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katalog przedmiotów - pomoc

Psychological aspects of using information and new media

Informacje ogólne

Kod przedmiotu: 2401-OG-EN-PAUINM Kod Erasmus / ISCED: (brak danych) / (0322) Bibliotekoznawstwo, informacja naukowa i archiwistyka
Nazwa przedmiotu: Psychological aspects of using information and new media
Jednostka: Wydział Filozofii i Nauk Społecznych
Grupy: Przedmioty ogólnouniwersyteckie
Zajęcia ogólnouniwersyteckie w j. obcym na WFiNS
Punkty ECTS i inne: 4.00
Język prowadzenia: angielski
Wymagania wstępne:

(tylko po angielsku) Lack.

Całkowity nakład pracy studenta:

(tylko po angielsku) Contact hours with teacher:

- participation in laboratory - 15 hrs (in 2021 asynchronously on the Moodle platform)

Self-study hours:


- preparation for laboratory – 30 hrs

- preparing presentation – 45 hrs

- reading literature - 30 hrs



Altogether: 120 hrs (4 ECTS)


Efekty uczenia się - wiedza:

(tylko po angielsku) Student:

W1: has knowledge about the cognitive and emotional aspects of using information and new media

W2: has knowledge about sources of information

W3: has knowledge about information and new media users and methods of examining them

W4: has knowledge about pathologies of information (for example: information overload, Internet addiction disorder, fear of missing out)

W5: has knowledge about specifics of fake news


Efekty uczenia się - umiejętności:

(tylko po angielsku) Student:

U1: acquires a skill in recognizing the psychological aspects of using information and new media

U2: acquires a skill in characterizing of information sources and users

U3: acquires a skill in choosing methods of examining of information and new media users

U4: acquires a skill in diagnosing pathologies of information (for example: information overload, Internet addiction disorder, fear of missing out)

U5: acquires a skill in recognizing the fake news

Efekty uczenia się - kompetencje społeczne:

(tylko po angielsku) Student:

K1: sees diversity of the problems associated with the pathological use of information and new media

K2: understands the need to educate society in recognizing fake news

K3: can cooperate in projects to examine users of information and their functioning in the environment of new technologies and media


Metody dydaktyczne:

(tylko po angielsku) Exposed teaching methods:

- a display

Expository teaching methods:

- informative lecture

Seeking teaching methods:

- observation

- presentation

- case study


Skrócony opis: (tylko po angielsku)

On the course will be discussed psychological aspects of using information and new media. The following issues will be presented: cognitive and emotional processes affect the distortion and reception of information, Internet users, Internet addiction, FOMO, information overload and recognition of false information.

Pełny opis: (tylko po angielsku)

We live in a fast-growing and changing world in which new technologies and media take the lead role. They contribute to the fact that gigabytes of information are produced daily. The contemporary person must learn to function in the situation of information overload, immunize the addictive action of information and new media, and acquire the ability to distinguish between true and false information. During the course the following issues will be discussed: how the brain processes information, what cognitive and emotional processes affect the distortion and reception of information, what groups of information and new media users are distinguished, what is the Internet addiction and fear of missing out, what is information overload and how to distinguish between real and false information.

Literatura: (tylko po angielsku)

1. Allcot H., Gentzkow M., Yu Ch., Trends in the Diffusion of Misinformation on Social Media [online]. Accessible in WWW: https://web.stanford.edu/~gentzkow/research/fake-news-trends.pdf.

2. Allen D., Wilson T., Information overload: Context and causes, “New Review of Information Behaviour Research” 2013, no. 4(1), p. 31-44. Accessible in WWW: https://www.researchgate.net/publication/250890557_Information_overload_Context_and_causes.

3. #FOMO - The smartphone addiction and the fear of missing out [online] YouTube [access: 11.03.2019]. Accessible in WWW: https://www.youtube.com/watch?v=rPQGCxrtRGQ.

4. Bialik K., Fry R., Millennial life: How young adulthood today compares with prior generations [online] Pew Research Center Social & Demographic Trends 14.02.2019 [access: 11.03.2019]. Accessible in WWW: http://www.pewsocialtrends.org/essay/millennial-life-how-young-adulthood-today-compares-with-prior-generations/.

5. Cocorada E. et al., Assessing the smartphone addiction risk and its associations with personality traits among adolescents, “Children and Youth Services Review” 2018, Vol. 93, p. 345-354.

6. Dimock M., Defining generations: Where Millennials end and Generation Z begins [online] Pew Research Center Social & Demographic Trends 17.01.2019 [access: 11.03.2019]. Accessible in WWW: http://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/.

7. Eugster M. J. A. et al., Natural brain-information interfaces: Recommending information by relevance inferred from human brain signals, “Scientific Reports” 2016, no. 6, p. 38580.

8. Evaluating Books, Journals, Journal Articles and Websites [online] CQUniversity Library [access: 11.03.2019]. Accessible in WWW: https://libguides.library.cqu.edu.au/evaluating-resources.

9. Granka L., Feusner M., Lorigo L., Eyetracking in Online Search [online]. Accessible in WWW: https://static.googleusercontent.com/media/research.google.com/pl//pubs/archive/34378.pdf.

10. Grohol J. M., FOMO Addiction: The Fear of Missing Out [online] PsychCentral [access: 11.03.2019]. Accessible in WWW: https://psychcentral.com/blog/fomo-addiction-the-fear-of-missing-out/.

11. Jiang J., Millennials stand out for their technology use, but older generations also embrace digital life [online] Pew Research Center Social & Demographic Trends 02.05.2018 [access: 11.03.2019]. Accessible in WWW: http://www.pewresearch.org/fact-tank/2018/05/02/millennials-stand-out-for-their-technology-use-but-older-generations-also-embrace-digital-life/.

12. Kahneman D., Slovic P., Tversky A., Judgment under uncertainty: heuristics and biases, New York 1982.

13. Kahneman D., Traps of thinking. On fast and slow thinking, translated by P. Szymczak, Poznań 2012.

14. Lezak M. D., Howieson D. B., Loring D. W., Neuropsychological assessment, 4th ed., New York 2004.

15. Lindsay Peter H., Norman Donald A., Human Information Processing: An Introduction to Psychology [online] London: Academic Press Inc., 1977 [access: 11.03.2019]. Accessible in WWW: https://books.google.pl/books?hl=pl&lr=&id=_shGBQAAQBAJ&oi=fnd&pg=PP1&dq=psychology+of+information&ots=Iv8J8tIrvX&sig=psYG8ZxbWJTJrcQ8K8w9ALJum9w&redir_esc=y#v=onepage&q=psychology%20of%20information&f=false.

16. Lazer D.M, Baum M.A, Benkler Y., Berinsky A.J., Greenhill K.M., Menczer F., Metzger M.J., Nyhan B., Pennycook G., Rothschild D., Schudson M., The science of fake news, “Science” 2018, no. 359(6380), p. 1094-1096.

17. Lyvers M., Karantonis J., Edwards M. S., Thorberg F.A., Traits associated with internet addiction in young adults: Potential risk factors, “Addictive Behaviors Reports” 2016, Vol. 3, p. 56-60. Accessible in WWW: https://www.sciencedirect.com/science/article/pii/S2352853216300062.

18. Melinat D., Kreuzkam T., Stamer D., Information Overload: A Systematic Literature Review [online]. Accessible in WWW: https://www.researchgate.net/publication/265906917_Information_Overload_A_Systematic_Literature_Review.

19. Mihara S. et al., Internet use and problematic Internet use among adolescents in Japan: A nationwide representative survey, “Addictive Behaviors Reports” 2016, Vol. 4, p. 58-64. Accessible in WWW: https://www.sciencedirect.com/science/article/pii/S2352853216300438.

20. Osuch M., Turner S., Addiction to modern technology: what the science says [online]. Accessible in WWW: https://www.elsevier.com/connect/addiction-to-modern-technology-what-the-science-says.

21. Pappas S., No More FOMO: Fear of Missing Out Linked to Dissatisfaction [online]. Accessible in WWW: https://www.livescience.com/31985-fear-missing-out-dissatisfaction.html.

22. Pessoa L., Cognition and emotion [online] „Scholarpedia” 2009, no. 4(1): 4567. Accessible in WWW: http://www.scholarpedia.org/article/Cognition_and_emotion.

23. Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29, 1814-1848.

24. Shyam S. S., Knobloch‐Westerwick S., Hastall M. R., News cues: Information scent and cognitive heuristics, “Journal of the American Society for Information Science and Technology” 2006, no. 58(3), p. 366-378.

25. Simons D., Failures of Awareness: The Case of Inattentional Blindness [online]. Accessible in WWW: https://nobaproject.com/modules/failures-of-awareness-the-case-of-inattentional-blindness.

26. Sundar, S. S., Nass, C., Conceptualizing sources in online news, “Journal of Communication” 2001, no. 51, 52–72.

27. The Basics of Cognition and Mental Processes [online]. Accessible in WWW: https://www.verywellmind.com/what-is-cognition-2794982/.

28. Types of Information Sources [online]. Accessible in WWW: http://karibouconnections.net/medlibafrica/training_module/16.html.

29. Types of Information Sources - Library Research: An Introduction - LibGuides at Triton College [online]. Accessible in WWW: https://library.triton.edu/research.

30. Westerman D., Spence Patric R., Van Der Heide Brandon, Social Media as Information Source: Recency of Updates and Credibility of Information, “Journal of Computer-Mediated Communication” 2014, Vol. 19, Issue 2, p. 171-183. Accessible in WWW: https://onlinelibrary.wiley.com/doi/full/10.1111/jcc4.12041.

31. Zhitomirsky-Geffet M., Blau M., Cross-generational analysis of information seeking behavior of smartphone users [online]. Accessible in WWW: https://www.ideals.illinois.edu/handle/2142/96761.

Metody i kryteria oceniania: (tylko po angielsku)

Assessment methods:

- presentation – max. 60 pts (60%)

- activity – max. 20 pts (20%)

- attendance in course – max. 20 pts (20%)

Assessment criteria:

fail - more than one absences, lack of activity and meeting the criteria for presentation less than 45 pts (less than 45%)

satisfactory - attendance in the course, activity and meeting the criteria for presentation – 45-60 pts (45% (inclusive) - to 60% (exclusively)

satisfactory plus - attendance in the course, activity and meeting the criteria for presentation – 60-70 pts (60% (inclusive) - to 70% (exclusively)

good - attendance in the course, activity and meeting the criteria for presentation – 70-80 pts (70% (inclusive) - to 80% (exclusively)

good plus- attendance in the course, activity and meeting the criteria for presentation – 80-90 pts (80% (inclusive) - 90% (exclusively)

very good – attendance in the course, activity and meeting the criteria for presentation – 90-100 pts (90% (inclusive) to 100%

Praktyki zawodowe: (tylko po angielsku)

Not applicable.

Zajęcia w cyklu "Semestr letni 2019/20" (zakończony)

Okres: 2020-02-29 - 2020-09-20
Wybrany podział planu:


powiększ
zobacz plan zajęć
Typ zajęć: Laboratorium, 15 godzin, 8 miejsc więcej informacji
Koordynatorzy: Magdalena Cyrklaff-Gorczyca
Prowadzący grup: Magdalena Cyrklaff-Gorczyca
Lista studentów: (nie masz dostępu)
Zaliczenie: Przedmiot - Zaliczenie na ocenę
Laboratorium - Zaliczenie na ocenę

Zajęcia w cyklu "Semestr letni 2020/21" (w trakcie)

Okres: 2021-02-22 - 2021-09-20
Wybrany podział planu:


powiększ
zobacz plan zajęć
Typ zajęć: Laboratorium, 15 godzin, 10 miejsc więcej informacji
Koordynatorzy: Magdalena Cyrklaff-Gorczyca
Prowadzący grup: Magdalena Cyrklaff-Gorczyca
Lista studentów: (nie masz dostępu)
Zaliczenie: Przedmiot - Zaliczenie na ocenę
Laboratorium - Zaliczenie na ocenę
Skrócony opis: (tylko po angielsku)

On the course will be discussed psychological aspects of using information and new media. The following issues will be presented: cognitive and emotional processes affect the distortion and reception of information, Internet users, Internet addiction, FOMO, information overload and recognition of false information.

Pełny opis: (tylko po angielsku)

We live in a fast-growing and changing world in which new technologies and media take the lead role. They contribute to the fact that gigabytes of information are produced daily. The contemporary person must learn to function in the situation of information overload, immunize the addictive action of information and new media, and acquire the ability to distinguish between true and false information. During the course the following issues will be discussed: how the brain processes information, what cognitive and emotional processes affect the distortion and reception of information, what groups of information and new media users are distinguished, what is the Internet addiction and fear of missing out, what is information overload and how to distinguish between real and false information.

Literatura: (tylko po angielsku)

1. Allcot H., Gentzkow M., Yu Ch., Trends in the Diffusion of Misinformation on Social Media [online]. Accessible in WWW: https://web.stanford.edu/~gentzkow/research/fake-news-trends.pdf.

2. Allen D., Wilson T., Information overload: Context and causes, “New Review of Information Behaviour Research” 2013, no. 4(1), p. 31-44. Accessible in WWW: https://www.researchgate.net/publication/250890557_Information_overload_Context_and_causes.

3. #FOMO - The smartphone addiction and the fear of missing out [online] YouTube [access: 11.03.2019]. Accessible in WWW: https://www.youtube.com/watch?v=rPQGCxrtRGQ.

4. Bialik K., Fry R., Millennial life: How young adulthood today compares with prior generations [online] Pew Research Center Social & Demographic Trends 14.02.2019 [access: 11.03.2019]. Accessible in WWW: http://www.pewsocialtrends.org/essay/millennial-life-how-young-adulthood-today-compares-with-prior-generations/.

5. Cocorada E. et al., Assessing the smartphone addiction risk and its associations with personality traits among adolescents, “Children and Youth Services Review” 2018, Vol. 93, p. 345-354.

6. Dimock M., Defining generations: Where Millennials end and Generation Z begins [online] Pew Research Center Social & Demographic Trends 17.01.2019 [access: 11.03.2019]. Accessible in WWW: http://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/.

7. Eugster M. J. A. et al., Natural brain-information interfaces: Recommending information by relevance inferred from human brain signals, “Scientific Reports” 2016, no. 6, p. 38580.

8. Evaluating Books, Journals, Journal Articles and Websites [online] CQUniversity Library [access: 11.03.2019]. Accessible in WWW: https://libguides.library.cqu.edu.au/evaluating-resources.

9. Granka L., Feusner M., Lorigo L., Eyetracking in Online Search [online]. Accessible in WWW: https://static.googleusercontent.com/media/research.google.com/pl//pubs/archive/34378.pdf.

10. Grohol J. M., FOMO Addiction: The Fear of Missing Out [online] PsychCentral [access: 11.03.2019]. Accessible in WWW: https://psychcentral.com/blog/fomo-addiction-the-fear-of-missing-out/.

11. Jiang J., Millennials stand out for their technology use, but older generations also embrace digital life [online] Pew Research Center Social & Demographic Trends 02.05.2018 [access: 11.03.2019]. Accessible in WWW: http://www.pewresearch.org/fact-tank/2018/05/02/millennials-stand-out-for-their-technology-use-but-older-generations-also-embrace-digital-life/.

12. Kahneman D., Slovic P., Tversky A., Judgment under uncertainty: heuristics and biases, New York 1982.

13. Kahneman D., Traps of thinking. On fast and slow thinking, translated by P. Szymczak, Poznań 2012.

14. Lezak M. D., Howieson D. B., Loring D. W., Neuropsychological assessment, 4th ed., New York 2004.

15. Lindsay Peter H., Norman Donald A., Human Information Processing: An Introduction to Psychology [online] London: Academic Press Inc., 1977 [access: 11.03.2019]. Accessible in WWW: https://books.google.pl/books?hl=pl&lr=&id=_shGBQAAQBAJ&oi=fnd&pg=PP1&dq=psychology+of+information&ots=Iv8J8tIrvX&sig=psYG8ZxbWJTJrcQ8K8w9ALJum9w&redir_esc=y#v=onepage&q=psychology%20of%20information&f=false.

16. Lazer D.M, Baum M.A, Benkler Y., Berinsky A.J., Greenhill K.M., Menczer F., Metzger M.J., Nyhan B., Pennycook G., Rothschild D., Schudson M., The science of fake news, “Science” 2018, no. 359(6380), p. 1094-1096.

17. Lyvers M., Karantonis J., Edwards M. S., Thorberg F.A., Traits associated with internet addiction in young adults: Potential risk factors, “Addictive Behaviors Reports” 2016, Vol. 3, p. 56-60. Accessible in WWW: https://www.sciencedirect.com/science/article/pii/S2352853216300062.

18. Melinat D., Kreuzkam T., Stamer D., Information Overload: A Systematic Literature Review [online]. Accessible in WWW: https://www.researchgate.net/publication/265906917_Information_Overload_A_Systematic_Literature_Review.

19. Mihara S. et al., Internet use and problematic Internet use among adolescents in Japan: A nationwide representative survey, “Addictive Behaviors Reports” 2016, Vol. 4, p. 58-64. Accessible in WWW: https://www.sciencedirect.com/science/article/pii/S2352853216300438.

20. Osuch M., Turner S., Addiction to modern technology: what the science says [online]. Accessible in WWW: https://www.elsevier.com/connect/addiction-to-modern-technology-what-the-science-says.

21. Pappas S., No More FOMO: Fear of Missing Out Linked to Dissatisfaction [online]. Accessible in WWW: https://www.livescience.com/31985-fear-missing-out-dissatisfaction.html.

22. Pessoa L., Cognition and emotion [online] „Scholarpedia” 2009, no. 4(1): 4567. Accessible in WWW: http://www.scholarpedia.org/article/Cognition_and_emotion.

23. Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29, 1814-1848.

24. Shyam S. S., Knobloch‐Westerwick S., Hastall M. R., News cues: Information scent and cognitive heuristics, “Journal of the American Society for Information Science and Technology” 2006, no. 58(3), p. 366-378.

25. Simons D., Failures of Awareness: The Case of Inattentional Blindness [online]. Accessible in WWW: https://nobaproject.com/modules/failures-of-awareness-the-case-of-inattentional-blindness.

26. Sundar, S. S., Nass, C., Conceptualizing sources in online news, “Journal of Communication” 2001, no. 51, 52–72.

27. The Basics of Cognition and Mental Processes [online]. Accessible in WWW: https://www.verywellmind.com/what-is-cognition-2794982/.

28. Types of Information Sources [online]. Accessible in WWW: http://karibouconnections.net/medlibafrica/training_module/16.html.

29. Types of Information Sources - Library Research: An Introduction - LibGuides at Triton College [online]. Accessible in WWW: https://library.triton.edu/research.

30. Westerman D., Spence Patric R., Van Der Heide Brandon, Social Media as Information Source: Recency of Updates and Credibility of Information, “Journal of Computer-Mediated Communication” 2014, Vol. 19, Issue 2, p. 171-183. Accessible in WWW: https://onlinelibrary.wiley.com/doi/full/10.1111/jcc4.12041.

31. Zhitomirsky-Geffet M., Blau M., Cross-generational analysis of information seeking behavior of smartphone users [online]. Accessible in WWW: https://www.ideals.illinois.edu/handle/2142/96761.

Uwagi: (tylko po angielsku)

This semester, all classes are held asynchronously on the Moodle platform. Every week, starting on February 23rd, I will discover one presentation on a topic on Moodle. More info - see an email.

Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Mikołaja Kopernika w Toruniu.