learning,multiculturalism, critical thinking, and planetary responsibility, is a piece of knowledge that can be strengthened with the mediation of ICT., El artículo de revisión, se orienta a las humanidades en la educación superior, en la era digital. A partir de la misión de la educación, con su compromiso de la formación humana y profesional, el ágora digital es considerada tanto escenario como mediación para las humanidades en la educación superior. La sociedad tecnológica plantea unos retos que se pueden examinar en estudios de finales del siglo XX e inicios del XXI. Asimismo, la situación de la educación y la formación humanística en este nuevo escenario abre unos senderos que se determinan como horizontes para su caminar en este nuevo hábitat digital. Aprendizaje autónomo y colaborativo, multiculturalismo, pensamiento crítico, responsabilidad planetaria, son saberes que pueden fortalecerse con la mediación de las TIC.