@inproceedings{BuettnerMichel, author = {B{\"u}ttner, Stephan and Michel, Antje}, title = {DaILy Digital - Data \& Information Literacy}, series = {Information - Wissenschaft \& Praxis}, volume = {70}, booktitle = {Information - Wissenschaft \& Praxis}, number = {5-6}, publisher = {De Gruyter Saur}, address = {Berlin}, issn = {1619-4292}, doi = {10.1515/iwp-2019-2042}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-26242}, pages = {300 -- 302}, abstract = {Am 15. Juli 2019 fand an der Fachhochschule Potsdam der 8. I-Science Tag des Fachbereichs Informationswissenschaften statt. Geboren wurde diese Tagungsreihe bereits im Jahr 2010 aus der Abschlusstagung eines Forschungsprojekts zum Forschungsdatenmanagement / eScience, einem damals in Deutschland noch relativ jungen Themengebiet. So ist auch der Name der Tagungsreihe zu erkl{\"a}ren: eine Tagung von Informationswissenschaftlern (I-Science) zum Thema eScience, ein Wortspiel, das sich einfach anbot. Kerngedanke der Tagungsreihe ist neben der Diskussion wissenschaftlicher Kernthesen die Vorstellung konkreter L{\"o}sungen f{\"u}r Praxis und Ausbildung. Außerdem soll die Veranstaltung eine Plattform f{\"u}r erfolgreiche Absolventen und Masterstudierende sein. Die Tagung selbst wird als studentisches Lehrformat durchgef{\"u}hrt. Ziel der Lehrveranstaltung ist es, Studierende in die Lage zu versetzen, angemessene Formate zum Wissenstransfer im Rahmen von Konferenzen konzipieren und durchf{\"u}hren zu k{\"o}nnen.}, subject = {Informationskompetenz}, language = {de} } @article{AudunsonAaboBlomgrenetal., author = {Audunson, Ragnar Andreas and Aab{\o}, Svanhild and Blomgren, Roger and Hobohm, Hans-Christoph and Jochumsen, Henrik and Khosrowjerdi, Mahmood and Mumenthaler, Rudolf and Schuldt, Karsten and Hvenegaard Rasmussen, Casper and Rydbeck, Kerstin and T{\´o}th, M{\´a}t{\´e} and V{\aa}rheim, Andreas}, title = {Public libraries as public sphere institutions}, series = {Journal of Documentation}, volume = {75}, journal = {Journal of Documentation}, number = {6}, publisher = {Emerald Publishing Limited}, address = {Bradford}, issn = {1758-7379}, doi = {10.1108/JD-02-2019-0015}, pages = {1396 -- 1415}, abstract = {The purpose of this paper is to analyze the role of public libraries as institutions underpinning a democratic public sphere as reasons legitimizing libraries compared to reasons that are more traditional and the actual use of libraries as public sphere arenas. A survey of representative samples of the adult population in six countries - Denmark, Sweden, Norway, Germany, Hungary and Switzerland - was undertaken. Legitimations related to the libraries role as a meeting place and arena for public debate are ranked as the 3 least important out of 12 possible legitimations for upholding a public library service. Libraries are, however, used extensively by the users to access citizenship information and to participate in public sphere relevant meetings. Few studies have empirically analyzed the role of libraries in upholding a democratic and sustainable public sphere. This study contributes in filling that gap.}, subject = {{\"O}ffentliche Bibliothek}, language = {en} } @misc{Claasen, type = {Master Thesis}, author = {Claasen, Alexandra}, title = {E-Learning-Module zur Kompetenzentwicklung im Wissenschaftlichen Arbeiten}, address = {Potsdam}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-26160}, school = {Fachhochschule Potsdam}, pages = {214}, abstract = {Sp{\"a}testens im Studium werden die Studierenden mit dem wissenschaftlichen Arbeiten konfrontiert. Hochschulbibliotheken {\"u}bernehmen die Rolle als Vermittler und F{\"o}rderer von zentralen Kompetenzen f{\"u}r den angemessenen Umgang mit Informationen. Vor allem die F{\"o}rderung der Informationskompetenz steht im Fokus. Dabei umfasst das Feld des wissenschaftlichen Arbeitens mehr als Ressourcenkenntnis, Recherchekompetenz und Wissensmanagement. Befragungen an verschiedenen deutschen Hochschulen haben gezeigt, dass auch der Wunsch und Bedarf an Unterst{\"u}tzung in anderen Bereichen des wissenschaftlichen Arbeitens besteht. Zudem sind die Angebote h{\"a}ufig fach{\"u}bergreifend konzipiert und gehen nicht auf die Wissenschaftspraxis in unterschiedlichen Fachdisziplinen ein. Ziel dieser Arbeit ist es - nach Erhebung der studentischen Bedarfe, W{\"u}nsche und Problemfelder - ein Konzept f{\"u}r ein zielgruppenspezifisches und modular aufgebautes Selbstlernangebot zur Kompetenzentwicklung im wissenschaftlichen Arbeiten f{\"u}r die Studierenden des Bachelorstudiengangs Bibliothekswissenschaft an der Fachhochschule Potsdam auszuarbeiten.}, subject = {Wissenschaftliches Arbeiten}, language = {de} } @inproceedings{StrussSiegelRuppenhoferetal., author = {Struß, Julia Maria and Siegel, Melanie and Ruppenhofer, Josef and Wiegand, Michael and Klenner, Manfred}, title = {Overview of GermEval Task 2, 2019 shared task on the identification of offensive language}, series = {Proceedings of the 15th Conference on Natural Language Processing (KONVENS 2019)}, booktitle = {Proceedings of the 15th Conference on Natural Language Processing (KONVENS 2019)}, publisher = {German Society for Computational Linguistics \& Language Technology und Friedrich-Alexander-Universit{\"a}t Erlangen-N{\"u}rnberg}, address = {M{\"u}nchen}, doi = {10.5167/uzh-178687}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-26209}, pages = {352 -- 363}, abstract = {We present the second edition of the GermEval Shared Task on the Identification of Offensive Language. This shared task deals with the classification of German tweets from Twitter. Two subtasks were continued from the first edition, namely a coarse-grained binary classification task and a fine-grained multi-class classification task. As a novel subtask, we introduce the classification of offensive tweets as explicit or implicit. The shared task had 13 participating groups submitting 28 runs for the coarse-grained task, another 28 runs for the fine-grained task, and 17 runs for the implicit-explicit task. We evaluate the results of the systems submitted to the shared task. The shared task homepage can be found at https://projects.fzai.h-da.de/iggsa/}, subject = {Automatische Spracherkennung}, language = {en} } @article{MichelHeidmannLanger, author = {Michel, Antje and Heidmann, Frank and Langer, Constanze}, title = {Design trifft Informationswissenschaft}, series = {Information - Wissenschaft \& Praxis}, volume = {71}, journal = {Information - Wissenschaft \& Praxis}, number = {2-3}, publisher = {De Gruyter Saur}, address = {Berlin}, issn = {1619-4292}, doi = {10.1515/iwp-2020-2072}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-26157}, pages = {86 -- 94}, abstract = {Von Januar 2017 bis M{\"a}rz 2019 haben wir, Constanze Langer und Frank Hartmann aus dem Fachbereich Design und Antje Michel aus dem Fachbereich Informationswissenschaften im Rahmen des durch den Stifterverband und die Carl-Zeiss-Stiftung gef{\"o}rderten Curriculumentwicklungsprojekts „Design 0815" zusammengearbeitet. Ein wesentliches Ziel bestand in der Integration von relevanten Kompetenzen in die Curricula der Design Studieng{\"a}nge, welche die Studierenden auf die digital gepr{\"a}gten Arbeitswelten von morgen bestm{\"o}glich vorbereiten. Dabei wurde der Fokus auf die St{\"a}rkung der digitalen Kompetenz und Datenkompetenz (Digital / Data Literacy) sowie auf Probleml{\"o}sungsstrategien (Problem Solving Strategies) gelegt. Im Projekt wurden außerdem Methoden und Formate zur Gestaltung eines partizipativen Curriculum-Entwicklungsprozesses entwickelt. Zudem wurde am Beispiel der Studieng{\"a}nge am Fachbereich Informationswissenschaften ermittelt, inwiefern sich die erarbeiteten Lehrkonzepte und Methoden der Curriculum-Entwicklung f{\"u}r die Weiterentwicklung anderer Studieng{\"a}nge der Hochschule {\"u}bertragen und nutzen lassen.}, subject = {Methode}, language = {de} } @article{EulerStadler2022, author = {Euler, Ellen and Stadler, Heike}, title = {Umfrage ausgewertet: Unterst{\"u}tzungsm{\"o}glichkeiten bei akademischer Qualifizierung}, series = {BuB : Forum Bibliothek und Information}, journal = {BuB : Forum Bibliothek und Information}, number = {2/3}, publisher = {Berufsverband Information Bibliothek}, address = {Reutlingen}, issn = {1869-1137}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:525-25810}, pages = {88}, year = {2022}, abstract = {Der Beitrag dokumentiert ausgew{\"a}hlte Ergebnisse einer Umfrage, die im Herbst 2021 unter den aktiven Teilnehmer:innen der Fernweiterbildung Bibliothekswissenschaft, durchgef{\"u}hrt wurde. Im Fokus stehen Unterst{\"u}tzungsm{\"o}glichkeiten bei der berufsbegleitenden akademischen Qualifizierung. Bei der vorliegenden Publikation handelt es sich um die eingereichte Autorinnenfassung. Der Titel der Verlagsversion lautet: "Neue {\"U}berlegungen zum Fernweiterbildungskurs Bibliothekswissenschaft in Potsdam : Umfrage ausgewertet: Unterst{\"u}tzungsm{\"o}glichkeiten bei akademischer Qualifizierung"}, subject = {Umfrage}, language = {de} } @misc{HeisigKannan, author = {Heisig, Peter and Kannan, Selvi}, title = {Knowledge management}, series = {Journal of Knowledge Management}, volume = {24}, journal = {Journal of Knowledge Management}, number = {6}, publisher = {Emerald}, address = {Bingley}, issn = {1367-3270}, doi = {10.1108/JKM-08-2018-0472}, pages = {1315 -- 1342}, abstract = {Purpose This paper aims to review for the first time existing research literature about the role of gender in creating, sharing and using knowledge in organizations and proposes a conceptual framework to guide future research directions. Design/methodology/approach Based on the systematic literature review method this study collects, synthesizes and analyses articles related to knowledge management (KM) and gender published in online databases by following a pre-defined review protocol. The paper analyses 41 papers published in peer-reviewed journals. Findings The role of gender in KM has been rarely addressed in KM journals and journals with specific emphasis on gender. The existing literature is fragmented, but existing research suggests that knowledge sharing might be influenced by gender. Based on the analysis and synthesis, a conceptual framework is proposed to guide further research on determining if gender matters in KM. Research limitations/implications Academic researchers should aim to include gender-related variables into their KM research to further explore if gender matters in KM. Practical implications The practical implication suggests that managers and knowledge managers should raise awareness about how stereotypes and gendered expectations about role behaviour affect how knowledge and experiences are created and shared within the organization. Social implications The authors believe that a better understanding of knowledge handling and gendered role expectations at the workplace could also have an impact beyond organizational boundaries. Originality/value The paper presents the first comprehensive systematic literature review of the article published on knowledge creation, sharing and usage and gender and provides a conceptual framework for future research.}, subject = {Wissensmanagement}, language = {en} } @inproceedings{NakovDaSanMartinoElsayedetal., author = {Nakov, Preslav and Da San Martino, Giovanni and Elsayed, Tamer and Barr{\´o}n-Cede{\~n}o, Alberto and M{\´i}guez, R{\´u}ben and Shaar, Shaden and Alam, Firoj and Haouari, Fatima and Hasanain, Maram and Babulkov, Nikolay and Nikolov, Alex and Shahi, Gautam Kishore and Struß, Julia Maria and Mandl, Thomas}, title = {The CLEF-2021 CheckThat! Lab on Detecting Check-Worthy Claims, Previously Fact-Checked Claims, and Fake News}, series = {Advances in Information Retrieval}, booktitle = {Advances in Information Retrieval}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-72240-1}, doi = {10.1007/978-3-030-72240-1_75}, pages = {639 -- 649}, abstract = {We describe the fourth edition of the CheckThat! Lab, part of the 2021 Cross-Language Evaluation Forum (CLEF). The lab evaluates technology supporting various tasks related to factuality, and it is offered in Arabic, Bulgarian, English, and Spanish. Task 1 asks to predict which tweets in a Twitter stream are worth fact-checking (focusing on COVID-19). Task 2 asks to determine whether a claim in a tweet can be verified using a set of previously fact-checked claims. Task 3 asks to predict the veracity of a target news article and its topical domain. The evaluation is carried out using mean average precision or precision at rank k for the ranking tasks, and F1 for the classification tasks.}, subject = {Falschmeldung}, language = {en} } @inproceedings{NakovDaSanMartinoElsayedetal., author = {Nakov, Preslav and Da San Martino, Giovanni and Elsayed, Tamer and Barr{\´o}n-Cede{\~n}o, Alberto and M{\´i}guez, Rub{\´e}n and Shaar, Shaden and Alam, Firoj and Haouari, Fatima and Hasanain, Maram and Mansour, Watheq and Hamdan, Bayan and Sheikh Ali, Zien and Babulkov, Nikolay and Nikolov, Alex and Koshore Shahi, Gautam and Struß, Julia Maria and Mandl, Thomas and Kutlu, Mucahid and Selim Kartal, Yavuz}, title = {Overview of the CLEF-2021 CheckThat! Lab on Detecting Check-Worthy Claims, Previously Fact-Checked Claims, and Fake News}, series = {Experimental IR Meets Multilinguality, Multimodality, and Interaction}, booktitle = {Experimental IR Meets Multilinguality, Multimodality, and Interaction}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-85251-1}, doi = {10.1007/978-3-030-85251-1_19}, pages = {264 -- 291}, abstract = {We describe the fourth edition of the CheckThat! Lab, part of the 2021 Conference and Labs of the Evaluation Forum (CLEF). The lab evaluates technology supporting tasks related to factuality, and covers Arabic, Bulgarian, English, Spanish, and Turkish. Task 1 asks to predict which posts in a Twitter stream are worth fact-checking, focusing on COVID-19 and politics (in all five languages). Task 2 asks to determine whether a claim in a tweet can be verified using a set of previously fact-checked claims (in Arabic and English). Task 3 asks to predict the veracity of a news article and its topical domain (in English). The evaluation is based on mean average precision or precision at rank k for the ranking tasks, and macro-F1 for the classification tasks. This was the most popular CLEF-2021 lab in terms of team registrations: 132 teams. Nearly one-third of them participated: 15, 5, and 25 teams submitted official runs for tasks 1, 2, and 3, respectively.}, subject = {Desinformation}, language = {en} } @article{Heisig, author = {Heisig, Peter}, title = {Informationswissenschaft f{\"u}r Wissensmanager}, series = {Information - Wissenschaft \& Praxis}, volume = {72}, journal = {Information - Wissenschaft \& Praxis}, number = {1}, publisher = {De Gruyter Saur}, address = {Berlin}, issn = {1619-4292}, doi = {10.1515/iwp-2020-2131}, pages = {10 -- 18}, abstract = {Die Informationswissenschaften und das Wissensmanagement weisen zahlreiche Gemeinsamkeiten auf und Ankn{\"u}pfungspunkte f{\"u}r gemeinsamen Forschungen. Praktiker des Wissensmanagements sollten die Forschungsergebnisse der Schwesterdisziplin eingehender studieren, um f{\"u}r Ihre Organisationspraxis relevante Ergebnisse ber{\"u}cksichtigen zu k{\"o}nnen. Es ist zu w{\"u}nschen, dass durch einen gemeinsamen Forschungsdialog potenzielle Synergien f{\"u}r Forschung und Praxis zuk{\"u}nftig erschlossen werden.}, subject = {Wissensmanagement}, language = {de} }