@article{49655,
  abstract     = {{In today's digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This article addresses these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students' data awareness. The study involves a teaching unit on data awareness framed by a pretest-posttest design using a questionnaire on students' awareness and understanding of and reflection on data practices of data-driven digital artefacts. The study's findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour. Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and AI literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.}},
  author       = {{Höper, Lukas and Schulte, Carsten}},
  issn         = {{2398-5348}},
  journal      = {{Information and Learning Sciences}},
  keywords     = {{Library and Information Sciences, Computer Science Applications, Education}},
  number       = {{7/8}},
  pages        = {{491--512}},
  publisher    = {{Emerald}},
  title        = {{{The data awareness framework as part of data literacies in K-12 education}}},
  doi          = {{10.1108/ils-06-2023-0075}},
  volume       = {{125}},
  year         = {{2024}},
}

@article{45484,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Graffiti is an urban phenomenon that is increasingly attracting the interest of the sciences. To the best of our knowledge, no suitable data corpora are available for systematic research until now. The Information System Graffiti in Germany project (<jats:sc>Ingrid</jats:sc>) closes this gap by dealing with graffiti image collections that have been made available to the project for public use. Within <jats:sc>Ingrid</jats:sc>, the graffiti images are collected, digitized and annotated. With this work, we aim to support the rapid access to a comprehensive data source on <jats:sc>Ingrid</jats:sc> targeted especially by researchers. In particular, we present <jats:sc>Ingrid</jats:sc>KG, an RDF knowledge graph of annotated graffiti, abides by the Linked Data and FAIR principles. We weekly update <jats:sc>Ingrid</jats:sc>KG by augmenting the new annotated graffiti to our knowledge graph. Our generation pipeline applies RDF data conversion, link discovery and data fusion approaches to the original data. The current version of <jats:sc>Ingrid</jats:sc>KG contains 460,640,154 triples and is linked to 3 other knowledge graphs by over 200,000 links. In our use case studies, we demonstrate the usefulness of our knowledge graph for different applications.</jats:p>}},
  author       = {{Sherif, Mohamed Ahmed and da Silva, Ana Alexandra Morim and Pestryakova, Svetlana and Ahmed, Abdullah Fathi and Niemann, Sven and Ngomo, Axel-Cyrille Ngonga}},
  issn         = {{2052-4463}},
  journal      = {{Scientific Data}},
  keywords     = {{Library and Information Sciences, Statistics, Probability and Uncertainty, Computer Science Applications, Education, Information Systems, Statistics and Probability}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{IngridKG: A FAIR Knowledge Graph of Graffiti}}},
  doi          = {{10.1038/s41597-023-02199-8}},
  volume       = {{10}},
  year         = {{2023}},
}

@article{45458,
  author       = {{Stieglitz, Stefan and Mirbabaie, Milad and Deubel, Annika and Braun, Lea-Marie and Kissmer, Tobias}},
  issn         = {{0268-4012}},
  journal      = {{International Journal of Information Management}},
  keywords     = {{Library and Information Sciences, Computer Networks and Communications, Information Systems}},
  publisher    = {{Elsevier BV}},
  title        = {{{The potential of digital nudging to bridge the gap between environmental attitude and behavior in the usage of smart home applications}}},
  doi          = {{10.1016/j.ijinfomgt.2023.102665}},
  volume       = {{72}},
  year         = {{2023}},
}

@article{36961,
  author       = {{Constantiou, Ioanna and Mukkamala, Alivelu and Sjöklint, Mimmi and Trier, Matthias}},
  issn         = {{0960-085X}},
  journal      = {{European Journal of Information Systems}},
  keywords     = {{Library and Information Sciences, Information Systems}},
  pages        = {{1--21}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Engaging with self-tracking applications: how do users respond to their performance data?}}},
  doi          = {{10.1080/0960085x.2022.2081096}},
  year         = {{2022}},
}

@article{37148,
  author       = {{Stieglitz, Stefan and Hofeditz, Lennart and Brünker, Felix and Ehnis, Christian and Mirbabaie, Milad and Ross, Björn}},
  issn         = {{0268-4012}},
  journal      = {{International Journal of Information Management}},
  keywords     = {{Library and Information Sciences, Computer Networks and Communications, Information Systems}},
  publisher    = {{Elsevier BV}},
  title        = {{{How crises are different - Design principles for conversational agents to support Emergency Management Agencies}}},
  doi          = {{10.1016/j.ijinfomgt.2021.102469}},
  volume       = {{63}},
  year         = {{2022}},
}

@article{36083,
  author       = {{Constantiou, Ioanna and Mukkamala, Alivelu and Sjöklint, Mimmi and Trier, Matthias}},
  issn         = {{0960-085X}},
  journal      = {{European Journal of Information Systems}},
  keywords     = {{Library and Information Sciences, Information Systems, Self-Tracking, User Behaviour, Discontinuance}},
  pages        = {{1--21}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Engaging with self-tracking applications: how do users respond to their performance data?}}},
  doi          = {{10.1080/0960085x.2022.2081096}},
  year         = {{2022}},
}

@article{36960,
  author       = {{Constantiou, Ioanna and Mukkamala, Alivelu and Sjöklint, Mimmi and Trier, Matthias}},
  issn         = {{0960-085X}},
  journal      = {{European Journal of Information Systems}},
  keywords     = {{Library and Information Sciences, Information Systems}},
  pages        = {{1--21}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Engaging with self-tracking applications: how do users respond to their performance data?}}},
  doi          = {{10.1080/0960085x.2022.2081096}},
  year         = {{2022}},
}

@article{29246,
  abstract     = {{<jats:p>Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.</jats:p>}},
  author       = {{Steinhardt, Isabel}},
  issn         = {{0167-8329}},
  journal      = {{Education for Information}},
  keywords     = {{Open Science, Open Education Practices, Library and Information Sciences, Education, Information Systems}},
  number       = {{3}},
  pages        = {{263--279}},
  publisher    = {{IOS Press}},
  title        = {{{Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar}}},
  doi          = {{10.3233/efi-190308}},
  volume       = {{36}},
  year         = {{2020}},
}

@article{33299,
  abstract     = {{The aim of this study was to find out whether teaching how to search for literature
would be more beneficial to students and teachers if done online through short videos
rather than in person during course time. To find out whether online videos are more
beneficial, two courses were asked to fill in questionnaires, one at the beginning and
one at the end of the semester. One of the courses received the input online via videos
and were given an exercise to put the newly learned skills to use, the other course
served as a control group and learned how to search for literature during the course.
The results show that while the difference between the two groups is not significant,
the videos can still be regarded as being more beneficial than teaching the necessary
skills during course time.}},
  author       = {{Hahn, Charlotte Anna}},
  issn         = {{ISSN 2199-8825}},
  journal      = {{die hochschullehre}},
  keywords     = {{E-Learning, information competence, literature, library, research}},
  number       = {{6}},
  title        = {{{Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen}}},
  year         = {{2020}},
}

@article{42674,
  author       = {{Klowait, Nils}},
  issn         = {{1369-118X}},
  journal      = {{Information, Communication & Society}},
  keywords     = {{Library and Information Sciences, Communication}},
  number       = {{5}},
  pages        = {{605--621}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Interactionism in the age of ubiquitous telecommunication}}},
  doi          = {{10.1080/1369118x.2019.1566487}},
  volume       = {{22}},
  year         = {{2019}},
}

@article{47481,
  author       = {{Münzmay, Andreas}},
  issn         = {{0044-2380}},
  journal      = {{Zeitschrift für Bibliothekswesen und Bibliographie (ZfBB)}},
  keywords     = {{Library and Information Sciences}},
  number       = {{2-3}},
  pages        = {{101--104}},
  publisher    = {{Klostermann}},
  title        = {{{Der FID Musikwissenschaft (Musiconn) in Lehre und Forschung. Kommentar aus Nutzer-Perspektive}}},
  doi          = {{10.3196/1864295018652390}},
  volume       = {{65}},
  year         = {{2018}},
}