Facebook has become one of the most prominent tools for social networking over the last few years. Since its establishing in 2004, more and more players have made use of it: not just ordinary users willing to find their old friends and to get back into contact with them, but also, for example, more and more players from the cultural scene. These latter ones include cultural institutions willing to experiment with new ways of getting in touch with their traditional audiences but also willing to attract new audiences (like a younger audience, who is supposed to be more present on such social media); artists, who use it to create a community to share information, to promote their own creations but, more recently, also to collaborate on common project; and finally also libraries. This paper intends to explore the use of Facebook in university libraries by making an empirical analysis of current practices. In doing so, the paper builds on the knowledge gained in a previous study on the way in which Flemish cultural institutions make use of the possibilities offered by social media to communicate with their audiences and to promote themselves [2]. The analysis on current uses we performed will help us sample existing practices and help us derive some general ideas for future best practices. And this will help libraries to better profile themselves and communicate better with their old and new audiences.
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The purpose of this literature study is to obtain information about educational approaches to teaching 11 to 12 years old children focusing on how to distinguish between real news and fake news. With this purpose we studied 16 academic papers about learning activities to make primary school children media-literate and able to recognise fake news. What we found is that having children create their own news messages seems to be the most effective approach. News messages that they create can be text messages as well as videos, audios, pictures and animations. Based on this conclusion, students from The Hague University of Applied Sciences Teacher Training Institute (PABO) have been asked to develop a set of learning materials that can be used for instruction in primary schools. The effectiveness of those materials is currently being tested at an elementary school in Rijswijk. The results of the literature and the field study will be shared in the Dutch centre of expertise for media literacy education, Mediawijzer.net.
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Although the contribution of user participation to information sys-tems/information technology (IS/IT) project success is generally acknowledged in the literature, empirical evidence of the different attributes of user participation practices and the role of management in this process is still largely absent. This paper addresses two research questions: first, what determines the attitudes of users to ‘go with a new workflow’ in the case of a Business Process Management (BPM) system implementation? Second, how are these attitudes related to their user satisfaction and use of a BPM system? Based on theories of user participa-tion, management support and implementation effectiveness, a conceptual model is developed that defines a relationship between user participation, user attitudes and success metrics. To test the model, different research methods were used. First, survey data was collected among 78 end-users. Second, nine in-depth open interviews were held with the project manager, key-users and devel-opers. All respondents were employed by a large Dutch administrative social in-surance organisation that had customised and implemented a new and integra-tive BPM system.
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