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Društvene mreže, nove informacijsko-komunikacijske tehnologije i sustavi za brzo i globalno komuniciranje te razmjenu brojnih informacijskih sadržaja, doveli su do radikalnih promjena u odnosu na procese prikupljanja, obrade, pretvorbe, pohrane i tumačenja obavijesti i na njima utemeljenih odluka i djelovanja. Obavijesti u cyber prostoru te javno znanje koje u njemu nastaje i koje se distribuira korištenjem tehnoloških sredstava, podložno je novim mogućnostima manipuliranja s realnošću. Društvo znanja i sustavna digitalizacija znanja, koja se temelje na točnim i provjerenim informacijama, postala su podložna financijskim interesima privatnih tehnoloških korporacija koje vlastite poslovne modele globalnog komuniciranja stavljaju ispred pouzdane i sigurne razmjene točnih i istinitih znanja. Javljaju se tako novi oblici manipuliranja u digitalnom prostoru, koji iskorištavaju platforme za ostvarivanje vlastitih političkih i drugih srodnih interesa u širem kontekstu unutarnjih, lokalnih, nacionalnih, regionalnih i međunarodnih sukoba. Jedan od mogućih odgovora na zlouporabu tog prostora je u mehanizmima stvaranja, oblikovanja te očuvanja podatkovnog i digitalnog suvereniteta država (i međudržavnih integracijskih zajednica) koji treba biti stvoren na temeljnim društvenim i demokratskim načelima slobode izražavanja, odgovornosti i transparentnosti.

E-learning and competencies necessary for its quality realization and learning outcome, through such a form of education, in the last two years have been discussed throughout all disciplines. In these two years, a number of conferences and papers have appeared that, within various approaches and areas, speak and discuss the problem in terms of technology, competencies and results in all disciplines. Apparently, the COVID 19 pandemic, which led to the closure of all educational institutions, forced everyone to move into a new "world" in a very short time, in which digital technologies in education were until then only sporadically implemented. This paper deals with the analysis of the survey on the University North teachers’ attitude towards e-learning technologies in higher education and what digital competencies they need in order to implement e- learning in a quality way in the educational process. The paper also discusses the analysis of results in order to set strategic directions for building a system for teachers’ continuing professional development (CPD). The research indicated which competencies teachers need to be able to implement digital technologies into education and what kind of support teachers need in order to strengthen but also evaluate competencies. The University North in these two years has provided the necessary steps in line with the strategic goals to provide teachers and students with the opportunity for quality teaching and learning. One of them was establishment of the Centre for Digital Competences and E-learning Technologies with aim to provide conditions for the improvement of the quality of educational process and to organize education and training of teachers. Based on the results of the survey, the Centre for the Development of Digital Competences and E-learning Technology will plan further activities related to teacher education in application new technologies in education.

The research, conducted after the experience with emergency distance learning, directed our research towards the value of digital competencies and ICT skills. The results we obtained about digital teacher competencies prompted us to present the results to the university managers. The first challenge of the management was through a questionnaire and self-evaluation, to see what the required competencies of our teachers are. The second challenge was to determine, based on self- evaluation of knowledge and skills, specific forms of education. The third challenge was focused on organizational culture. The university as a strong educational institution, with strong structural and intellectual capital (people) should maintain a culture of support that allows the individual to progress in all segments of scientific and teaching work. The paper presents the results of our research, defines the starting points of education, and especially argues the need to establish an organizational culture, which encourages individuals to grow and invest in themselves and thus increase the capital of the institution. The purpose of the paper is to present the results, stimulate discussion and, based on everything presented, offer solutions for the evaluation of teacher competencies that can and should increase the intellectual (human) capital of the university. In addition to being an expert in his field, as shown by his bibliography and citations, the teacher should follow and know the technologies and have a good pedagogical background to be able to incorporate them into the educational process and thus ensure better teaching. Methodology: The online survey was conducted between October 20 and November 3, 2021 and included teachers from the University of the North. The data obtained from the research were processed using the statistical environment R and are presented using tables, graphs and figures. The second part of the methodology concerns the qualitative analysis of the data, and the Delphi study on expert consensus was used as an additional aid. Results: The aim of this research and analysis is to report on the current state and define the starting points of teacher education, and to confirm that by investing in intellectual capital through teaching competencies we increase the total capital of the university and thus ensure better teaching and learning. Application of the results: The work will be useful in a number of ways: to managers in education, but it can also promote dialogue between advocates of traditional and progressive trends in science and education.

As e-learning has become an increasingly important issue in educational systems in the last several years, a considerable number of generic standards, quality guidelines and frameworks have been published relating to better efficiency and quality improvement of the e-learning. While early initiatives were concentrated on the functional understanding and technical skills of ICT use, nowadays they take more into consideration motivation, satisfaction and contextualization which are reflected in the quality of e-learning. In the first part of the paper, different views towards the quality of an integrated e-learning system have been considered. In the second part, the research results regarding the quality of the integrated e-learning system (Moodle) have been presented and discussed in relation to different European policies. The survey was made on the Croatian version of Moodle (Omega) at the Faculty of Humanities and Social Sciences, University of Zagreb.

The goal of the paper is to present the structure, form, content and research aspects of the Postgraduate Doctoral Study Program in Media and Communication at the University North. The Program is primarily focused on the field of information and communication sciences, but unlike other comparable studies in Croatia, it puts great emphasis on interdisciplinary component. Regarding the structural and formal characteristics of the Program, paper clearly demonstrates its compliance with current documents and regulations at the national level and the level of the European Union. Next, we present the advantages of modular concept of the Program and elaborate on the importance of ensuring parallel development of teaching and research phase, which enables doctoral students to perform scientific research work from the beginning of their studies. In the part of the paper related to the content and research specifics of the Program, we elaborate the understanding of media and communication studies in the context of contemporary theoretical and methodological tendencies that explicitly display the need for redefinition and explore the possible paradigm shift. Consequently, the aim is to show that both Program curriculum and research developed in collaboration between professors/mentors and doctoral students are moving in the direction of understanding the "new" media as digital or computer media which are rooted in information and communication technology and which demonstrate their direct repercussions in the breadth and diversity of contemporary sociocultural forms. By way of qualitative analysis of scientific literature, primarily one focused on discussing and understanding “new” media as computer media, as well as the analysis and examination of doctoral education guidelines in the European research domain and the European higher education domain, the paper presents the specifics of the doctoral education process and suggests the frame for understanding and successful performance of doctoral study in the field of media and communication. Motivated by the lack of systematic and comprehensive discussions that approach the study of new media as computer media from the perspective of postgraduate education, this paper will contribute to the theoretical consideration of the concept of media from a contemporary perspective. On the other hand, it will also contribute to understanding of the importance of doctoral training in the European research domain.

The paper will examine how new information and educational environments are build in an EU candidate country, Croatia, and whether information literacy is an integral element of the launched strategies and reformal efforts. A crucial element for the intended transformations is the educational sector, which is thriving for curricula modifications, but also for reconceptualizations of pedagogical processes with a focus on student-centeredness and the quality of education. The authors will investigate information literacy perceptions in the Croatian school library environment, specifically in relation to computer literacy, and the actual current state of influence of libraries on the creation of constructivist classrooms.

This paper focuses on abilities of librarians to adapt and respond to the constantly emerging changes influenced by the advancement of ICT. The authors emphasize the necessity of defining and promoting new concept and understanding of the school library in electronic environment. Traditional school library roles need to adapt and change to respond to the needs of new users growing up in the interactive and information overloaded environment. Many of the aspects of current school library tasks and roles originate from a print-based culture which is incongruent with the transient and hybrid nature of digital environments. These radically changing environments are posing different tasks on school librarians leading them to balance carefully between the traditional school environments, infrastructure, institutions hierarchy and with the various new needs of “Google generation” users. Taking into account all the changes in the information environment authors emphasise the necessary improvements in education of school librarians.

The Digital Maturity Framework for Schools in Croatia has been designed as a part of the e- Schools pilot project that is part of the “e- Schools: a comprehensive informatisation of school operation processes and teaching processes aimed at the creation of digitally mature schools for the 21st century”. It is based on the European Framework for Digitally Competent Educational Organisations. The School Digital Maturity Framework is structured in 5 characteristic areas of the Croatian education system: Planning, Management and Leadership, ICT (Information and Communications Technology) in Learning and Teaching, Development of Digital Competencies, ICT Culture and ICT Infrastructure. According to the 2016-2018 Digital Maturity Evaluation, schools have the lowest level of digital maturity in the areas of Planning, Management and Leadership. Therefore, it can be assumed that majority of schools are not ready for the upcoming digital transformation challenges. The purpose of this paper is to determine which core individual competencies defined by the information constructs, Knowledge, Skills and Abilities, significantly set the degree of school management digital maturity. Thereby, the primary objective was to create a new information construct Experience and to explore the correlation between relationships of two constructs. Principals of primary schools in the Republic of Croatia were selected as the research sample (860). The survey was conducted using a questionnaire method that contains original metrics of the influencing factors Knowledge, Skills, Abilities and Experience on the basis of which the information model was designed. By descripting the information model, it is possible to determine the impact of a particular construct on the school digital maturity in the area of planning, management and leadership. Therefore, this paper represents a contribution to the information and communication sciences field and opens initiatives for further interdisciplinary research related to the development of an original methodology for conceptualizing the management of school’s digital transformation.

Aim: The aim of this paper is to investigate the use of ICT by teachers working with students during teaching process and to determine what teachers' digital competencies are. We all recognize that digital technologies are important for education, but we have assumed that only a small number of teachers use them in teaching. The UNESCO ICT competency framework for teachers (2011) and Bologna Digital 2020 highlight that the use of ICT in education also includes an innovative approach to the use of technology in education. This document indicates that while knowledge of technology is a basic prerequisite, we are increasingly turning to a broader range of competencies that include the integration of technologies into the educational process with a pedagogical perspective. Thus, one of the fundamental questions comes up: when and how to use ICT in teaching. New technologies bring new teaching and learning opportunities by asking teachers to constantly keep up with time and technology and to try new methods and apply them in a proper and quality way in the educational process. Purpose of the research: After analyzing the data and research results, the idea is to plan and offer a supplementary education program for teachers so that they can competently prepare students for the jobs they expect in the digital time and digital job market, and show how the University is defined by education strategies and policies. Teacher training is fundamental to the success of digital transformation in education. Approach / methodology: “Responding” to European documents and relevant sources in the field of ICT in education, the paper presents the results of a quantitative and qualitative analysis that provides guidance for enhancing teachers' digital competencies and provides guidelines for using ICT in work with students. Results: The paper provides a systematic overview of teachers' digital competences and the use of ICT in teaching at the University North in Croatia and presents arguments for a strategic commitment to digital education concepts focused on the digital labor market. The paper also emphasizes the need to (re)structure education in the context of the changes brought about by the digital age and to respond to theoretical and intellectual dispersion, with the organization of digital modules based on the recommendations of Bologna Digital 2020. Originality / Value: The paper provides a valuable answer to the questions of (re)modeling ICT use in education, which also includes an innovative approach that turns us more towards a broader range of competencies that integrate technology into the educational process with a pedagogical perspective.

Društvene mreže, nove informacijsko-komunikacijske tehnologije i sustavi za brzo i globalno komuniciranje te razmjenu brojnih informacijskih sadržaja, doveli su do radikalnih promjena u odnosu na procese prikupljanja, obrade, pretvorbe, pohrane i tumačenja obavijesti i na njima utemeljenih odluka i djelovanja. Obavijesti u cyber prostoru te javno znanje koje u njemu nastaje i koje se distribuira korištenjem tehnoloških sredstava, podložno je novim mogućnostima manipuliranja s realnošću. Društvo znanja i sustavna digitalizacija znanja, koja se temelje na točnim i provjerenim informacijama, postala su podložna financijskim interesima privatnih tehnoloških korporacija koje vlastite poslovne modele globalnog komuniciranja stavljaju ispred pouzdane i sigurne razmjene točnih i istinitih znanja. Javljaju se tako novi oblici manipuliranja u digitalnom prostoru, koji iskorištavaju platforme za ostvarivanje vlastitih političkih i drugih srodnih interesa u širem kontekstu unutarnjih, lokalnih, nacionalnih, regionalnih i međunarodnih sukoba. Jedan od mogućih odgovora na zlouporabu tog prostora je u mehanizmima stvaranja, oblikovanja te očuvanja podatkovnog i digitalnog suvereniteta država (i međudržavnih integracijskih zajednica) koji treba biti stvoren na temeljnim društvenim i demokratskim načelima slobode izražavanja, odgovornosti i transparentnosti.

Cilj. Cilj je ovog rada prikazati konceptualne i strukturne odrednice doktorskoga studija informacijskih i komunikacijskih znanosti na Sveučilištu u Zagrebu. Budući da je analiza doktorskog obrazovanja neodvojiva od promišljanja o znanstveno-istraživačkom identitetu i profiliranosti znanstvenog polja, rad će pokušati odgovoriti na pitanje o teorijskim postavkama i dvojbama koje su formirale konceptualna polazišta današnjega reformiranog doktorskog studija informacijskih i komunikacijskih znanosti, te na koji način su strategije i europske znanstvene politike definirale njegovu organizaciju Pristup/metodologija. Polazeći od konstatacije o nedostatku sistematskog uvida u literaturi o doktorskom obrazovanju u polju informacijskim znanostima, u radu se primjenom kvalitativnog pristupa analize literature koja problematizira teorijski profil polja informacijske i komunikacijske znanosti i ispitivanja smjernica doktorske izobrazbe u EU, predočuju problemi i rješenja u restrukturiranju doktorskog obrazovanja u ovome polju. Rezultati. U radu se daje sustavni pregled konceptualnih i strukturnih odrednica doktorskog studija informacijske i komunikacijske znanosti u Zagrebu i pritom argumentira da su reformska nastojanja neodvojiva od promišljanja o teorijskim opsegu i znanstvenom profilu polja, da se u strukturiranju programa moraju pronaći rješenja za intelektualnu i teorijsku disperziju u informacijskim znanostima te da EU smjernice o doktorskom obrazovanju uvjetuju modularne pristupe u oblikovanju programa. Originalnost/vrijednost. Rad popunjava relativnu prazninu u postojećoj literaturi o (re)modeliranju doktorskog obrazovanja u informacijskim znanostima, i pritom polazi od teorijskih dvojbi u ovome polju te EU smjernicama za strukturiranje doktorskih programa.

We Can Do It: Mass Training Undergraduates In Learning Management System Usage

Training The Educators - Case Study From The Ministry Of Interior, Republic Of Croatia

Purpose: The aim of this paper is to present the conceptual and structural features of the doctoral programme in the field of information and communication sciences at the University of Zagreb. Since an analysis of a doctoral study programme is inseparable from deliberations over the identity and recognisability, and hence the status, of a given scientific field, the paper will attempt to provide an answer to questions of theoretical groundwork and dilemmas that shaped the conceptual framework of the University’s present, reformed doctoral programme in information and communication sciences and present how its organisation has been defined by EU strategies and policies in science. Methodology/approach: Addressing a lack of relevant resources that would enable the gaining of systematic insight into the history and development of doctoral programmes in information and communication sciences in Croatia, the paper presents the results of the qualitative analysis focusing on literature outlining the theoretical profile of the field of information and communication sciences as well as on EU guidelines on PhD programmes to present problems and solutions related to the restructuring of doctoral programmes in this field. Findings: The paper provides a systematic overview of the conceptual and structural features of the doctoral programme in information and communication sciences at the University of Zagreb and presents arguments according to which all attempts at its reform are inseparable from deliberations over the field’s theoretical scope, its recognisability and the related status. Also, it indicates as necessary that this doctoral programme has to be (re)structured in such a way as to respond to the theoretical and intellectual dispersion characterising the field and its modules be based on EU guidelines on doctoral study programmes. Originality/value: The paper presents a valuable response to a relative lack of resources and literature on the (re)modelling of doctoral programmes in the field of information sciences based on the analysis of theoretical dilemmas present in the field and EU guidelines on structuring doctoral programmes.

Contemporary school should prepare Next generation students for the modern labor market. Given this, the inevitable is change in the teaching environment in which the computer science teacher needs to adapt their teaching methods to best accommodate the students with more demanding teaching content. Software simulation is a new teaching method that finds its application in computer science thru which student in the simulated digital environment can be controlled in the process of acquirement of the required knowledge and skills in comparison to classical teaching methods which are used in computer science. The research was conducted in the school year 2016/17 at the Administrative High School in Zagreb on fourth grade students who were divided into a control (N=27) and an experimental group (N=26), and were based on the topic Databases during the seven teaching hours. In the first phase of the study, the pre-examination of both groups was performed and it was found that there was no statistically significant difference between the student knowledge at the beginning of research. During the second phase of the study, an experiment was carried out in a way that the students who belonged to the control group were using classical teaching methods, while the group of students belonging to the experimental group was using the software simulation method. The final phase of the study, post-examination, showed a statistically significant difference in the developed skill in the students who belonged to the experimental group relative to the students who belonged to the control group.

The ubiquity of digital technologies has significantly changed the way people live today, how they communicate, the way they work, they enjoy their free time, the way they organize their lives and the way they source knowledge and information. For systematic and qualitative implementation of e-learning at university level, organized support in e- learning is indispensable. No less significant is the recognition of their achievements and good practice in teaching and awarding their efforts for integration of e-learning into educational process. The University of Zagreb has been for number of years recognizing teacher’s efforts in e-learning through the E- learning Award. This initiative served as a good enhancement for the systematic e-learning implementation at the University of Zagreb. The process of systematic implementation of e- learning at the University of Zagreb started with the adoption of the E-learning Strategy in 2007 (University of Zagreb 2007). Along with the University E-learning Strategy, the E- learning Centre at SRCE and the University's Office of E-learning were also established. The E-learning Centre at the University of Zagreb University Computing Centre SRCE was established as the focal point for systematic adoption and support to e-learning across the University along with the beginning of systematic implementation of e-learning. Besides well organized and sustainable support to teachers in the integration of e-learning into educational process, it is of great importance to recognize their time and efforts involved in the developing and running e- courses. The E-learning Award is one of the ways to do it. Based on the good and positive experience from the University of Porto, Vienna University of Technology and University of Edinburgh with whom the University of Zagreb cooperated in the international Tempus project EQIBELT, the E-learning Awards was set as one of the activities for enhancement and fostering the e-learning implementation within the University of Zagreb E-learning Strategy. The e-learning award is granted on the annual basis for the best e-learning courses. The aim of this award was to enhance education quality improvement by e-learning technologies, to foster excellence in education and to promote good practice of the use of ICT in education. The award is given to the courses that have integrated technologies in the best possible way to acquire new teaching methods and provide innovative, students centred learning with clearly defined learning outcomes and ways to assess them. The E-learning award was presented at the University of Zagreb from 2008 till 2015. In total 60 e-courses from the University of Zagreb applied on the competition and 24 of them received one of the awards. Looking at the University of Zagreb management initiative some University faculties have also established the E-learning Award at their institution as a way to foster e-learning implementation but also as a recognition of teacher’s efforts to improve the education process.

Digital competence belongs to a group of eight key competencies that modern educated person should possess. The presence of digital competence is evident in the private and business environment of human life. Today's students belong to the generation of digital students that devote private time to use different software applications which indicates that among today's digital students there is great interest in digital technology. Although modern students are intrinsically motivated to acquire knowledge and skills in the digital sphere, digital competence cannot be developed only through informal learning. Its importance was recognized by employers who feel that employees should be formally trained for digital competence needed in their future work. Permeation of the private student's interests with the requirements of the modern labor market, created an adequate basis for the formalization of the subject that train contemporary students for successful mastering of digital knowledge and skills. Digital competence is primarily acquired through the school subject computer science. However, despite the requirements arising under the student's personal interests and the interests of contemporary employers, school subject computer science in Croatian elementary school still does not have the status of compulsory school subject. In the lower grades of elementary school (1st to 4th grade) school subject computer science belongs in extracurricular activities which student can enroll if he/she has interest in this topic. Curriculum is developed through 35 school hours on an annual basis, which means that a student in elementary school enrolled in school subject computer science listens to one hour per week. In the higher grades of elementary school (5th to 8th grade) school subject computer science is an elective school subject which means that the student chooses from offered various elective school subjects. Curriculum is developed through 70 teaching hours per year, which means that the student in higher grades of elementary school enrolled in school subject computer science listens two school hours per week. If the student has no interest in this subject he is not obligatory to enroll it and during the elementary school student does not have to attend any lessons from computer science. This paper presents research about students’ attitudes toward school subject computer science Survey was conducted on 94 students enrolled in various studies for future teachers in primary and secondary education on Faculty of Humanities and Social Sciences University of Zagreb. Students have declared the importance of this school subject, classification of knowledge and skills that students need for future professional work and their opinions about appropriate amount of school hours dedicated for teaching curriculum of school subject computer science.

This paper discusses the possibilities of employing the process of the blended learning of professional English through the Moodle platform. It discusses different theoretical approaches to language learning implemented within the Moodle platform and the associated cognitive domains according to Bloom's taxonomy. The paper focuses on examining the Moodle activities within the language learning framework along with the levels of each activity within the cognitive domain. These activities are implemented at the University North within a wide range of courses covering English for Professional Purposes aimed at the engineering education. The paper can serve as a framework for the possible applications of different Moodle elements in the teaching of English for Professional Purposes.

The role of librarianship in the information age has been a subject of many research papers. This particular one raises several questions about the influence of changes in society, in use of technology, and in science of librarianship as a profession. The results of these changes have created room for the broadening of the content and the aim of librarianship as much as they have questioned librarian's ability to succeed in his new information specialisfs role. The last issue covered by this paper refers to the notion about the importance of continuous professional education in librarianship on ali levels which represents the foundation of the very same profession.The second part of the paper refers to the changes in the course of education itself.The goal of education has changed and today it demands from a young person the ability not only to qualify for the job but also to be able and prepared for independent learning, professional improvement and creative thinking imposed by the fast technological changes which are usually faster than those which occur in the process of education. The speed of these changes can be best illustrated by the example of current generations who are finishing their education lacking knowledge of the use of new technologies.Therefore, it is the task of every expert and our profession as a community to satisfy the need for the improvement in the profession and to ensure its survival and progress.Another important issue is the vocation-profession distinction among librarians and their double role. On one side, they are information specialists and librarians and on the other side, they are also educationalists which are either directly involved in the course of education as school librarians or are those who make and mediate information and knowledge necessary for other people's education.In order to last and participate in the development of society as a community and mankind in general, librarianship needs to continuously query itself and logically merge new information technologies with the traditional approach to librarians as information mediators. The division of library sections is more and more based on physical and intellectual approach to information and it can be taken as an example of afore mentioned new concept. This change of Iibrary structure is adequate for electronic and virtual environments which demand greater adaptability,direct communication and more informationexchange. With the occurrence of the Internet, libraries have got a new opportunity to become important factors in the course of education and in the development of society and science in general and librarians have got some new tasks to accomplish and some new roles to prepare themselves for.

The use of social networks among higher education institutions in Croatia is not widespread. An anonymous on-line survey about the importance of institutional presence on social networks was conducted during a ten-day period in May 2011 and included a questionnaire which was distributed to students and employees of two Zagreb based institutions. The results of the survey are interpreted and presented in this paper. These results can be used as a general guideline toward the creation of communication strategy for the presence of higher education institutions on web based social networks.

PurposeThis paper seeks to discuss the need for development and conceptualization of the learning outcomes and competences approach in creating information science curricula.Design/methodology/approachAn analytical approach to the theoretical insights and the results of previous and current empirical research projects was taken together with the detailed analysis of the Department of Information Sciences, Faculty of Humanities and Social Sciences, University of Zagreb program in order to prove the necessity of the educational approach based on competences and learning outcomes.FindingsLearning outcomes should be the ultimate goal to be achieved by the teaching staff and students through the educational process. It is necessary that the learning outcomes approach along with the necessity for specific outcomes and competences should be determined by the university teachers on a conceptual as well as an implemental level. Competences that information sciences students are expected to attain (defined by the criterion of employability) have been determined in a way which should facilitate their later employment and enable them to compete in the labour market. At the same time, this kind of approach contributes to the preservation as well as to the prestige of the profession/discipline.Originality/valueThe paper presents a new approach to LIS curriculum through defining a framework of competencies based on learning outcomes.

The authors discuss the need for digital content that represents the basis for multilingual and multi­cul­tural environment enabling multilingual information retrieval and computer-assisted translation. The authors examine the learning process of information sciences at Croatian university level education in correlation with the European context. The problem of multilingualism in the information society has been investigated in the context of the Bologna process and the requirement of the student mobility as well as in the context of different EU standards, action plans, and framework programmes. Further, the authors describe e-learning environment implemented at the university level, give the results of the re­search made among the users of the system, and discuss the potential problems considering the digitisa­tion in the process of preparation of the materials in order to enable the application of language technolo­gies for automatic translation suitable in the student mobility environment.

In this paper, the potential uses of Web 2.0 technologies for the improvement of communication with library clients are examined. Wikis, blogs, RSS, mash-ups and other Web 2.0 tools and services can assist librarians in their efforts to present information online and better connect with their clients, especially the younger generations of Internet users. In three different studies we investigated (1) the familiarity of informatics students with Web 2.0 tools, (2) the computer literacy and Internet use by librarians in higher-education institutions, as well as their assessment of the potential uses of various Web 2.0 tools for interaction with the clients of their library, and (3) the use of Web 2.0 tools on the websites of public libraries in Croatia.

Distribution of digital content is a key aspect of electronic commerce. Digital content industry is threatened by rampant digital piracy. Institutional collective management is slow to adapt to rapid technological change in the digital environment. In the case of mobile software applications, smartphone and tablet operating systems with centralized application repository augment the ability of authors and rights holders to control the commercial exploitation of their works. However, DRM technologies used to prevent unauthorized reproduction, distribution and use of protected works can also create unwanted market effects limiting authors and users.

The development of technique and technology significantly influences the shaping of business activities in all fields of human work. Therefore new professions are being developed that consequently require new combinations of knowledge, skills and competencies. Final and by all means the most important consequence is a strong need for constant learning and supplementary knowledge. Perhaps it is too bold to say that comprehensive professional education no longer exists. Although the need for continuous education cannot be observed as a novelty, its importance however is more pronounced. The influence of ICT on profession and working activities can be expressed in different modes. It is indisputable that at present ICT plays an important role in education as well as in performing daily business activities. This paper indicates a tendency of blurring the distinction between ICT application in education and work, during working life and a possible need for education supported by ICT in postwork period. The hypothesis of this research lies in analysing the style of performing working assignments and the need for constant supplementary knowledge – a Lifelong Education.

Monument is a term that occurs in Western cultures as a product of different social processes, and therefore it is not enough to research and document only its materiality, but also its function, which changes depending on the society itself. Likewise, public knowledge depends on the society in which it exists - it is constantly dynamic in terms of its structure and organization. Furthermore, the way the corpus of public knowledge is being formed is changing, just like the public space of contemporary Western societies in which the cultural monuments exist. This is so because public space is shaped by this corpus of public knowledge. The phenomenon that clearly defines the relation between the monument and the public knowledge is collective memory. The feelings of belonging and forming an identity are influenced by collective memory and at the same time, these are some of the main characteristics of both, monuments and public knowledge. Social reality is created by public knowledge, but it is also mirrored in monuments. It is therefore necessary to analyse the relation between monuments and public knowledge, so that on the one hand we can better understand the logic of forming and organizing the corpus of public knowledge in public space, and on the other, clearly explain the active social role of monuments.

Statistička povezanost zove se korelacija, a stupanj statističke povezanosti mjeri se koeficijentom korelacije. U prirodi jedan od glavnih zakonitosti je kauzalnost, a kauzalnost ne vidimo iz nezavisnosti i povezanosti. Kauzalnost pretpostavlja relaciju između slučajne varijable koja je uzrok i slučajne varijable koja je posljedica. U slučaju nezavisnosti relacija između slučajnih varijabli je komutativna ili govorimo o skupu nezavisnih slučajnih varijabli, a ne o nizovima slučajnih varijabli kakve imamo kod kauzalnosti. Kauzalnost se prikazuje acikličkim usmjerenim grafom koji predstavlja kauzalnu povezanost slučajnih varijabli. Informacija u radu je mjera stupnja sličnosti između statističkog modela odnosa slučajnih varijabli i stvarnih odnosa varijabli mjerenja dobivenih uzorkom. U radu će se pojmovi korelativnosti, informacije i kauzalnosti ilustrirati Markovljevim i kauzalnim modelom predikata hrvatskog jezika.