New Trends in Information Sciences
Contents: Foreword. 1. Information science in digital age. 2. The use of visual media. 3. Effects on children\'s attention: comprehension and social behaviour. 4. Socialisation and television. 5. Improving the educational effectiveness of television. 6. Computers and writing. 7. Computer models and the teaching of biology. 8. Software through prestel. 9. Trends and issues in information science. 10. Scientific communication: five sociological themes. 11. The supply and demand for information about education. 12. Artistry and teaching: the teacher as focus of research and development. 13. School-centered innovation. 14. The artwork of the future (1849). 15. The futurist cinema (1916). 16. Theater, circus, variety, theater of the Bauhaus (1924). 17. What is Intermedia? 18. The great northeastern power failure (1966). 19. Cybernated art (1996) art and satellite (1984). 20. Cybernetics in history: human use of human beings. Bibliography. Index.
The processes whereby data and facts are transformed into knowledge are the processes of perception, cognition and understanding. They are almost entirely mysterious to us, having resisted the most serious scientific investigation. Indeed, consciousness itself is not yet clearly understood. To use the term information to signify some cloudy set of terms in an attempt to give more solidity to the nature of information science hardly seems helpful.
The definition used in this book, then, will be that information is an abstract noun, signifying some single fact or datum, or set of facts or data, which may be organised or not. Sometimes the abstract noun is used to signify concrete things which may be said to carry information, such as books, journals, tape recordings, and visual media such as video recordings, maps, photographs, etc.
Some writers in information science, however, have not been satisfied to treat information as a noun but have tried to define it as a process--the process whereby facts and data are integrated into existing knowledge or transformed into organised bodies of knowledge. This seems to do violence to the language.
This book will be of immense help to all those contemplating to acquire expert knowledge of new trends in information sciences with special reference to library and information science and management. (jacket)
The processes whereby data and facts are transformed into knowledge are the processes of perception, cognition and understanding. They are almost entirely mysterious to us, having resisted the most serious scientific investigation. Indeed, consciousness itself is not yet clearly understood. To use the term information to signify some cloudy set of terms in an attempt to give more solidity to the nature of information science hardly seems helpful.
The definition used in this book, then, will be that information is an abstract noun, signifying some single fact or datum, or set of facts or data, which may be organised or not. Sometimes the abstract noun is used to signify concrete things which may be said to carry information, such as books, journals, tape recordings, and visual media such as video recordings, maps, photographs, etc.
Some writers in information science, however, have not been satisfied to treat information as a noun but have tried to define it as a process--the process whereby facts and data are integrated into existing knowledge or transformed into organised bodies of knowledge. This seems to do violence to the language.
This book will be of immense help to all those contemplating to acquire expert knowledge of new trends in information sciences with special reference to library and information science and management. (jacket)
