The Islamic State (IS) is known for its extensive and effective use of propaganda. It uses a version of the Muslim Black Standard flag and developed an emblem which has clear symbolic meaning in the Muslim world. The Islamic State targets younger audiences, such as teenagers and young adults, since they are more vulnerable to propaganda. It is known to exploit the internet to spread its propaganda by establishing websites, such as the Al Fustat domain. Videos by the Islamic State are commonly accompanied by nasheeds (chants), notable examples being the chant Dawlat al-Islam Qamat, which came to be viewed as an unofficial anthem of the Islamic State, and Salil al-Sawarim. Academic research has emphasized the scale and volume of Islamic State media production beyond its flagship magazines. A quantitative study cited in R. Malash’s academic work documented 1,373 distinct Islamic State media products released over a six-month period between 1 August 2017 and 28 February 2018, including magazines, newsletters, reports, photographic releases, audio recordings, and other media formats. Scholars have used such datasets to illustrate the breadth and intensity of the group’s media output, particularly during periods of territorial decline, when propaganda activity remained high despite military pressure. == Traditional media == === Al-Furqan Foundation for Media Production === In January 2006, shortly after the group's rebranding as the "Islamic State of Iraq", it established the Al-Furqan Foundation for Media Production (Arabic: مؤسسة الفرقان للإنتاج الإعلامي, romanized: Muasasat al-Furqān lil'īntāj al'ilāmī), which produces CDs, DVDs, posters, pamphlets, and web-related propaganda products and official statements. It is the primary media production house of the Islamic State and responsible for production of major media releases, including the statements of the spokesmen and leaders of the group. On January 10, 2006, Al-Furqan released its very first video, titled (Arabic: زحف الأنوار, romanized: Zahf al-Anwār) It was founded by the Iraqi man Dr Wa'il al-Fayad, known as Abu Muhammad al-Furqan. He got his name "Al-Furqan" from his role in founding this media house, which was named after the 25th surah of the Quran Al-Furqan. It is the oldest media production house for the Islamic State, being founded in November 2006 to release media for the Islamic State of Iraq. The earliest release indexed by the SITE Intelligence Group is on 21 November 2006, documenting the storming of a police station in the Iraqi town of Miqdadiyah. Al-Furqan is considered to be a considerable innovation in jihadist media, with Kavkaz Center describing it as "a milestone on the path of jihad, a distinguished media that takes the great care in the management of the conflict with the crusaders and their tails and to expose the lies in the crusader's media." In October 2007, the Long War Journal reported on United States Army raids targeting Al-Furqan media cell members across Iraq, including in Mosul and Samarra. Between August 2013 and March 2014 they released the 22 part series Messages from the Land of Epic Battles. On 2 September 2014 SITE Intelligence Group discovered the beheading video called A Second Message to America, about the death of Steven Sotloff. Since then, Al-Furqan has released videos of their operations across Iraq and Syria, as well as execution videos directed to governments around the world. In April 2019, Al-Furqan released a video Interviewing Abu Bakr al-Baghdadi. Al-Furqan also produces media in the form of audio, which consists mostly of recordings of IS leaders and spokesmen giving speeches, as well as producing a single nasheed under their name called "Ya Allah Al-Jannah" (O Allah, (we ask you for) Paradise), sung by now-dead member of IS, Uqab Al-Marzuqi. === Al-I'tisam Foundation for Media Production === The Islamic State of Iraq founded a second media foundation - Al-I'tisam Media Foundation - around 2011, marked by their first video release, titled "The Conqueror of the Murtaddin: Abu Ahmad Al-Ansari". The foundation has since released a few series of videos, 50 parts of "Windows on the Land of Battles", 9 parts of "Pictures from the Land of Battles", a 9-part series quoting leaders about the establishment of the Islamic State, and other series before their last release, "Deterring the Safavids in Salah ad-Din" in 2015. Since then, there were no further releases from their behalf. === Al-Hayat Media Center === In mid-2014, IS established the Al-Hayat Media Center, which targets Western audiences and produces material in English, German, Russian, Urdu, Indonesian, Turkish, Bengali, Chinese, Bosnian, Kurdish, Uyghur, and French. When IS announced its expansion to other countries in November 2014 it established media departments for the new branches, and its media apparatus ensured that the new branches follow the same models it uses in Iraq and Syria. Then FBI Director James Comey said that IS's "propaganda is unusually slick," noting that, "They are broadcasting... in something like 23 languages". In July 2014, Al-Hayat began publishing a digital magazine called Dabiq, in a number of different languages including English. According to the magazine, its name is taken from the town of Dabiq in northern Syria, which is mentioned in a hadith about Armageddon. Al-Hayat also began publishing other digital magazines, including the Turkish language Konstantiniyye, the Ottoman word for Istanbul, the French language Dar al-Islam, and the Russian language Istok (Russian: Исток). By late 2016, these magazines had apparently all been discontinued, with Al-Hayat's material being consolidated into a new magazine called Rumiyah (Arabic for Rome). === Al-Naba === While the group's glossy, foreign-language magazines like Dabiq and Rumiyah ceased publication as the group lost territory, the weekly Arabic newsletter Al-Naba (The News) has continued to publish regularly, becoming the central pillar of the group's "media jihad" in the post-territorial phase. Recent scholarship, including studies published in 2025, suggests that Al-Naba serves a dual purpose: maintaining internal cohesion among dispersed fighters and projecting a narrative of endurance to enemies. Unlike the earlier magazines which were designed for recruitment, Al-Naba focuses on bureaucratic reporting, military statistics, and religious instruction. These are then translated and disseminated by decentralized supporter networks ("media mujahideen") to reach non-Arabic speakers. === Furat Media Center === The Al-Furat Media Center is another media center established in around 2015 to cater towards non-Arab speaking audiences. However, unlike the other organizations, the production wasn't as professional as ones made by the other media centers. Instead, they partially relied on local media departments and foreign communities of the Mujahideen to produce short-form videos. However, some professional long-form videos were also made under their behalf. As of now, the media center is the only known active branch of all the media centers of the Islamic State, after heavy losses from past campaigns against them. Their last release was "The Resolve of Muwahhidin in Russia", where videos from the Surovikino penal colony hostage crisis were edited and released. === Ajnad Foundation for Media Production === Ajnad Foundation is one of the official media wings of Islamic State which produces nasheeds and Quran recitations. It was established in January 2014 and has released more than 150 nasheeds. === Asdaa Foundation === Like the Ajnad Foundation, the Asdaa Foundation (Arabic: مؤسسة أصداء) or Asedaa Foundation produces Anasheed (Islamic chants). The foundation is the closest counterpart to Ajnad in producing Islamic State nasheeds, only difference being Ajnad is directly linked to the Islamic State while Asdaa is only classified as a "supporter organization" (munaser/munasera). The foundation had humble beginnings possibly in Yemen, where low-quality nasheeds were produced at first by 2 munshids, Abu Layth Al-Iraqi and Abu Ya'qub Al-Yamani. After that, the quality had improved a bit (possibly with new equipment and increased recognition) and eventually had its nasheeds included in the Islamic State's official media releases. One of its munshids, Abu Hafs is a renowned munshid who sings around 70 nasheeds, who as well works with Ajnad Foundation in some instances. He is currently alive, and working under Ansar Production Center (مركز إنتاج الأنصار), another Munasir foundation and Asedaa. Another Yemeni munshid, Abu Musab al-Adani, worked temporarily with Asdaa Foundation before defecting back to AQAP, from which he previously defected from. Some of their anasheed is used in IS's execution videos, a popular one is their human slaughterhouse execution video released during the time of Eid Al-Adha in 2016. The background nasheed they used was "We Came To Fill The Horizons With Terror", produced by the Asd
List of Go software and tools
This is a list of Go software and tools, including compilers, development environments, build tools, testing frameworks, web frameworks, database tools, and related software for the Go programming language. == Core toolchain == Go — programming language and toolchain go command — build and package tool gofmt — source code formatter go vet — static analysis tool == Compilers and runtimes == gc — default Go compiler gccgo — GCC front end for Go GopherJS — Go-to-JavaScript compiler gollvm — Go compiler using the LLVM backend llgo — experimental Go frontend for LLVM TinyGo — compiler for embedded systems and WebAssembly Yaegi — Go interpreter == Development environments and editors == Emacs — text editor with Go support GoLand — JetBrains integrated development environment LiteIDE — Go-focused integrated development environment Neovim — text editor with Go support TextMate — text editor with Go support Vim — text editor with Go support Visual Studio Code — editor with Go support == Language servers and editor tools == delve — debugger gopls — Go language server golangci-lint — lint runner revive — linter staticcheck — static analysis tool == Build, dependency and release tools == Air — live reload development tool dep — deprecated dependency manager Go modules — dependency management system Goreleaser — release automation tool Mage — build tool Task — task runner == Testing and benchmarking == benchstat — benchmark comparison tool Ginkgo — testing framework GoMock — mock generation tool testify — testing toolkit testing — standard testing package == Web frameworks and HTTP tools == Beego — web framework Caddy — web server Chi — router Echo — web framework Fiber — web framework Gin — web framework Gorilla Mux — router Hugo — static site generator Revel — web framework Traefik — reverse proxy and load balancer == RPC and API tools == Goa — API design framework gRPC — remote procedure call framework grpc-gateway — REST gateway oapi-codegen — OpenAPI code generator Swag — OpenAPI documentation tool == Database and ORM tools == Bun — SQL toolkit and ORM CockroachDB client libraries — database drivers and tools ent — entity framework GORM — object–relational mapper sqlx — SQL toolkit == Command-line and terminal tools == Bubble Tea — terminal user interface framework Cobra — command-line framework pflag — flag parsing library urfave/cli — command-line framework Viper — configuration library == GUI toolkits and application frameworks == Fyne — cross-platform graphical user interface toolkit == Documentation, generation and analysis == errcheck — unchecked error checker godoc — documentation tool goimports — import management tool mockgen — mock generator pkgsite — package documentation site Prometheus — monitoring and alerting toolkit stringer — code generation tool wire — dependency injection code generator == Package hosting and community services == GoCenter — former Go package repository pkg.go.dev — package documentation and discovery site proxy.golang.org — module proxy == Major applications written in Go == Consul — service networking platform Docker — containerization platform InfluxDB — time-series database written in Go Kubernetes — container orchestration platform Ollama — platform for running and managing large language models locally Terraform — infrastructure as code tool Vault — secrets management tool
In-place algorithm
In computer science, an in-place algorithm is an algorithm that operates directly on the input data structure without requiring extra space proportional to the input size. In other words, it modifies the input in place, without creating a separate copy of the data structure. An algorithm which is not in-place is sometimes called not-in-place or out-of-place. In-place can have slightly different meanings. In its strictest form, the algorithm can only have a constant amount of extra space, counting everything including function calls and pointers. However, this form is very limited as simply having an index to a length n array requires O(log n) bits. More broadly, in-place means that the algorithm does not use extra space for manipulating the input but may require a small though non-constant extra space for its operation. Usually, this space is O(log n), though sometimes anything in o(n) is allowed. Note that space complexity also has varied choices in whether or not to count the index lengths as part of the space used. Often, the space complexity is given in terms of the number of indices or pointers needed, ignoring their length. In this article, we refer to total space complexity (DSPACE), counting pointer lengths. Therefore, the space requirements here have an extra log n factor compared to an analysis that ignores the lengths of indices and pointers. An algorithm may or may not count the output as part of its space usage. Since in-place algorithms usually overwrite their input with output, no additional space is needed. When writing the output to write-only memory or a stream, it may be more appropriate to only consider the working space of the algorithm. In theoretical applications such as log-space reductions, it is more typical to always ignore output space (in these cases it is more essential that the output is write-only). == Examples == Given an array a of n items, suppose we want an array that holds the same elements in reversed order and to dispose of the original. One seemingly simple way to do this is to create a new array of equal size, fill it with copies from a in the appropriate order and then delete a. function reverse(a[0..n - 1]) allocate b[0..n - 1] for i from 0 to n - 1 b[n − 1 − i] := a[i] return b Unfortunately, this requires O(n) extra space for having the arrays a and b available simultaneously. Also, allocation and deallocation are often slow operations. Since we no longer need a, we can instead overwrite it with its own reversal using this in-place algorithm which will only need constant number (2) of integers for the auxiliary variables i and tmp, no matter how large the array is. function reverse_in_place(a[0..n-1]) for i from 0 to floor((n-2)/2) tmp := a[i] a[i] := a[n − 1 − i] a[n − 1 − i] := tmp As another example, many sorting algorithms rearrange arrays into sorted order in-place, including: bubble sort, comb sort, selection sort, insertion sort, heapsort, and Shell sort. These algorithms require only a few pointers, so their space complexity is O(log n). Quicksort operates in-place on the data to be sorted. However, quicksort requires O(log n) stack space pointers to keep track of the subarrays in its divide and conquer strategy. Consequently, quicksort needs O(log2 n) additional space. Although this non-constant space technically takes quicksort out of the in-place category, quicksort and other algorithms needing only O(log n) additional pointers are usually considered in-place algorithms. Most selection algorithms are also in-place, although some considerably rearrange the input array in the process of finding the final, constant-sized result. Some text manipulation algorithms such as trim and reverse may be done in-place. == In computational complexity == In computational complexity theory, the strict definition of in-place algorithms includes all algorithms with O(1) space complexity, the class DSPACE(1). This class is very limited; it equals the regular languages. In fact, it does not even include any of the examples listed above. Algorithms are usually considered in L, the class of problems requiring O(log n) additional space, to be in-place. This class is more in line with the practical definition, as it allows numbers of size n as pointers or indices. This expanded definition still excludes quicksort, however, because of its recursive calls. Identifying the in-place algorithms with L has some interesting implications; for example, it means that there is a (rather complex) in-place algorithm to determine whether a path exists between two nodes in an undirected graph, a problem that requires O(n) extra space using typical algorithms such as depth-first search (a visited bit for each node). This in turn yields in-place algorithms for problems such as determining if a graph is bipartite or testing whether two graphs have the same number of connected components. == Role of randomness == In many cases, the space requirements of an algorithm can be drastically cut by using a randomized algorithm. For example, if one wishes to know if two vertices in a graph of n vertices are in the same connected component of the graph, there is no known simple, deterministic, in-place algorithm to determine this. However, if we simply start at one vertex and perform a random walk of about 20n3 steps, the chance that we will stumble across the other vertex provided that it is in the same component is very high. Similarly, there are simple randomized in-place algorithms for primality testing such as the Miller–Rabin primality test, and there are also simple in-place randomized factoring algorithms such as Pollard's rho algorithm. == In functional programming == Functional programming languages often discourage or do not support explicit in-place algorithms that overwrite data, since this is a type of side effect; instead, they only allow new data to be constructed. However, good functional language compilers will often recognize when an object very similar to an existing one is created and then the old one is thrown away, and will optimize this into a simple mutation "under the hood". Note that it is possible in principle to carefully construct in-place algorithms that do not modify data (unless the data is no longer being used), but this is rarely done in practice.
Organizational metacognition
Organizational metacognition is knowing what an organization knows, a concept related to metacognition, organizational learning, the learning organization and sensemaking. It is used to describe how organizations and teams develop an awareness of their own thinking, learning how to learn, where awareness of ignorance can motivate learning. The organizational deutero-learning concept identified by Argyris and Schon defines when organizations learn how to carry out single-loop and double-loop learning. It has also been described as learning how to learn through a process of collaborative inquiry and reflection (evaluative inquiry). "When an organization engages in deutero-learning its members learn about the previous context for learning. They reflect on and inquire into previous episodes of organizational learning, or failure to learn. They discover what they did that facilitated or inhibited learning, they invent new strategies for learning, they produce these strategies, and they evaluate and generalize what they have produced" Learning what facilitates and inhibits learning enables organizations to develop new strategies to develop their knowledge. For example, identification of a gap between perceived performance (such as satisfaction) and actual performance (outcomes) creates an awareness that makes the organization understand that learning needs to occur, driving appropriate changes to the environment and processes. == Learning prototypes == Wijnhoven (2001) grouped four learning prototypes that best meet learning needs, the match between these needs and learning norms dictating an organization's learning capabilities; deutero-learning is the acquisition of these capabilities. knowledge gap analysis classification of problems to select operationally required knowledge and skills coping with organizational tremors and jolts by anticipation, response and adjustments of behavioural repertoires decisional uncertainty measurement == Terminological ambiguities == Organizational metacognition and organizational deutero-learning have both been described as the concept or phenomenon where organizations learn how to learn. Argyris and Schon (1978) place deutero-learning into their cognitive theory of action framework, neglecting aspects of adaptive behaviour and context core to Bateson's (1972) original definitions. In order to resolve terminological ambiguities, Visser (2007) reviewed and reformulated the concept of deutero-learning as, "the behavioral adaptation to patterns of conditioning in relationships in organizational contexts, distinguishing it from meta-learning and planned learning" (pg. 659). == Significance == Organizational metacognition is considered a key norm to the prescriptive concept of the learning organization. Its significance has been recognized by industry, the military and in disaster response. == Examples in practice == Examples of poor metacognition (deutero-learning) have been described in knowledge network environments, "Knowledge networking is important to most competitive enterprises today. Enterprise knowledge is becoming ever more specialized in nature, so no single person or organization can know everything in detail. Hence addressing complex, multidisciplinary problems requires developing and accessing a network of knowledgeable people and organizations. The problem is, many otherwise knowledgeable people and organizations are not fully aware of their knowledge networks, and even more problematic, they are not aware that they are not aware. This focuses our attention toward organizational metacognition."
Affective computing
Affective computing is the study and development of systems and devices that can recognize, interpret, process, and simulate human affects. It is an interdisciplinary field spanning computer science, psychology, and cognitive science. While some core ideas in the field may be traced as far back as to early philosophical inquiries into emotion, the modern idea originated with Rosalind Picard's 1995 paper entitled "Affective Computing" and her 1997 book of the same name published by MIT Press. One motivation for researching affective computing is the ability to give machines emotional intelligence, including simulating empathy. The goal is that a machine should interpret the emotional state of humans and adapt its behavior to those emotions, responding appropriately. Recent experimental research has shown that subtle affective haptic feedback can shape human reward learning and mobile interaction behavior, suggesting that affective computing systems may not only interpret emotional states but also actively modulate user actions through emotion-laden outputs. == Areas == === Detecting and recognizing emotional information === Detecting emotional information usually begins with passive sensors that capture data about the user's physical state or behavior without interpreting the input. The data gathered is analogous to the cues humans use to perceive emotions in others. For example, a video camera might capture facial expressions, body posture, and gestures, while a microphone might capture speech. Other sensors detect emotional cues by directly measuring physiological data, such as skin temperature and galvanic resistance. Recognizing emotional information requires the extraction of meaningful patterns from the gathered data. This is done using machine learning techniques that process different modalities, such as speech recognition, natural language processing, or facial expression detection. The goal of most of these techniques is to produce labels that would match the labels a human would give in the same situation. For example, if a person makes a facial expression furrowing their brow, then the computer vision system might be trained to label their face as appearing "confused" or as "concentrating" or "slightly negative" (as opposed to positive, which it might say if they were smiling in a happy-appearing way). This response is based on the data used to train the system. These labels may or may not correspond to what the person is actually feeling. === Emotion in machines === Another area within affective computing is the design of computational devices proposed to exhibit either innate emotional capabilities or that are capable of convincingly simulating emotions. A more practical approach, based on current technological capabilities, is the simulation of emotions in conversational agents in order to enrich and facilitate interactivity between human and machine. Marvin Minsky, one of the pioneering computer scientists in artificial intelligence, relates emotions to the broader issues of machine intelligence stating in The Emotion Machine that emotion is "not especially different from the processes that we call 'thinking.'" The innovative approach "digital humans" or virtual humans includes an attempt to give these programs, which simulate humans, an emotional dimension as well, including reactions, facial expressions, and gestures in accordance with the reaction that a real person would have in certain emotionally stimulating situations. Emotion in machines often refers to emotion in computational, often AI-based, systems. As a result, the terms 'emotional AI' is being used. Some modern large language models simulate emotions in their chats with humans. ChatGPT's simulated emotion leans more positive than that of most human responses. == Technologies == In psychology, cognitive science, and in neuroscience, there have been two main approaches for describing how humans perceive and classify emotion: continuous or categorical. The continuous approach tends to use dimensions such as negative vs. positive, calm vs. aroused. The categorical approach tends to use discrete classes such as happy, sad, angry, fearful, surprise, and disgust. Different kinds of machine learning regression and classification models are used for machines to produce continuous or discrete labels. Sometimes, models are also built that allow combinations across the categories (e.g. a happy-surprised face or a fearful-surprised face). The following sections consider many of the kinds of input data used for the task of emotion recognition. === Emotional speech === Various changes in the autonomic nervous system can indirectly alter a person's speech, and affective technologies can leverage this information to recognize emotion. For example, speech produced in a state of fear, anger, or joy becomes fast, loud, and precisely enunciated, with a higher and wider range in pitch, whereas emotions such as tiredness, boredom, or sadness tend to generate slow, low-pitched, and slurred speech. Some emotions have been found to be more easily computationally identified, such as anger or approval. Emotional speech processing technologies recognize the user's emotional state using computational analysis of speech features. Vocal parameters and prosodic features such as pitch variables and speech rate can be analyzed through pattern recognition techniques. Speech analysis is an effective method of identifying affective state, having an average reported accuracy of 70-80% in research from 2003 and 2006. These systems tend to outperform average human accuracy (approximately 60%) but are less accurate than systems which employ other modalities for emotion detection, such as physiological states or facial expressions. However, since many speech characteristics are independent of semantics or culture, this technique is considered to be a promising route for further research. ==== Algorithms ==== The process of speech/text affect detection requires the creation of a reliable database, knowledge base, or vector space model, broad enough to fit every need for its application, as well as the selection of a successful classifier which will allow for quick and accurate emotion identification. As of 2010, the most frequently used classifiers were linear discriminant classifiers (LDC), k-nearest neighbor (k-NN), Gaussian mixture model (GMM), support vector machines (SVM), artificial neural networks (ANN), decision tree algorithms, and hidden Markov models (HMMs). Various studies showed that choosing the appropriate classifier can significantly enhance the overall performance of the system. The list below gives a brief description of each algorithm: LDC – Classification happens based on the value obtained from the linear combination of the feature values, which are usually provided in the form of vector features. k-NN – Classification happens by locating the object in the feature space, and comparing it with the k nearest neighbors (training examples). The majority vote decides on the classification. GMM – A probabilistic model used for representing the existence of subpopulations within the overall population. Each sub-population is described using the mixture distribution, which allows for classification of observations into the sub-populations. SVM – A type of (usually binary) linear classifier which decides in which of the two (or more) possible classes, each input may fall into. ANN – is a mathematical model, inspired by biological neural networks, that can better grasp possible non-linearities of the feature space. Decision tree algorithms – work based on following a decision tree in which leaves represent the classification outcome, and branches represent the conjunction of subsequent features that lead to the classification. HMMs – a statistical Markov model in which the states and state transitions are not directly available to observation. Instead, the series of outputs dependent on the states are visible. In the case of affect recognition, the outputs represent the sequence of speech feature vectors, which allow the deduction of states' sequences through which the model progressed. The states can consist of various intermediate steps in the expression of an emotion, and each of them has a probability distribution over the possible output vectors. The states' sequences allow us to predict the affective state which we are trying to classify, and this is one of the most commonly used techniques within the area of speech affect detection. It has been proven that having enough acoustic evidence available the emotional state of a person can be classified by a set of majority voting classifiers. The proposed set of classifiers is based on three main classifiers: kNN, C4.5 and SVM-RBF Kernel. This set achieves better performance than each basic classifier taken separately. It is compared with two other sets of classifiers: one-against-all (OAA) multiclass SVM with Hybrid kernels and th
Enterprise mobile application
The term enterprise mobile application is used in the context of mobile apps created/brought by individual organizations for their workers to carry out the functions required to run the organization. It is the process of building a mobile application for the requirements of an enterprise. An enterprise mobile application belonging to an organization is expected to be used by only the workers of that organization. The definition of enterprise mobile application does not include the mobile apps that an organization create for its customers or consumers of the products or services generated by the organization. == Example == An organization, whether for-profit or non-profit, may create a mobile app for its members to track inventory levels of supplies they distribute to their target communities or materials used in product manufacturing. Such a mobile app comes under the definition of enterprise mobile application. However, the same organization may also create another mobile app to sell their products to end users or spread awareness of their services to various communities, and that mobile app would not come under definition of enterprise mobile application. == Enterprise mobile solution providers == Enterprise Mobile solution providers create and develop apps for individual organizations that can buy instead of creating the apps themselves. Reasons for Organizations buying the apps include time and cost savings, technical expertise. Today Enterprise Mobility is playing track role for enterprise transformation. Today, enterprises needs productivity is a fast way. Enterprise mobility helps business owners to build their work in a progressive way by assisting enterprise mobility solutions.
Information and media literacy
Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.