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Information mediation in the school context and Digital Information and Communication Technology (TDIC)
No full textA educação é o alicerce da formação humana e consequentemente do desenvolvimento geral de uma sociedade. A presença das tecnologias digitais de informação e comunicação está cada vez mais notória nesse contexto social. Observa-se, na rotina diária, que as pessoas não sabem ou possuem muitas dificuldades em utilizar de modo satisfatório, com segurança e responsabilidade as informações disponíveis nos ambientes digitais. Nas transformações na educação brasileira por meio do documento oficial Base Nacional Comum Curricular (BNCC), o qual propõe um papel de destaque para o uso das tecnologias digitais nas atividades escolares se compreende que a mediação é um processo favorável e eficiente nas instituições educacionais. Nesse caso, destacam-se as escolas como um importante caminho para uma atuação social principalmente no incentivo à leitura. Ao se considerar o universo de atuação do bibliotecário e do professor, o ato de mediar tem como meta fundamental a apropriação da informação por parte dos usuários/alunos. Ressalta-se que a pandemia do Covid 19 impôs que a mediação da informação se desenvolvesse digitalmente de forma síncrona ou assíncrona. Nessa conjuntura, esta pesquisa tem como temática geral a mediação da informação no contexto escolar por meio da Tecnologia Digital da Informação e Comunicação (TDIC) e a importância da leitura crítica dos gêneros digitais pelos agentes da educação. O objetivo principal do estudo foi verificar as possibilidades de mediação da informação no processo de elaboração do conhecimento por meio das Tecnologias Digitais de Informação e Comunicação no contexto escolar. Também verificou-se a existência de propostas didáticas que envolvam as TDIC em momentos de formação para a utilização das tecnologias digitais e, além disso, houve consolidação nas práticas pedagógicas dos professores, coerentes com o proposto pelo documento de referência (BNCC). Para tanto, delimitou-se como centro de análise os usos, os conhecimentos e os meios que professores de 5º ano do Ensino Fundamental I de um município do Estado de São Paulo utilizam durante o desenvolvimento do trabalho escolar. A coleta de dados envolveu o uso de questionário on-line e análise documental da plataforma virtual Google Sala de Aula. Constatou-se que mediação é o ato de estabelecer a relação entre os profissionais da informação e usuários por meio do conhecimento. O conhecimento é resultado dessa relação. Além disso, fica claro a incapacidade de aprender sozinho, nenhum recurso técnico pode substituir ou contribuir para a tensão dialética necessária para adquirir conhecimento. Nesse sentido, os novos modelos educacionais envolvem o uso das TDIC, como ferramentas estratégicas para ampliar o acesso à educação. A relevância do estudo consistiu em conhecer as práticas docentes e o domínio sobre o assunto a fim de garantir que as competências e
habilidades para o uso das tecnologias fossem garantidas nas propostas pedagógicas da sala de aula e transpô-las para outras esferas da sociedade.Education is the foundation of human formation and consequently of the overall development of a society. The digital information and communication technologies presence is more and more evident in this social context. It is noticed, in the daily routine, that people do not know, or have many difficulties, how to use satisfactorily, safely, and responsibly the information available in digital environments. In the changes in Brazilian education through the official document Base Nacional Comum Curricular (BNCC), which proposes a prominent role for the use of digital technologies in school activities, it is understood that mediation is a favorable and efficient process in educational institutions. In this case, schools stand out as an important path for social performance, especially encouraging reading. When considering the universe of the librarian and the teacher, the act of mediation has as its fundamental goal the appropriation of information by users/students. It is worth mentioning that the Covid-19 pandemic imposed that the mediation of information should be developed digitally in a synchronously or asynchronously. At this condition, this research has as its general theme the mediation of information in the school context through Digital Information and Communication Technology (DTIC) and the importance of the critical reading of digital genres by the agents of education. The main goal of the study was to verify possibilities of information mediation in the process of knowledge elaboration through Digital Information and Communication Technologies in the school context. It was also verified the existence of didactic proposals that involve the DTIC in training moments for the use of digital technologies and there was consolidation in the pedagogical practices of teachers, consistent with what is proposed by the reference document (BNCC). To this end, we delimited as the center of analysis the uses, knowledge, and means that 5th-grade teachers of Elementary I of a municipality in the state of São Paulo use during the development of school work. The data collection involved the use of an online questionnaire and document analysis of the virtual platform Google Classroom. It was found that mediation is the act of establishing the relationship between information professionals and users through knowledge. Knowledge is the result of this relationship. In addition, it is clear the inability to learn alone, no technical resource can replace or contribute to the dialectical tension necessary to acquire knowledge. In this sense, the new educational models involve the use of ICTs, as strategic tools to expand access to education. The relevance of the study consisted in knowing the teaching practices and the domain of the subject to ensure that the competencies and skills for the use of technologies were guaranteed in the pedagogical proposals in the classroom and transpose it to other spheres of society.Não recebi financiament
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Informação, conhecimento e tecnologia no contexto educacional
Get PDFCurrently, the development of Digital Information and Communication Technologies (TDIC) is noto-rious for the evolution of all sectors of society. In the school context, technologies appear as an at-tractive means for information to be consolidated. Technological devices facilitate access and the acquisition of knowledge, but they are not decisive, since the mediation of information is funda-mental for the construction of knowledge. However, for information to become knowledge, it is necessary to understand, have a critical sense and make sense for the lives of individuals. In this sense, the study aims to discuss contributions of knowledge construction, appropriation of infor-mation and the use of digital information technologies (TDIC) for contemporary society, especially the educational context. With the development of a bibliographic review based on the production of researchers who develop studies on this theme, it was possible to elaborate the concepts of in-formation, knowledge and digital technologies and correlate them to the school context.Actualmente, el desarrollo de las Tecnologías de la Información y las Comunicaciones Digitales (TDIC) tiene una notoria importancia para la evolución de todos los sectores de la sociedad. En el contexto escolar, las tecnologías emergen como un medio atractivo para consolidar la información. Los dispositivos tecnológicos facilitan el acceso y la adquisición del conocimiento, pero no son determinantes, ya que la mediación de la información es fundamental para la construcción del conocimiento. Sin embargo, para que la información se convierta en conocimiento, es necesario comprender, tener un sentido crítico y dar sentido a la vida de las personas. En este sentido, el estudio tiene como objetivo discutir los aportes de la construcción del conocimiento, la apropiación de la información y el uso de las tecnologías de la información digital (TDIC) para la sociedad contemporánea, especialmente el contexto educativo. Con el desarrollo de una revisión bibliográfica basada en la producción de investigadores que realizan estudios sobre esta temática, fue posible realizar una elaboración de los conceptos de información, conocimiento y tecnologías digitales y correlacionarlos con el contexto escolar.Na atualidade o desenvolvimento das Tecnologias Digitais de Informação e Comunicação (TDIC) tem notória importância para a evolução de todos os setores da sociedade. No contexto escolar, as tec-nologias surgem como meio atrativo para que as informações se consolidem. Os aparatos tecnoló-gicos facilitam o acesso e a aquisição do conhecimento, porém não são determinantes, já que a mediação da informação é fundamental para a construção do saber. Entretanto, para a informação se constituir em conhecimento é preciso compreender, ter senso crítico e fazer sentido para a vida dos indivíduos. Neste sentido, o estudo tem como objetivo discorrer sobre contribuições da construção do conhecimento, apropriação da informação e o uso das tecnologias digitais de informação (TDIC) para a sociedade contemporânea, especialmente o contexto educacional. Com o desenvolvimento de uma revisão bibliográfica baseada na produção de pesquisadores que desenvolvem estudos sobre essa temática, foi possível realizar uma elaboração dos conceitos de informação, conhecimentos e tecnologias digitais e correlacioná-los ao contexto escolar
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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