Парадокси знања у дигиталном свету
Апстракт
Најважнији актери информационог друштва, школе, универзитети, библиотеке, суочавају се са парадоксима дигиталног света: површност и брзина замењују мудрост и образовање, растући квантитет информација и разни методи лаког и брзог приступа не гарантују квалитет и креативност њихове употребе. Постмодерно уверење да су све вредности легитимне и да су све информације и све истине лако доступне у дигиталном облику, као негативан резултат има недовољну информациону писменост и све очигледнији недостатак елементарних знања о свету у којем живимо. Сви појединци и институције одговорни за смер и смисао дигиталне револуције морали би да заједнички дефинишу основне циљеве информатизације и дигитализације.
The most important actors in the information society, schools, universities, libraries, are faced with the paradoxes of a digital
world: shallowness and velocity replace the wisdom and education, the growing quantity of information and various methods
of rapid and easy access does not guarantee the quality and creativity of their use. The post-modern belief that all values are
legitimate and that all the information and all the truths are easily available in digital form as a negative result has insufficient
information literacy and the increasingly obvious lack of basic knowledge about the world we are living in. All individuals and
institutions responsible for the direction and meaning of the digital revolution would have to jointly define the basic objectives
of informatization and digitization. The new education strategy should enable each individual to: successfully communicate
in his/her native language and to read and speak some of the foreign ones; read and understand an...y correctly written prose
work, as well as various information and professional manuscripts; be mathematically literate; have the general knowledge of
geography and history, know the political structure and culture of local surroundings and the state where he/she lives, but also
those related to other regions and countries of the world; to have general knowledge of all arts, social and natural sciences
and technology; to have at least one practical skill; to have a permanent desire for acquiring new ideas; to have a habit of
critical approach to information; to know how to find information using both traditional and modern techniques of search; to
know how to use information and communication technologies; to have a high level of social skills. The way in which modern
technology and a common educational strategy of all subjects of the information society are going to respond to the challenges
will demonstrate how much the information society is ready and able to truly transform into a knowledge society.
Кључне речи:
дигитализација / знање / библиотеке / постмодерна култура / информационо друштво / социјална епистемологија / библиотекарско образовање / информациона писменост / стратегије образовања / digitization / knowledge / libraries / postmodern culture / information society / social epistemology / library and information science education / information literacy / educational strategyИзвор:
Читалиште - научни часопис за теорију и праксу библиотекарства, 2012, 10, 20, 13-17Издавач:
- Градска библиотека, Панчево
Финансирање / пројекти:
- Дигиталне медијске технологије и друштвено-образовне промене (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47020)
Институција/група
Filološki fakultet / Faculty of PhilologyTY - JOUR AU - Stokić Simončić, Gordana AU - Vučković, Željko PY - 2012 UR - https://repff.fil.bg.ac.rs/handle/123456789/673 AB - Најважнији актери информационог друштва, школе, универзитети, библиотеке, суочавају се са парадоксима дигиталног света: површност и брзина замењују мудрост и образовање, растући квантитет информација и разни методи лаког и брзог приступа не гарантују квалитет и креативност њихове употребе. Постмодерно уверење да су све вредности легитимне и да су све информације и све истине лако доступне у дигиталном облику, као негативан резултат има недовољну информациону писменост и све очигледнији недостатак елементарних знања о свету у којем живимо. Сви појединци и институције одговорни за смер и смисао дигиталне револуције морали би да заједнички дефинишу основне циљеве информатизације и дигитализације. AB - The most important actors in the information society, schools, universities, libraries, are faced with the paradoxes of a digital world: shallowness and velocity replace the wisdom and education, the growing quantity of information and various methods of rapid and easy access does not guarantee the quality and creativity of their use. The post-modern belief that all values are legitimate and that all the information and all the truths are easily available in digital form as a negative result has insufficient information literacy and the increasingly obvious lack of basic knowledge about the world we are living in. All individuals and institutions responsible for the direction and meaning of the digital revolution would have to jointly define the basic objectives of informatization and digitization. The new education strategy should enable each individual to: successfully communicate in his/her native language and to read and speak some of the foreign ones; read and understand any correctly written prose work, as well as various information and professional manuscripts; be mathematically literate; have the general knowledge of geography and history, know the political structure and culture of local surroundings and the state where he/she lives, but also those related to other regions and countries of the world; to have general knowledge of all arts, social and natural sciences and technology; to have at least one practical skill; to have a permanent desire for acquiring new ideas; to have a habit of critical approach to information; to know how to find information using both traditional and modern techniques of search; to know how to use information and communication technologies; to have a high level of social skills. The way in which modern technology and a common educational strategy of all subjects of the information society are going to respond to the challenges will demonstrate how much the information society is ready and able to truly transform into a knowledge society. PB - Градска библиотека, Панчево T2 - Читалиште - научни часопис за теорију и праксу библиотекарства T1 - Парадокси знања у дигиталном свету EP - 17 IS - 20 SP - 13 VL - 10 UR - conv_2877 ER -
@article{ author = "Stokić Simončić, Gordana and Vučković, Željko", year = "2012", abstract = "Најважнији актери информационог друштва, школе, универзитети, библиотеке, суочавају се са парадоксима дигиталног света: површност и брзина замењују мудрост и образовање, растући квантитет информација и разни методи лаког и брзог приступа не гарантују квалитет и креативност њихове употребе. Постмодерно уверење да су све вредности легитимне и да су све информације и све истине лако доступне у дигиталном облику, као негативан резултат има недовољну информациону писменост и све очигледнији недостатак елементарних знања о свету у којем живимо. Сви појединци и институције одговорни за смер и смисао дигиталне револуције морали би да заједнички дефинишу основне циљеве информатизације и дигитализације., The most important actors in the information society, schools, universities, libraries, are faced with the paradoxes of a digital world: shallowness and velocity replace the wisdom and education, the growing quantity of information and various methods of rapid and easy access does not guarantee the quality and creativity of their use. The post-modern belief that all values are legitimate and that all the information and all the truths are easily available in digital form as a negative result has insufficient information literacy and the increasingly obvious lack of basic knowledge about the world we are living in. All individuals and institutions responsible for the direction and meaning of the digital revolution would have to jointly define the basic objectives of informatization and digitization. The new education strategy should enable each individual to: successfully communicate in his/her native language and to read and speak some of the foreign ones; read and understand any correctly written prose work, as well as various information and professional manuscripts; be mathematically literate; have the general knowledge of geography and history, know the political structure and culture of local surroundings and the state where he/she lives, but also those related to other regions and countries of the world; to have general knowledge of all arts, social and natural sciences and technology; to have at least one practical skill; to have a permanent desire for acquiring new ideas; to have a habit of critical approach to information; to know how to find information using both traditional and modern techniques of search; to know how to use information and communication technologies; to have a high level of social skills. The way in which modern technology and a common educational strategy of all subjects of the information society are going to respond to the challenges will demonstrate how much the information society is ready and able to truly transform into a knowledge society.", publisher = "Градска библиотека, Панчево", journal = "Читалиште - научни часопис за теорију и праксу библиотекарства", title = "Парадокси знања у дигиталном свету", pages = "17-13", number = "20", volume = "10", url = "conv_2877" }
Stokić Simončić, G.,& Vučković, Ž.. (2012). Парадокси знања у дигиталном свету. in Читалиште - научни часопис за теорију и праксу библиотекарства Градска библиотека, Панчево., 10(20), 13-17. conv_2877
Stokić Simončić G, Vučković Ž. Парадокси знања у дигиталном свету. in Читалиште - научни часопис за теорију и праксу библиотекарства. 2012;10(20):13-17. conv_2877 .
Stokić Simončić, Gordana, Vučković, Željko, "Парадокси знања у дигиталном свету" in Читалиште - научни часопис за теорију и праксу библиотекарства, 10, no. 20 (2012):13-17, conv_2877 .