Bornett, C. C. (2016). Leseförderung digital genial: WieTablets die Bibliothekspädagogik verändern / Tipps nicht nur für Bilderbuch-Apps. (German). Bub: Forum Bibliothek Und Information, 68(10), 606-608.
Correlation and regression analysis based on survey data revealed that the attributes of digital natives are poor predictors of IL. information and communication technologies (ICT) experiences expressed as the sum of the use of different applications do not necessarily contribute to IL; some applications have a positive and some a negative effect; personal ownership of smartphones, portable computers and desktop computers has no direct effect on IL, while ownership of a tablet computer is actually a negative predictor; personal ownership of ICT devices has an impact on ICT experiences and Internet confidence, and, therefore, an indirect impact on IL; and ICT-rich university courses (if not designed to cultivate IL) have only a marginal impact on IL, although they may have some impact on ICT experiences and Internet confidence. The overall conclusion is that digital natives are not necessarily information literate, and that IL should be promoted with hands-on and minds-on courses based on IL standards.
Sharman, A. (2014). Roving Librarian: The Suitability of Tablets in Providing Personalized Help Outside of the Traditional Library. New Review Of Academic Librarianship, 20(2), 185-203. doi:10.1080/13614533.2014.914959
The role of the middle class in developed economies
The size and the well-being of the middle class are intertwined with some of the key economic challenges facing the developed world this century – income inequality is rising in many countries, economic growth is anemic, and economic mobility is lesser than in the past.
A smaller middle class or a relatively less well-off middle class often reflects a more unequal income distribution. In turn, increases in income inequality present an adverse climate for economic growth. A relative decline in the incomes of lower- and middle-income families may create a drag on overall consumption in the economy, lead to excessive borrowing by these families, or provide disincentives to invest in education.
A more vibrant middle class may also improve the economic outlook for future generations. In the U.S., for example, communities with larger middle classes offer a greater likelihood that children will experience upward mobility relative to their parents’ status in the income distribution. A similar relationship has also been found to exist across countries, whereby intergenerational mobility is greater in countries with less income inequality.
Many countries in Western Europe have significantly larger middle classes than the U.S.
The U.S. has larger lower- and upper-income tiers than the selected countries from Western Europe
Income inequality is related to the size of the middle class in a country
Following are the SCSU library locations:
USA – To kill a mockingbird – PS3562.E353 T6x
Russia – War and Peace – AC1 .G72 v.51
Canada – Anne of Green Gables – PR6025.O45 A5 1994x
United Kingdom – Pride and Prejudice – PR4034 .P7 1991b online at http://www.pemberley.com/janeinfo/pridprej.html
Spain – Shadow in the Wind – PQ6668.U49 S6613 2004
Iran – Persepolis – PN6747.S245 P4713
Ireland – Ulysses – PR6019.O9 U4 1998 Bulgaria – Under the Yoke – PG1037.V3 U5x China – Dream of the Red Chamber – PL2998.T745 D7 1958cx Congo – The antipeople – PQ3989.2.S64 A813 1988
What do you think should be your country’s favorite book?
There are dozens of other conspiracy-propagating websites such as beforeitsnews.com, nodisinfo.com and veteranstoday.com.
It isn’t a traditional left-right political axis, she found. There are right-wing sites like Danger & Play and left-wing sensationalizers such as The Free Thought Project. Some appear to be just trying to make money, while others are aggressively pushing political agendas.
The true common denominator, she found, is anti-globalism — deep suspicion of free trade, multinational business and global institutions.
The News Literacy Project
A Stanford studyfound that the majority of middle school students can’t tell the difference between real news and fake news. In fact, 82 percent couldn’t distinguish between a real news story on a website and a “sponsored content” post.
The WSJ: Of the 8,704 students studied (ranging in age from middle school to college level), four in ten high-school students believed that the region near Japan’s Fukushima nuclear plant was toxic after seeing an unsourced photo of deformed daisies coupled with a headline about the Japanese area. The photo, keep in mind, had no source or location attribution. Meanwhile, two out of every three middle-schoolers were fooled by an article on financial preparedness penned by a bank executive.