Social Informatics

Навчальний посібник розроблено відповідно до навчальної програми дисципліни «Соціальна інформатика» для спеціальності 8.04030203 «Соціальна інформатика», містить систематизовані відомості про процеси розвитку глобального інформаційного суспільства, напрями використання сучасних засобів інформатизації та перспективних інформаційних технологій. Матеріал посібника супроводжується завданнями для самостійної роботи і може бути використано при створенні електронного навчального комплексу з дисципліни. Призначений для викладачів, аспірантів і студентів за спеціальністю «Соціальна інформатика».Учебное пособие разработано в соответствии с учебной программой дисциплины «Социальная информатика» для специальности 8.04030203 «Социальная информатика», содержит систематизированные сведения о процессах развития глобального информационного общества, направления использования современных средств информатизации и перспективных информационных технологий. Материал пособия сопровождается заданиями для самостоятельной работы и может быть использован при создании электронного учебного комплекса по дисциплине. Предназначен для преподавателей, аспирантов и студентов по специальности «Социальная информатика».The manual is designed in accordance with the curriculum subjects "Social Science" for specialty 8.04030203 "Social Science", containing systematic information on the processes of global information society uses of modern means of information and advanced information technology. Guidelines accompanied tasks for independent work and can be used to create complex e-Learning courses. Designed for teachers and students majoring in "social science"

Information society policies 2.0: a critical analysis of the potential and pitfalls of social computing & informatics in the light of e-inclusion

In this paper we reflect on how research and policies can and/or should help in the development of a sustainable information society for all. More specifically, we critically investigate how social computing & informatics can entail both potential and pitfalls, especially with regard to the difficult relationship between digital and social inclusion. First of all, traditional information society policies are scrutinized. Furthermore, we point at the existence of digital inequalities and we reflect briefly on policy intervention on this (e-inclusion). In addition, we also evaluate the raise of social computing & informatics. Finally, attention is given to the challenge of how research can contribute to the participation of all in the information society

Thinking Informatically

On being promoted to a personal chair in 1993 I chose the title of Professor of Informatics, specifically acknowledging Donna Haraway’s definition of the term as the “technologies of information [and communication] as well as the biological, social, linguistic and cultural changes that initiate, accompany and complicate their development” [1]. This neatly encapsulated the plethora of issues emanating from these new technologies, inviting contributions and analyses from a wide variety of disciplines and practices. (In my later work Thinking Informatically [2] I added the phrase “and communication”.) In the intervening time the word informatics itself has been appropriated by those more focused on computer science, although why an alternative term is needed for a well-understood area is not entirely clear. Indeed the term is used both as an alternative term and as an additional one—i.e. “computer science and informatics”

Public Health and Epidemiology Informatics: Recent Research and Trends in the United States

Objectives To survey advances in public health and epidemiology informatics over the past three years. Methods We conducted a review of English-language research works conducted in the domain of public health informatics (PHI), and published in MEDLINE between January 2012 and December 2014, where information and communication technology (ICT) was a primary subject, or a main component of the study methodology. Selected articles were synthesized using a thematic analysis using the Essential Services of Public Health as a typology. Results Based on themes that emerged, we organized the advances into a model where applications that support the Essential Services are, in turn, supported by a socio-technical infrastructure that relies on government policies and ethical principles. That infrastructure, in turn, depends upon education and training of the public health workforce, development that creates novel or adapts existing infrastructure, and research that evaluates the success of the infrastructure. Finally, the persistence and growth of infrastructure depends on financial sustainability. Conclusions Public health informatics is a field that is growing in breadth, depth, and complexity. Several Essential Services have benefited from informatics, notably, “Monitor Health,” “Diagnose & Investigate,” and “Evaluate.” Yet many Essential Services still have not yet benefited from advances such as maturing electronic health record systems, interoperability amongst health information systems, analytics for population health management, use of social media among consumers, and educational certification in clinical informatics. There is much work to be done to further advance the science of PHI as well as its impact on public health practice

Data, ideology, and the developing critical program of social informatics

The rapidly shifting ideological terrain of computing has a profound impact on Social Informatics's critical and empirical analysis of computerization movements. As these movements incorporate many of the past critiques concerning social fit and situational context leveled against them by Social Informatics research, more subtle and more deeply ingrained modes of ideological practice have risen to support movements of computerization. Among these, the current emphasis on the promises of data and data analytics presents the most obvious ideological challenge. In order to reorient Social Informatics in relation to these new ideological challenges, Louis Althusser's theory of ideology is discussed, with its implications for Social Informatics considered. Among these implications, a changed relationship between Social Informatics's critical stance and its reliance on empirical methods is advanced. Addressed at a fundamental level, the practice of Social Informatics comes to be reoriented in a more distinctly reflective and ethical direction

Social Informatics Education in I-Schools

This essay focuses on the philosophical and conceptual underpinnings of a program of study in Social Informatics. We examine foundational concepts and analytical tools, ideas worked out by Rob Kling and others about the key components of an ICToriented education (even when the intent of their discussion was not pedagogical). Our intention is to assay Kling’s program of critical inquiry for a Social Informatics education that prepares information professionals to respond appropriately and ethically in their future careers. We do not to recommend the adoption of specific courses for a Social Informatics education. We had also planned to identify those components of a Social Informatics education that I-schools and library and information science schools have incorporated in their program offerings to determine how much progress has been made to adopt a critical perspective on the relationship between technology and people. However, this proved to be nearly impossible; we discuss our limited findings based on our initial exploration. Our concluding remarks address additions to the Kling perspective on a Social Informatics education that we would like to see and offer some thoughts on ways to support a Social Informatics education for information professionals.Indiana Universit

Making More Efficient the Dissemination of the Information in the Field of Anti-Aging through Information Technology

ICT have become extremely important because they allow everybody to participate at the Information Society, in spite of under-privileged personal or social situation. Health Education Informatics Systems (HEIS), as a method for facilitating the exchange of information between specialists, physicians and patients, or authorized organisations, become a necessary modern tool which offer quality solutions, a correct source of information and pertinent instrument for taking decisions. The members of the aging society must be motivated to have access through ICT at knowledge that can improve and prolong the active life. The dramatic demographic transformations of our century have imposed the reconsideration of the social policies and of the use of HEIS for disseminating the anti-aging information, for empowering the person regarding his own state of health, and also for the real involving of the elderly in using the Internet. AgingNice is a multidisciplinary complex system that belongs to the health informatics systems with particularization in the anti-aging domain and that allows the sharing of the knowledge concerning the specific research and the promotion of the theoretical and practical information, both among the stakeholders from the medical area and at the person level.anti-aging, elderly, ICT, health informatics systems, web services

Analysis of Geo-informatics Teaching Capabilities of Teachers in Thai High Schools by Geographic Information System

This study was aimed to create criteria and develop a teaching capability model of geo-informatics in Thai high Schools. The 19-item-closed questionnaires, developed using key information in social studies strands approved by the Ministry of Education and weightings of major and minor criteria judged by 10 geo-information experts, were responded by 57 teachers of geo-informatics as target group and interviews were made with the same group. The questionnaire data gained were used to construct the GIS Model to assess teaching geo-informatics capabilities in schools. Weighting criteria as the most important criteria included personnel (73%), tool (16%), and teaching methods (11%). The most important minor criteria consisted of experience (28%) and training (12%), and geo-informatics teachers (9%). Based on analysis of geo-informatics teaching capabilities in schools, as a whole, schools’ capabilities in teaching geo-informatics were found at high (12%), moderate (26%), low (54%), and the lowest (7%) levels respectively. Keywords: Geo-informatics, Social Studies Teachers in High Schools, GI