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PurposeA wide choice of varied information and data-based tools is reviewed in order to determine their ability treating symptoms of the COVID-19 infodemic. Several literacies and derived literacies, presumably having the ability to fulfil these roles are enumerated. There is also a review of the impact of applying deconstruction, understanding, and anticipation as well as of tools for mitigating overload phenomena, and communication overload.Design/methodology/approachThe article reviews literacies deemed to promise reducing the impact of the information crisis, caused by the COVID-19 pandemic.FindingsA non-exhaustive review of literature, taken from sources of varied disciplines, resulting from reverse snowballing and forward citation mining confirmed that there is a wide choice of solutions from among literacies, derived literacies and other approaches that have the potential to combat annoyance and anxiety, caused by the infodemic.Originality/valueNo other, published research has looked at such a wide range of literacies and derived literacies, as well as other, related approaches linked them to the COVID-19 infodemic.

A COVID-19 világjárvány nemcsak egészségügyi problémákat okozott, hanem infodémia (információs válság) kialakulásához is vezetett. Ennek következtében nemcsak a könyvtáraknak és könyvtárosoknak kellett olyan kihívásokkal szembenézniük, amelyeket számos olyan környezetet befolyásolt, amelyben információt vagy adatot kezelnek. Ezeken a területeken fontos lehet, hogy ismerjük az információs műveltség és az adatműveltség jellemzőit, valamint az ezekhez kapcsolódó néhány olyan területet, ahol eszközöket találhatunk arra, hogy ezt a helyzetet kezelni tudjuk.

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.

Recommendation (recommender) systems have played an increasingly important role in both research and industry in recent years. In the area of publication data, for example, there is a strong need to help people find the right research information through recommendations and scientific reports. The difference between search engines and recommendation systems is that search engines help us find something we already know, while recommendation systems are more likely to help us find new items. An essential function of recommendation systems is to support users in their decision making. Recommendation systems are information systems that can be categorized into decision support systems, as long as they are used for decision making and are intended to support people instead of replacing them. This paper deals with recommendation systems for research information, especially publication data. We discuss and analyze the challenges and peculiarities of implementing recommender systems for the scientific exchange of research information. For this purpose, data mining techniques are examined and a concept for a recommendation system for research information is developed. Our aim is to investigate to what extent a recommendation system based on a collaborative filtering approach with cookies is possible. The data source is publication data extracted from cookies in the Web of Science database. The results of our investigation show that a collaborative filtering process is suitable for publication data and that recommendations can be generated with user information. In addition, we have seen that collaborative filtering is an important element that can solve a practical problem by sifting through large amounts of dynamically generated information to provide users with personalized content and services.

Az eredmenyes referatumkesziteshez olyan keszsegek egyutteset kell ismernunk, amelyek mar regota velunk vannak, viszont sokan nincsenek tisztaban ezek fontossagaval. Ugyanakkor tudjuk, hogy leggyakrabban az autoreferatum műfajaval talalkozunk. Ezeket szerzői referatumnak, absztraktnak, vagy kivonatnak nevezett irasművet tobbnyire a forrasszovegkent szolgalo tudomanyos folyoiratcikkek szerzői irjak, de vannak olyan referatumok is, amelyek hivatasos referatumkesztők munkai. A modern technologiak viszont a szamos, a referalashoz kothető uj műfajt es eszkoz megjeleneset segitettek elő. A referatumok osszes alfaja jo eszkozt jelent az informacios tulterheles csokkentesere. ABSTRACTING: A FORGOTTEN SET OF SKILLS? To be efficient abstractors, we need to acquire a set of skills that have been with us for a long time, but many people are not aware of their significance. At the same time, we know that the most often encountered genre is the author abstract, written mostly by the authors of scientific journal articles that serve as source text, but there are professional abstractors, as well. Modern technologies, on the other hand, have fostered the emergence of many new genres and tools for abstracting. All types of abstract are useful tools for reducing information overload.

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.

Hazai folyóiratokban és különösen a TMT hasábjain számos tanulmány jelent már meg a digitális bölcsészethez kötődő könyvtári témákról, így természetét már sokan ismerhetik. Mindazonáltal érdemes leszögeznünk, hogy ez a tudományág nemcsak olyan tevékenységek és projektek köre, amelyek a digitális technológiáknak a humántudományi kutatásokban való felhasználásával kapcsolatosak.1 Sokan ugyanis ennél többnek látják, ezért joggal tekintenek rá, mint együttműködésen alapuló, új formájú, több tudományterületet érintő kutatási, oktatási és publikációs tevékenységrendszerre, amely intézményi hátteret biztosít ahhoz, hogy – a könyvtárak és a könyvtárosok bevonásával – ezek a célok megvalósuljanak.2 Ennek megfelelően, ez a tanulmány főként az Amerikai Egyesült Államok könyvtárosainak bő két évtizedes elképzeléseire és tapasztalataira koncentrál, de merít az Európai Unió, Nagy-Britannia, és Kanada könyvtárainak tapasztalataiból is.

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.

This paper identifies some of the tasks and roles that academic libraries have to fulfil in order to react to the appearance of Research 2.0 that materialises in data intensive research and requires supporting activities. Reacting to the appearance of Research 2.0 by becoming service providers for scholars working on data-intensive tasks will become an imperative for libraries worldwide, even though due to the differences between countries and institutions, the tasks described in this paper may not seem urgent today. On the other hand, the issues, we identified are already part of everyday best practices in several institutions. Some of them are fairly recent or have taken new characteristics. A few roles identified in this paper are on their way to become standard occupation, while there are still ones that require innovative approaches. Our argument is based on a non-exhaustive review of the recent literature, reporting both on theoretical and practical issues and presenting the results of empirical research in the field.

Information overload (IO) appears in varied information-intensive spheres and everyday environments. This chapter defines its nature and types, outlines its history and names its diverse sources. It is underlined that IO is caused by a mix of factors. Measures and tools of preventing the occurrence of information overload and mitigating its symptoms can be technological by using the capabilities of information architecture. The repertoire of social approaches is much broader, because it includes practicing information literacy, engaging in data literacy, applying critical assessment, slow information behavior and Personal Information Management tools.

A nemzetközi szakirodalom azt mutatja, hogy a tanárok szerepe rövid idő alatt drámai változáson ment keresztül, beleértve a digitális kompetenciák egyre növekvő jelentőségét. Ez igaz az információs műveltségre is, bár úgy tűnik, hogy a követelményeket erőteljesebben befolyásolja a digitális kompetenciák előtérbe kerülése, ami az információs műveltség fogalmával kapcsolatosan tapasztalható zavart is megmagyarázhatja. Több empirikus kutatás az mutatja, hogy számos középiskolai tanár nem ismeri ezt a kifejezést, és következetlenek a meghatározásában is, sőt van, aki tanítja az információk keresését, szűrését és értékelését, de az információs műveltség megemlítése nélkül teszi ezt. A fentieket figyelembe véve, kutatásunkkal arra kívántuk felhívni a figyelmet, hogy az információs műveltségnek van létjogosultsága az iskolapedagógiai gyakorlatban, ugyanakkor sok problémát kell még ezen a területen megoldani. Kutatásunk közvetlen célja az volt, hogy felmérjük az információs műveltség fejlesztésének gyakorlatát Magyarországon, Lengyelországban és Litániában, összehasonlítva az ezekben az országokban dolgozó középiskolai (9-12. évfolyamon tanító) tanárok ez irányú ismereteit és attitűdjét. A feltett kérdésekre kapott válaszok azt mutatják, hogy a vizsgálatba bevont pedagógusok többsége túlbecsüli az információs műveltséggel kapcsolatos készségeit és tudását. Többnyire rövid projektek során valósítottak meg az információs műveltséggel kapcsolatos programokat, amelyek azonban nem voltak alkalmasak arra, hogy akár csak magukat a tanárokat is szakszerűen felkészítsék a kommunikáció- és médiatudomány, illetve az információk felhasználásának, kezelésének, valamint azok tanításának elméletére és gyakorlatára. ----- Information literacy attitudes of secondary school teachers in the light of the results of an international questionnaire ----- The literature shows that the role of teachers has changed dramatically in a short period of time, including the growing importance of digital competencies. This is also true for information literacy, although requirements appear to be more strongly influenced by the rise of digital competencies, which may also explain the confusion surrounding the concept of information literacy. Several empirical studies show that many teachers, working in secondary education are unfamiliar with this term and use its definition inconsistently. Some of them teach how to search for, filter, and evaluate information, but do so without mentioning information literacy. In view of the above, our research aimed to draw attention to the fact that information literacy has a raison d'être in school pedagogical practice, but many problems still need to be solved in this area. The direct aim of our research was to assess the practice of developing information literacy in Hungary, Poland and Lithuania by comparing the knowledge and attitudes of secondary school (teachers in grades 9-12) working in these countries. The answers to the questions asked show that the majority of teachers involved in the study overestimate their skills and knowledge in information literacy. Most of the time, information literacy programs were implemented as short projects, which, however, were not suitable to train even the teachers themselves in the theory and practice of communication and media science and the use, management and teaching of information.

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.