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The aim of this paper is to analyse the workplace disruption caused by the paradigm shift due to the digital transformation process and the context of hybrid/remote work. The authors analyse benefits, challenges and approaches companies are facing within the segment of workplace regulation as well as e-leaders’ tactics for remote work performance, result-based metrics, and performance indicators. The authors have noticed huge discrepancy between research on remote work subjects in business and teaching and learning industry sector (in business there’s a lot of pros, and in the education especially during the pandemic, cons). Remote work represents one of the most important segments, especially in the segment of teaching, that also affects the satisfaction level in the process, which is often neglected by setting out the focus on the technologies or/and teaching methods in the e- learning environments and performance, and at the same time dropping out from the focus working conditions, policies, and institutional support for workers/teachers. In this paper authors analyse challenges and benefits of hybrid/remote work in general by observing possible applicability to various sectors of e-Society.

Most of the digital tools used in higher education today have their roots in enterprise environments and proved to be of great importance for their digital transformation. The examples such as systems and applications integrity (e.g. Enterprise Resource Planning), digital repositories, knowledge management and exchange systems, video conferencing systems and digital collaboration tools are only part of the wide range of tools that have shifted into the educational environment. Digital transformation has been present in the business sector for a long time, while in the higher education system it was mainly based on the digitisation of certain segments (individual departments or individual processes) i.e. partial digitalisation that has influenced but has not significantly changed the traditional model [1]. If we consider and observe the digitalisation level of higher education institutions through three different segments (institutional, teacher, and student) then digital transformation should be approached by integrating these three segments [2]. Special focus should be on the digital skills and competencies, for which we have frameworks developed on the EU level, such as European Framework: DigCompEdu, DigCompOrg [3]. The integrity of the approach is what has been seen in the business, usually known as an enterprise architecture which seeks to integrate all processes, but also to foresee the preconditions for later integration of what we are unable to implement at the outset. In addition to the above, companies analyse their business model in detail in order to achieve greater efficiency and easier monitoring on how certain disruptive segments affect other segments in the model and the extent to which digital transformation is taking place. In this paper, the authors analyse a number of approaches from the digital transformation of companies and provide a framework that is applicable for the higher education institutions.

In the 21st century the efficiency of work in the field of nursing largely depends on the proper use of information and communication technology in order to identify, find, process, store and communicate essential information. This is imperative for nurses and technicians in order to spend as little time as possible on administrative tasks and to devote most of their time to patients and medical care. In addition, information- literate nurses and technicians can significantly influence patients' health literacy. The subject of this paper is information literacy in the field of nursing since the problem being researched is the study of the extent to which nurses and technicians are information literate. The purpose of this paper is to show the situation related to information literacy of nursing in the Republic of Croatia. Two hypotheses that are being researched are: Information literacy helps nurses to improve the quality of medical care by reducing administration time ; and the second one: In order to increase the level of information literacy, it is necessary to introduce new contents into the existing nursing curricula and ensure lifelong learning. Confirmation of the hypotheses was ensured through the implementation of the research where a questionnaire was distributed and the available body of literature was studied. The paper itself consists of an introductory part in which a brief overview of the area is given as well as an explanation of the basic concepts. Subsequently, the results of the survey and examination of the available literature are presented. The results of the research are shown in the discussion part and definitive conclusions are reached at the end.

The Multiplier Events will see the participation of stakeholders, international experts, and academia. The aim of this regional multiplier event is to bring the results of the research conducted within the DIGITOOLS project. The workshop will also discuss the future of digital education in universities and European frameworks in the field of digital education. Special focus is on the role of Universities in the effective implementation of digital learning, Open educational resources and open access to resources. The crisis generated by the COVID 19 pandemic has forced European universities to move their teaching activities to the online environment. Although most Higher Education Institutions have implemented E-Learning platforms years ago, the teaching staff are now experiencing difficulties in using these platforms and in creating and adapting the course content, needed to quickly adapt to a fast evolving and complex situation. DIGITOOLS is a project aimed at introducing enhanced digital tools and methods to help university staff deliver quality education through online means. The DIGITOOLS project will develop five Intellectual Outputs which will support the teaching staff from Higher Education Institutions to acquire the skills and competencies needed to create and deliver high quality online courses, including blended teaching. The role of university libraries will be crucial in this project, as they will have to adapt their services and provide digital learning materials as well as information and digital skills training, both to teaching staff and students. As a result of the DIGITOOLS project, the universities will be able to provide, through teaching staff and libraries, high quality online training courses, with a focus on subject – specific teaching. The project brings together seven Higher Education Institutions and one consulting SME, specialized in digitization, from seven countries and will focus on the implementation of online and blended teaching, encouraging, at every step, the unitary practice.

Through preliminary analysis of the e-learning platforms authors have tested the presumption that during pandemics the quality of online teaching and accessibility of learning materials in online environment has increased. Relevant literature for the time period of pandemic points out numerous problems in teaching, but on the other hand technical and pedagogical advances in e-learning process for all stakeholders. The research has been consisted of the quantitative indicators analysis within the e- learning system for the time period of several academic years (before and during the pandemic) and based on the survey on students EQF level 7 who already had some previous experience in e-learning at higher education level before situation with pandemic. The results indicate that students perceived very little increase in the quantity and quality of the learning materials. The research indicated a need for wider and further institutional support for teachers and students. The institutional support should encourage teachers in their motivation for achieving quality in e-learning performance regarding instructional design and also by building up their digital competences. The results have also pointed the fact that the models from the traditional environment, such as Course Quality Management model should be adapted and integrated in the e- learning environment in order to maintain quality assurance in e- learning performance.

Our previous research of domain analysis of fields of Information Literacy and Graduate Employability has shown that those domains are almost not connected at all, with the only overlap in a field of Education (Bušelić & Banek, 2018). On the other hand, in both Information Literacy and Graduate Employability, terms like “skills” and “competences” are frequently used, obviously, in different contexts. In order to understand the reasons of this context mismatch, we conducted further research on the specific use of those terms in both domains. If Information Literacy as discipline is going to be more concerned about youth employability issues, there is a need for guidance on how to approach this, as previous research showed, in this rather different domain.

Today, when the entire library profession is essentially focused on the development, application and adaptation of traditional aids to the new technological environment, this knowledge is becoming sought after outside the domain of the library profession. It is certain, however, that the mentioned traditional knowledge and skills should be developed with a completely new context of communication and a new environment in mind. Accessibility, reliability, consistency and relevance of data and information on recorded knowledge also raise the question of organization and presentation of recorded knowledge. In this paper, the authors talk about bibliographic classification systems used for the organization of knowledge and question their use and effectiveness in the Internet environment. The Semantic Web (SW) was gradually developed and shaped through a network of related data, part of which was built using semantics stored in existing knowledge organization (KOS) systems, subject metadata, and resource metadata. Bibliographic classifications are designed to organize, present, and impart knowledge that offers both rich terminology and different ways in which concepts can be categorized and interrelated. In this paper, we will consider some ways in which universal classifications, as language-independent schemas, can help people and computers structure and present information. Most importantly, we highlight issues important for understanding bibliographic classifications, in terms of their untapped potential. Bibliographic or documentary classifications are a special type of knowledge classification intended for the mediation of knowledge. Their unique feature is that they do not deal with objects or entities, as other classifications of knowledge, but with objects, ie the ways in which entities are described in documents. Bibliographic classifications will systematize phenomena and topics that can be studied in relation to these phenomena, but will also provide the vocabulary needed to express the types of knowledge presentation, attitudes, target audiences, or document forms. Since the content of a document is a complex construction that needs to be described by a series of concepts in different relationships, classification can also provide rules on how to express complex interactions between knowledge phenomena as they appear in documents. Since the content of a document is a complex construction that needs to be described by a series of concepts in different relationships, classification can also provide rules on how to express complex interactions between knowledge phenomena as they appear in documents. Classification and indexing are an intellectually and professionally complex, expensive and time- consuming process. For most text retrieval tasks, various automatic word processing models and advanced techniques such as statistical models or language models will give good results. However, not all documents are available in digital form and not all digital documents are textual, in the same language or script. Equally, not all digital collections are available or available in an open networked environment and will not be easily processed by otherwise successful data and knowledge collection methods. The task of merging and integrating the information contained in inherited collections into the knowledge network is still ahead of us. Implementation of knowledge classification Therefore, we believe that the interest in bibliographic classification systems with wider use on the Internet will affect their maintenance and development. The three general bibliographic classifications most commonly used in international use are: the Dewey Decimal Classification (DDC), the Universal Decimal Classification (UDC), and the Library of Congress Classification (LCC). These classifications are used in most countries and bibliographic collections and are considered de facto standards in the exchange of information on recorded knowledge

Education and learning processes are rapidly changing and changes are especially noticeable in area of educational material: books, textbooks, manuals etc. More and more educational material is digitally born and distributed the same way, thanks to technological development but also to understanding and acceptance of those forms and media. Growth of digital education materials is caused by changes in education process, development of life-learning concept and virtual educational environments, scientific and technological development. New knowledge contributes to rapid change, updating and adjustments in educational processes.

Information sciences are a relatively recent scientific field that is characterised by marked interdisciplinarity, dynamic development and diversity in defining its research subject area, which makes necessary a systematic research of its conceptual space and perspectives of development. Numerous papers expressly emphasising the need for a systematic analysis of the developmental characteristics and condition in the field of information sciences (Zins, Jarvelin and Vakkari) clearly indicate that this issue features as the focus of attention in the international research community as well. There is also a general agreement that the field of information sciences is currently experiencing dynamic development and that today it no longer comprises the traditional aspects of storing, transmitting and using information, but is going through a transposition of its conceptual core, whereat research in the field of information sciences is more and more frequently entering the context of issues originally associated with the field of technology, humanities, law, medicine, and the like. Nevertheless, the fundamental problem of information sciences ensues from the very attempt to define its subject ares. One of the first definitions of the field of interest in information sciences was provided by Borko (1968): “In essence, information science research investigates the properties and behaviour of information, the use and transmission of information, and the processing of information for optimal storage and retrieval”. This definition is still acceptable today provided that the central object of information sciences is information. Some theoreticians in this scientific field hold that in the cognitive science we should make a distinction between data, information and knowledge, in which context each of these could be taken as the basis of research in information sciences. “Data are the raw material for information, and information is the raw material for knowledge” (Zins, 2007). Precisely these three elements that may feature as and in fact are the subject of research in information sciences opens up a wide interdisciplinary context and makes it difficult to define and specify the subject of research in information sciences. If data would be taken as the principal subject of research, than this scientific field would be a constituent part of all types of data in any scientific discipline (bioinformatics, chemoinformatics, etc.), which would then make the terming of the field as information sciences unsuitable and call for its renaming into something like data science. On the other hand, if the basis of research would be knowledge as such - which would also include all scientific disciplines - this again would make necessary the re-terming of information sciences into e.g. knowledge science. if there exists a problem at the level of defining the subject of research, then this surely leads to problems related to the definition of the theoretical concept as well as to research methodology. It is discernible from the above stated that there is currently no universal and generally accepted definition for the scientific field of information sciences. A revealing insight into the extent of diversity related to the existing definitions of information sciences has been provided as a result of a study entitled “Knowledge Map of Information Science”, which included 57 leading scientists from 16 countries. Basically, six different conceptual approaches to the field of information sciences were singled out: The Hi-Tech Model, The Technology Model, The Culture Model, The Human World Model, The Living World Model, and The Living & Physical Worlds Model (Zins, 2007). If we depart from previously mentioned, very loosely defined field of information sciences and consider narrower definitions, then the perspective on the condition and development of information sciences adopted by David Bowden (2008) would be acceptable for the purpose of this work. Bawden provided an overview on the development of information sciences in the period between 1979 and 2007 through an analysis of the Journal of Information Science, highlighting the contribution of the most important theoreticians, among which Brooks and Farradene particularly stood out. The questions and dilemmas posed by these scientists on the theoretical and methodological aspects of the development of information sciences are still pressing today and have among other things prompted us to put forward this research. Investigating the development of the information science field on the body of doctoral work done at the Department of Information and Communication Sciences. The purpose was to define conceptual space, its borders and interdisciplinarity through citation analysis thus identifying the future directions of information sciences.

Autor propistkuje ulogu školskog knjižničara u digitalnom okruženju.

In an ever changing world we need each other more than ever. With social networks like Facebook and Linked IN we have a platform for keeping causal contact, with twitter and micro blogging we can easily pass on ideas and thoughts. But what do professionals really need for knowledge sharing? In the old days they were seeking advice and knowledge from professional associations but now they are reaching out to the community and creating ad hoc networks distant from professional associations. Sociologist C. Shirky (2003) describes social software as software that supports group interaction and presents more than just technologies. According to Bawden and Robinson (2012) the major change in communication is in the way in which information is recorded and communicated. The question raised is what type of knowledge is shared in this groups compared to the knowledge shared within the professional association. The authors analyze generated networks of professionals in social web based on the Wengers‘ theory of communities of practice. Communities of practice by definition are groups of people informally bound together by shared expertise and passion which can be mapped to the philosophy of the origins of professional association. The changes in the communication models of professional and their utilization of social web brings new insight in the knowledge sharing within and outside of professional associations. Based on the analysis of the group dynamics, activity, content and communication frequency the differences between traditional modes of communication and knowledge sharing of professionals will be shown and discussed. Furthermore, the phenomenon of collective intelligence or wisdom of the crowd and the relation to knowledge transfer will be discussed.

In Croatian school system it is prescribed by the law that every school should have a library and a professional librarian managing the library and serving the school community. School library is a part of the educational system and school librarian has to be involved in teaching and extracurricular activities. This research explores how school librarians in primary school in Croatia perceive their various roles and what roles related duties they perform in their daily practices. A survey was conducted on a sample of primary school librarians in Croatia and 122 valid responses were collected and analyzed for the purpose of this study. The study findings show that school librarians in primary schools perceive that promotion of students’ reading is their most important role while teaching information literacy is less important. In their daily practices Croatian school librarians perform various duties related to reading promotion, administration of library, managing collections, supporting school curriculum and providing information services. Further they are engaged in teaching information literacy but they hardly use of technology for enhancement of library collections and services. Only a little more than half of study participants state that school principal and teachers understand their roles and support them in performing these roles. Further studies on roles of school librarians are recommended.

The problem of evaluation of scientific work can be investigated from different perspectives. The most common method of evaluation is based on the peer review and comparison of scientist, institution, science fields, country etc. Although being recently critiqued for its inadequacies due to the changes in the scientific communication still the quantitative method or scientometrics approach is considered as the most appropriate method. Paper presents the results of research based on analysis of the QQML conference proceedings and journal as a medium of scientific communication. The goal of the research was to answer the question of the relevance of the conference and its impact to scientific work. Using the scientometrics approach and the data gathered author analyses: the number and type of the work published, authorship (taking into account the collaboration as a foundation to understanding scientific communication inside the community), impact (based on citation or download, presuming that downloaded documents are considered as relevant) as well as the citation analysis. The results add to the research of different paths and specificities of the scientific communication under the QQML umbrella and impact of publishing authors and their research as well as the QQML conference as a communication media.

Kroz povijest se kvaliteta knjižnice sagledavala prema veličini i broju zbirki. P romjene koje se događaju na globalnoj razini uvjetuju potrebu za drugačijim pogledom na definiciju uspješnosti knjižnice, a time i zahtijevaju implementaciju metoda i alate iz područja ekonomije. Prvenstveno je to iz razloga kako bi pokazale isplativost svojih usluga ili opravdanost uvođenja nove usluge. Knjižnice u obrazovnom sustavu, kao što su to školske, pred sobom imaju nove izazove jer dosadašnje metode vrednovanja, primjenjive u ostalim vrstama knjižnica, ne odgovaraju specifičnostima funkcioniranja u obrazovnom sustavu. U radu su, uz povijesni pregled razvoja metoda vrednovanja u knjižničarstvu, prikazani i različiti modeli vrednovanja primjenjivi u području školskog knjižničarstva u svrhu doprinosa jačanju modela povezanosti kvalitete školske knjižnice sa obrazovnim postignućima učenika. Vrednovanje kvalitete knjižničnih usluga i učinkovitosti moguće je primjenom kvantitativnih i kvalitativnih metoda, pri čemu prve nastoje vrednovati rezultate prema korisničkom iskustvu i mišljenju, a druge nastoje prikupiti konkretne podatke. Moderan pristup vrednovanju školskih knjižnica očituje se u dobroj uravnoteženosti ovih dviju mjera jer jedino tako pružaju cjelovitu sliku utjecaja školske knjižnice na obrazovni proces

Within the last few years Croatian higher education institutions have embraced social networks as a place where they can established presence and engage into communication with users of those social networks. Different social networks allow different means of interaction with users, e.g. content can be commented, shared or graded. This interaction is very important, especially for social networks that curate content based on user activity. Based on our findings, institutions can modify their existing social network strategies or can create new ones to fulfill given goals. Paper presents results of the research on social networks used by Croatian Higher Education Institutions. Nine different social networks were identified during this research. Goal of the research was to determine in which manner they are used, either as a one or two way communication channel. With constant changes within social networks it is of key importance to monitor all the trends and to make modification of communication strategies so that published content has more chance in reaching targeted audience.

The notion that education and learning can be linked with lucid, playful and pleasurable experiences is not new. Gros (2003) defines edutainment as education that has been placed within the framework of entertainment. The introduction of computers and the Internet has affected traditional educational environments, enabled implementation of a large variety of edutainment types in the learning process thus radically transforming educational paradigm by strengthening the relationship between learning, new media and play. Although, elements of edutainment were already implemented in the educational process sporadically with the advancement of ICT it has become immensely popular and commercially successful with students, teachers, parents and children. In the past, however, edutainment existed but it was not highly utilized as today while today we are facing a growing number of adults that have grown up with technology, entertainment and computer games. We could say that digital natives (Prensky 2001) who recently were a discussed as students and learners are now grownups entering educational process as teachers. Paper examines how ICT through new media and game-based learning has enhanced educational process. Edutainment is an ever expanding arena for new products and new ways of incorporating technology and fun into the learning process. Author gives an overview of the edutainment field presenting its strengths and weaknesses. The theoretical background is used to classify types of edutainment and discus the new phenomenon of academia and business collaborating in developing high quality multimedia and game-based content. The main purpose of edutainment is to promote student learning through usage of entertainment which has become more accessible and easier to incorporate into the educational process. In the end results of the pilot project of implementing edutainment at the higher education are presented.

Modern universities have recognized learning outcomes as a starting point in the enhancement of the curriculum quality and the need to orientate outcomes towards social relevance and employability. The concepts ‘learning outcomes’ and ‘competences’ are sometimes used as substitute terms, but learning outcomes refer to learning achievements from the perspective of study programs, while competences refer to the capacities acquired through the learning process from the perspective of the student. In contrast to professional competences which are easy to define, primarily due to their connection to the scientific field and related profession, the generic and transferable competences are hard to define due to their unspecificity (in the domain sense) and multifunctionality which creates issues for the measurability of generic competencies. Generic qualifications often have descriptors that define the learning outcomes associated with them and these are normally generic in nature and can be applied across subject disciplines and modes of learning. In higher education they are primarily used by course designers (developing learning outcomes and assessment criteria) ; those involved in quality assurance (validating, reviewing and approving programs of learning) ; and by credential evaluators (nationally and internationally, as reference points to help make accurate recognition judgments) (A Framework for Qualifications of the European Higher Education Area, 2005). The term ‘generic’ conveys the inherent nature of the competence. They are not specific to either the education sector or to a particular discipline. The alternative term ‘transferable’ is more a characteristic of generic competences and therefore the term generic information competences will be used later in the text. Some of the work in developing of taxonomy of competences has been done in European projects: the European Dictionary of Skills and Competences (DISCO, 2012) and the European Skills/Competences, qualifications and Occupations (ESCO) which presents a base for the generic and subject specific competences at the European level. However, until we develop a clear set of assessment criteria the generic competences will not be given the required attention during both curriculum development and the teaching process. Therefore, building a detailed ontology of both competences and learning outcomes could serve as a viable solution to the need for explicit assessment of generic skills. A discipline-embedded approach to developing generic skills is favored, with explicit assessment and reporting of the outcomes.

Bringing close information and media literacy experts and professionals in Europe.

The paper examines theoretical assumptions of the new models for knowledge organization in support of knowledge management. Based on the research of literature, authors try to define roles of folksonomies, as a new information management tool and traditional knowledge organization tools, such as taxonomies in business environment, specifically in the Enterprise 2.0. Furthermore, issues of social aspects of folksonomies and their role of knowledge sharing are also examined.

Ishodi učenja informacijske pismenosti u nastavnim planovima školskih knjižničara.

Paper presents results of the research of the University of Zagreb study programs and the occurrence of information literacy competences in them. Authors state that there is an overlap between generic and information literacy competences students are expected to acquire upon completing a particular study program and upon completing particular courses which should be stated in the study programs. Both qualitative and quantitative methods were used in analysis and mapping of the data gathered in analysis of the: European framework, generic competences, employability competences and information competences and generic information competences in the study programs. The results of have shown that there is no general approach to the issue but a partial incorporation of information competences in the study programs. Content oriented towards development of information competences is offered partially, usually based upon enthusiasm and individual effort of the teaching staff or information specialists. Even more, these efforts are not based upon clearly defined measurable and comparable learning outcomes. Based on the gathered results authors propose a systematic approach via building the taxonomy of the relevant and measureable learning outcomes, primarily from the employability viewpoint, which will be able to integrate in the study program

The paper gives an overview of topics that have been highlighted at the previous five QQML conferences. Based on the classification of conference papers, we will show how much interest there was in particular topics, the institutions that authors came from, etc. We will also give a historiograph presentation of how specific research topics appeared through time. We will use statistical indicators relating to the number and type of conference papers, topics, keywords and co-authorship, to show and analyse productivity in the field of information sciences taken as a whole. In this context, we will particularly analyse institutions and countries that authors came from. Finally, we will especially single out those indicators that expressly show the conference's impact over this five-year period. The aim of the paper is to show the significance of conferences in the development of the fields.

U članku se na temelju metodičkih postupaka u korelacijsko-integracijskome sustavu navode mogućnosti za motivacije, lokalizacije i interpretacije djela iz naslova. Pritom se obrazlažu međupredmetna (povijest, zemljopis, likovna umjetnost) i unutarpredmetna korelacija (književnost, jezik, jezično izražavanje). Unutar sustava objašnjavaju se problemsko-stvaralački i eksplikacijski pristupi kao pojedine etape u nastavnoj interpretaciji djela. U svakoj od tih etapa sata i knjižničar i nastavnik imaju zasebne uloge koje ostvaruju zahvaljujući nastavnim, odnosno knjižničnim sredstvima i pomagalima koja su im na raspolaganju. Rezultat svega toga trebalo bi biti znanje koje će učenici lakše usvajati i dugotrajnije pohranjivati, a njihov će im kognitivni razvoj proširenjem općekulturnih sadržaja omogućiti da se samostalno snalaze u zadanim situacijama i realiziraju postavljene izazove., The article presents the possibilites for motivations, localizations and interpretations of the work named in the title on the basis of approaches in a correlativeintegrative system. Moreover, inter-subject (history, geography, art) and intra-subject (literature, language) correlations are defi ned. Within the system, problem approaches and explanatory approaches, as particular phases of the methodical process of interpretation, are explained. In each of these phases, both a librarian and a teacher have separate roles they perform by using disposable educational and library devices and equipment. The result of all this should be knowledge that is aquired easier and maintained longer. In addition, broadening general culture content should enhance students’ cognitive development, which could enable their independent management of given situations and realization of their goals., Nell’articolo, sulla base di procedimenti metodici nell’ambito integrativo correlazionale, vengono proposte possibilità di argomentazione, analizi e interpretazione dell’opera del titolo. Viene, inoltre, argomentata la correlazione tra materie (storia, geografi a, educazione artistica) e all’interno della materia stessa (letteratura, lingua, espressione linguistica). Si spiegano approcci problematico-creativo ed esplicativo come delle tappe nell’interpretazione dell’opera in classe. In ognuna delle tappe dell’ora di insegnamento sia il libraio che l’insegnante giocano dei ruoli distinti ma complementari e svolgono i loro compiti usando i mezzi e gli strumenti a loro disposizione. Il risultato dell’insieme delle attività dovrebbe essere il sapere che gli alunni acquisiranno con maggiore facilità e che serberanno più a lungo mentre il loro sviluppo cognitivo, attraverso l’ampliamento degli aspetti legati alla cultura generale, renderà loro possibile un atteggiamento più autonomo a cospetto dei compiti e delle sfi de a loro assegnate.

Obrazovanje školskih knjižničara i ishodi učenja