Conference Agenda

Abstract Objectives

This study investigates the perceptions and practices of Romanian specialists regarding inventor rights for patents generated with artificial intelligence (AI), emphasizing comparative insights with the Norwegian patent system. It seeks to identify AI-driven innovations’ legal and ethical challenges and their impact on existing intellectual property (IP) frameworks.

Methodology

Using a qualitative research design, we conducted in-depth interviews with five Romanian experts and analyzed their perspectives alongside relevant Norwegian policies and practices. This dual approach provides a foundation for exploring how cultural and systemic differences influence approaches to AI inventorship.

Outcomes

Our findings reveal tensions between AI technologies and traditional definitions of inventorship, the need for adaptive legal reforms, and the role of information literacy in navigating these complexities. Comparative insights from the Norwegian model highlight potential pathways for reforming Romania’s IP system to better address AI innovations.

Contribution

This research enriches the discourse on intellectual property in the digital age, emphasizing the need for informed and flexible policies to manage AI-generated patents. By integrating a comparative analysis of Romania and Norway, it offers actionable recommendations to modernize IP frameworks and aligns them with global technological advancements.

Current phenomena such as information overload, disinformation and mistrust in media and governmental institutions highlight the significance of comprehensive information literacy promotion. Critical thinking and awareness of one’s own information behavior are therefore fundamental for democratic societies and social participation. The presented research evolved in the context of a recently finished PhD-project. It examined everyday information behavior of people living in one district in northern Germany, particularly looking at deficient patterns and possible ways for compensation. The overarching aim is to gain a deeper understanding of main issues in the information process while evaluating possible educational concepts. Therefore, the thesis used a multi-stage research process with mixed methods to answer the successive research questions. The first and second research questions elaborate which information needs and sources were used in everyday situations and which difficulties arose within those information processes. The third research question addresses the user perspective asking for didactical measures and mediating approaches that could help address the identified deficits. The fourth research question seeks to integrate and transfer previously collected results with literature insights to elaborate how a methodological intervention needs to be conceptualized in order to support the (self-)reflection to use information and sources. The research methods were chosen according to the research question at present. A quantiative user survey (N=495) was conducted to answer RQ1 and RQ2, qualitative virtual semi-structured guided interviews (N=22) to answer RQ2 and RQ3. Focus groups (N=3) gathered data for RQ2 and RQ3, while semi-structred interviews (N=20) adressed RQ5. The data were collected from November 2020 until August 2024. The theoretical basis is formed by the ACRL-framework published by Association of College & Research Libraries (ACRL 2016) and the Metaliteracy by Mackey & Jacobson (2022). Educational concepts such as Transformative Learning (Koller 2018) or Playful Learning (Heidari-Shahreza 2024) complement the interdisciplinary approach. Further, the Information Horizons Interview technique by Sonnenwald (2005) and the subsequent Information Source Horizon Interview by Savolainen (2021) are two important concepts of visual-based methodologies for the creation of the final learning concept. As the results of the quantitative user survey (N=495), qualitative virtual semi-structured guided interviews (N=22) and focus groups (N=3) showed, the main difficulties in the process of information search arise in the evaluation of information and sources as well as in the identification of disinformation (RQ2). There is a need for low-threshold learning measures to allow for self-realization of one’s own information behavior (RQ3). In short, three guiding questions supported by two visualization schemes help to infer desired behavior in future informational contexts (RQ4). The concepts evaluation with semi-structured interviews (N=20) showed meaningful results (RQ5). Non-judgmental discourses can be beneficial to further integrate and deepen the experience. Learners can compare and discuss their information landscapes, their approach on credibility assessment as well as potential discrepancies and implications for future search behaviors. The concept can be adapted to many educational settings and institutions for media and political education. Employee trainings to integrate the methodology into educational courses are already happening.

References

Association of College and Research Libraries (ACRL) (2016). The Framework for Information Literacy in Higher Education. Chicago: ACRL.

Heidari-Shahreza, M. A. (2024). Light and delight: Playful learning as an ideology and methodology in adult education. Adult Learning, 36(2): 1–13. https://doi.org/10.1177/10451595241237554

Koller, H. C. (2023). Bildung anders denken: Einführung in die Theorie transformatorischer Bildungsprozesse. Kohlhammer Verlag.

Mackey, T. P. & Jacobson, T. E. (2022). Metaliteracy in a Connected World. Developing Learners as Producers. Chicago: ALA/ Neal-Schuman.

Savolainen, R. (2021). Information landscapes as contexts of information practices. Journal of Librarianship and Information Science, 53(4): 1–13. https://doi.org/10.1177/0961000620982359

Sonnenwald, D. H. (2005). Information horizons. In Fisher, K.; Erdelez, S. & McKechnie, L. (Ed). Theories of Information Behavior: A researcher’s guide (pp. 191–197). Medford, NJ: Information Today.

Information literacy (IL) programs are often multi-partner initiatives by which different actors come together in formal or informal networks to promote types of IL serving specific publics (Schreiber, 2016). Studying the design process as well as the experiences during program implementation can help us better understand the ways in which contributing actors’ motivations interact.

Objectives

We studied the interactions between librarians and professional journalists in the design and implementation of a 2025 journalist in residence program in two public libraries in the Lyon area. We sought to determine how these interactions, and the organisational context in which they occurred, influenced project objectives. We explored ways such interactions addressed two types of tensions (Kervella et al., 2021; Corroy & Froissart, 2018): the tension between creative and competency-based programs and the tension between media-oriented and information-oriented programs.

Methodology

We chose a qualitative protocol with discourse analysis of the journalists’ application dossiers; semi-structured qualitative interviews and informal exchanges with library staff and journalists; and ethnographic observations of the events over the three-month long program.

Outcomes

Analysis of the dossiers showed strong attachment to promoting the journalist’s professional practice whereas librarians were concerned with developing competencies in areas such as disinformation. Interactions between librarians and journalists allowed for some interprofessional discussion. IL sessions for librarians and for the public organized by the documentary film maker centered on visual writing techniques linked to local identity. The press-radio reporter, used a more universal literacy-oriented approach, encouraging librarians to adapt resources to their own needs and publics. More generally, results showed that time and organizational constraints remained obstacles to addressing the need for substantive exchange between journalists and librarians. These obstaclestended to hinder reflexivity and to promote an event-based approach to IL during the residence program.

References

Bauin, S., & Rothman, H. (1992). Impact of journals as proxies for citation counts. In P. Weingart, R. Sehringer, & M. Winterhager (Ed.), Representations of Science and Technology (pp. 225–239). Leiden: DSWO Press.

Corroy, L., & Froissart, P. (2018). L’éducation aux médias dans les discours des ministres de l’Éducation (2005-2017). Questions de Communication, 34. https://doi.org/10.4000/questionsdecommunication.15749

Kervella, A., Matuszak, C., & Micheau, B. (2021). Au cœur d’une politique publique d’Éducation aux Médias et à l’Information: La résidence-mission de journaliste comme expérimentation. Revue française des Sciences de l’Information et de la Communication. https://doi.org/10.4000/rfsic.11044

Loicq, M., & Piette, J. (2022). L’éducation aux médias d’hier, d’aujourd’hui et de demain. In E. Delamotte (Ed.), Recherches Francophones sur les Educations aux Médias, à l’Information et au Numérique: Points de vue et dialogues (pp. 14–39). Villeurbanne: Enssib.

Michaud, B. (2021). La pédagogie par le faire, remède à la verticalité? Collectif La Friche. In Petit Manuel Critique d’Education aux Médias : Pour une déconstruction de représentations médiatiques (pp. 50–57). Rennes: Editions du commun.

Schreiber, T. (2017). E-learning objects and actor-networks as configuring information literacy teaching. Information Research, 22(1), CoLIS paper 1605. Retrieved 28 August, 2025 from http://InformationR.net/ir/22-1/colis/colis1605.html

Background

The paper presents the results of the first phase of the Erasmus+ project NEDLib: Digital Competence and Information Literacy for Librarians (NEDLib, 2023). It addresses essential objectives set for implementation by the European Commission (EC) that are considered paramount with regard to the development of an information competent society. Information literacy is the first of the five key components of digital competences defined by DIGCOMP, the European Digital Competence Framework (DIGCOMP, 2022).

Objectives

The NEDLib project included the development of four teaching modules for training librarians and library users. Module 1 (Information Literacy) teaches how to determine the extent to which the information is needed; how to access the necessary information; and how to evaluate information and its sources critically. Module 2 (Media Literacy) covers a set of competencies on how to access media, analyse media content, create new media messages, reflect on existing media content, and take action with media (Kellner & Share, 2019). The objective of Module 3 (Fake News and Disinformation) is to emphasize critical thinking about the news, and create exercises that will help librarians and users develop and implement a personal strategy to make informed opinions about current topics. Module 4 (Gamification in Libraries) supports librarians and users in adopting different points of view to identify fake news through a gamification approach (Encheva, Tammaro & Kumanova, 2020).

Methodology

University professors from two Departments of Library Sciences in Bulgaria and Greece developed theoretical training modules in four areas. Before developing the modules, a number of library managers and librarians from more than 15 European countries completed an online survey during the April 2024 EBLIDA conference. The survey was also distributed to selected key libraries in the NEDLib project. The 98 survey respondents provided their opinions on whether the planned modules met the needs of modern library knowledge in different regions of Europe, as well as whether the envisaged trainings would satisfy the needs of librarians at different stages of their profession.

Findings

The professors trained sixty-five librarians from Bulgaria, Greece, Portugal, Romania, and Latvia. These librarians had previous experience as trainers and came from the largest libraries. Subsequently, these librarians were expected to train two additional target groups in regional training centres (libraries): librarians from smaller public libraries and different of library users (students, young professionals, senior citizens). The end result was provision of practice-oriented learning materials available through the NEDLib e-learning platform hosted by the Public Library of Braila in Romania. The library will continue maintaining the platform after the official end of NEDLib in September 2026. Content of the teaching modules will be continuously updated. The project is unique among other Erasmus+ projects due to the successful mutual work of teachers in Library and Information Sciences and large number of participating public librarians.

References

DIGICOMP. (2022). The Digital Competence Framework 2.2. Retrieved 28 August, 2025 from https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework, Accessed on 2 February 2025.

Encheva, M., Tammaro, A., & Kumanova, A. (2020). Games to improve students information literacy skills. International Information & Library Review, 52(2), 130–138.

Erasmus+ project NEDLIB – Digital Competence and Information Literacy for Librarians. Retrieved 4 February, 2025 from https://nedlib.unibit.bg/

Kellner, D., & Share, J. (2019). The Critical Media Literacy Guide: Engaging Media and Transforming Education. BRILL.