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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.

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.

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.

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, 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– 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.

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.

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.

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.

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.

Purpose – The purpose of this paper is to examine the role of information literacy (IL) and digital literacy under the circumstances and challenges of the Web 2.0 environment.Design/methodology/approach – Desk research was done in order acquire a picture about the nature of the Web 2.0 and Library 2.0 in regard to their influence on literacy requirements. The hypothesis that differential literacies have to be offered to diverging groups of users, similarly to traditional library services that cater for different user needs depending on the type of the given library was tested.Findings – Professional goals characterize first of all different groups of professionals, teaching staff and researchers, as well as students. Thus, their need in information is different from that of other categories of users. Consequently, they require literacies similar to services traditionally offered by academic and special libraries. Amateur content is more compatible with the mission of public libraries and it is more suitab...

With the advent of digital technologies, awareness of media is acquiring crucial importance. Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages.This article gives an overview of the nature of these literacies, which show both similarities to and differences from each other. The various contexts of their functioning are outlined and additional literacies are mentioned. Especial attention is given to the question of the blurring line between media consumers and producers.

There are a number of interdisciplinary topics, the interest for which is shared by Janusz Banczerowski and the author of this paper. Some issues related to two of these topics are discussed. The study of the nature of information is not only one of the topics but an overarching theme that enables abstracting to be involved in the discussion.

In Hungary, information literacy has been constantly present in the LIS and related (mainly pedagogical) literature since the second half of the 1990s. Writings directed towards LIS professionals addressed new media and a wide array of literacies. A number of papers approached issues related to the role of amateurs and professionals, IL’s relationship to abstracting and information overload, as well as to LIS education. Especial attention was given to make the international literature accessible in Hungarian. Although the library profession is apparently aware of the concept, there seem to be no signs of any of its frameworks being used. Fortunately, a number of recent information literacy initiatives are emerging.

New media are not supportive of critical thinking and conscious selection of information. Literacies of our age stress critical thinking and take many forms. Despite differences and similarities among information literacy, media literacy and digital literacy, all of them have to differentiate between amateur and professional contents produced in new media. Similarly to the traditional division of labor among libraries, the needs behind amateurism and professionalism have to be satisfied differently.