Conference Agenda

Abstract

Objectives: This study aims to explore the perceptions and practices of Romanian specialists regarding inventor rights for patents generated with the assistance of artificial intelligence (AI). It seeks to identify the legal and ethical challenges associated with attributing patent rights in the context of AI innovations and to analyze the implications for existing intellectual property (IP) frameworks.

Methodology: We employed a qualitative research methodology, conducting in-depth interviews with five leading experts from both academic and industrial sectors in Romania. This approach facilitated a comprehensive understanding of the nuances surrounding AI and human inventorship.

Outcomes: The findings reveal a complex interplay between AI technologies and human inventorship, highlighting key themes such as the evolving definitions of inventorship, the impact of AI-generated innovations on traditional IP frameworks, and the pressing need for adaptive legal policies. The research also emphasizes the importance of information literacy in navigating the complexities of patent law and AI.

Contribution: This study contributes to the ongoing discourse on intellectual property by underscoring the critical role of information literacy in enabling stakeholders to make informed decisions amidst the challenges posed by AI advancements. Additionally, a comparative analysis with the Norwegian patent system, which has adopted progressive measures to address similar issues, provides potential pathways for reform in Romania’s IP policies. Ultimately, this research fosters a deeper understanding of the intersection between AI and intellectual property rights, advocating for informed and adaptive approaches in an increasingly digital landscape.

References

Chiu, T. K. F., Ahmad, Z., Ismailov, M., & Sanusi, I. T. (2024). What are artificial intelligence literacy and competency? A comprehensive framework to support them. Computers and Education Open, 6, 100171. https://doi.org/10.1016/j.caeo.2024.100171

Relmasira, S. C., Lai, Y. C., & Donaldson, J. P. (2023). Fostering AI literacy in elementary science, technology, engineering, art, and mathematics (STEAM) education in the age of generative AI. Sustainability, 15(18), 13595. https://doi.org/10.3390/su151813595

Salle, S., & Rini, W. S. D. (2024). Development of artificial intelligence regulations and implications for intellectual property rights protection. Artes Libres Law and Social Journal, 1(1), 58-77. https://doi.org/10.12345/84zybw16

Singh, M. (2023). The impact of artificial intelligence on intellectual property rights in the legal perspective. ILE Lex Speculum (ILE LS), 1(1), 407-411. ISBN 978-81-964391-3-2.

Tzirides, A. O., Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A., You, Y., Santos, T. A. dos, Searsmith, D., O’Brien, C., Cope, B., & Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, 100184. https://doi.org/10.1016/j.caeo.2024.100184

Patentstyret. (2025). Patentstyret gir rettigheter til patent, varemerke og design i Norge. Retrieved from https://patentstyret.no

How to elaborate and foster everyday information literacy has been an ongoing challenge as our information environment undergoes constant changes. With current phenomena such as the diffusion of artificial intelligence into our daily lives as well as social-political disruptions, its relevance has become even more crucial. In a complex world where people seek for easy answers, this PhD- project suggests a low-threshold and analog intervention, which allows for personal exchange and individuality. The concept is based on two visualization schemes to help self-reflect one’s own information behavior. By mapping personal information sources and prioritized aspects for information evaluation, new impulses for future information searches can be derived. The VisVe-method will be available to be integrated into a broad range of educational contexts.

Keywords: Everyday information literacy, IL promotion, self-reflection.

References

1. UNESCO. :Global media and information literacy (MIL) assessment framework: country readiness and competencies. Paris. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000224655/PDF/224655eng.pdf.multi (2013)

2. Hapke, T.: Informationskompetenz anders denken - zum epistemologischen Kern von ‚information literacy‘. In: Sühl-Strohmenger, W. (Hrsg). Handbuch Informationskompetenz. 2. Aufl. Berlin: De Gruyter. 9-21. (2016)

3. Mayring, P., Fenzel, T.: Qualitative Inhaltsanalyse. In: Baur, N., Blasius, J. (eds.) Handbuch Methoden der empirischen Sozialforschung. Springer Fachmedien. Wiesbaden. pp. 543-556 (2014)

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

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

6. Schoenbeck, O.; Schröter, M. & Werr, N.: Framework Informationskompetenz in der Hochschulbildung, Gemeinsame Kommission Informationskompetenz von dbv und VDB. In: OBib. Das Offene Bibliotheksjournal 8(2), 1–29. https://doi.org/10.5282/o-bib/5674 (2021)

7. Mackey, T. P.: Embedding metaliteracy in the design of a post-truth MOOC: Building communities of trust. Communications in Information Literacy, 14(2), 346–361. (2020)

8. Koller, H. -C.: Bildung anders denken. Einführung in die Theorie transformatorischer Bildungsprozesse, 2, Stuttgart: Kohlhammer (2018)

9. Heidari-Shahreza, M. A. Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education. Adult Learning, 1–13. https://doi.org/10.1177/10451595241237554 (2024)

10. Walsh, A.: Playful learning for information literacy development. IFLA Journal, 46(2), 143–150. https://doi.org/10.1177/0340035219874083 (2020)

11. Kitzie, V. L., Tsai, T. I., Martzoukou, K., Mabi, M. N., Greyson, D.: What is next for information world mapping? International and multidisciplinary approaches to understanding information behaviors/practices in context. Library and Information Science Research, 44(4). https://doi.org/10.1016/j.lisr.2022.101196 (2022)

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13. Savolainen, R., Kari, J.: Placing the Internet in information source horizons. A study of information seeking by Internet users in the context of self-development. Library and Information Science Research, 26(4), 415–433. https://doi.org/10.1016/j.lisr.2004.04.004 (2004)

14. Hartel, J.: Information behaviour, visual research, and the information horizon interview: three ways. Proceedings of the Ninth International Conference on Conceptions of Library and Information Science (CoLIS) 22(1), 5–11. Uppsala, Sweden (2017)

Information literacy programs implemented in institutional settings are often multi-partner initiatives by which different actors (schools, libraries, artists, radio hosts) come together in formal or informal networks to promote types of information literacy according to the needs of specific publics (Schreiber, 2016). How do the visions and practices of media and information literacy espoused by participating actors influence the design and the outcomes of such programs? 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. We present the results of a short-term ethnographic study of a journalist in residence program conducted in two French public libraries of the Auvergne-Rhône-Alpes region in Southeastern France; the program is sponsored by the French Ministry of Culture with the objective of promoting critical thinking among participants while at the same time creating better understanding of the role of the public library in information literacy initiatives. This program comes at a time when both librarians and journalists, for different reasons, seek to reinforce their role in media and information literacy initiatives while addressing issues of professional legitimacy. In what ways do collaborative initiatives between journalists and libraries enhance these objectives? Is interprofessional dialogue between librarians and journalists a path to renewing information literacy programs in France?

Objectives

We aim to analyse the processual and dialogic nature of information literacy programs by studying the interactions between librarians and professional journalists in the design and implementation of a 2025 journalist in residence program in two public libraries in France. Through this analysis we seek to determine how these interactions influence project objectives especially with relation to existing information literacy library programs and how such interactions address two types of tensions in IL and MIL initiatives identified in previous empirical research (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 have chosen a qualitative protocol featuring three stages of study: discourse analysis of the application dossiers submitted by journalists in order to determine journalists’ vision of IL; semi-structured qualitative interviews with library staff and journalists selected for the residence program concerning chosen priorities before and after interprofessional discussions; ethnographic observations of the events implemented in the course of the three-month long program in two libraries in order to understand how IL is experienced by participants.

Outcomes

Analysis of journalists’ application dossiers shows strong attachment to promoting the journalist’s professional practice as a principal lever for IL, whereas librarians are concerned with developing competencies that journalists bring to the library staff, on disinformation training. Interactions between librarians and journalists during the informal design process enabled interprofessional discussion leading to emergence of complementary perspectives and the sharing of librarians’ knowledge about specific local issues such as the intergenerational digital divide and parents’ role in IL. The journalist in residence program design phase highlighted librarians preoccupations with a “train-the-trainer” approach, fostering long term engagement in IL among librarians.

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 [En ligne], n°34, DOI : 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 [En ligne], 2021, mis en ligne le 01 mai 2021 ; DOI : 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: Delamotte, E. (Ed.). Recherches francophones sur les éducations aux médias, à l’information et au numérique : Points de vue et dialogues (p. 14-3)9. Villeurbanne : Enssib.

Michaud, B. (2021). La pédagogie par le faire, remède à la verticalité ?” Collectif La Friche (2021). Petit manuel critique d’éducation aux médias : Pour une déconstruction de représentations médiatiques (p. 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 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) which are considered paramount with regard to the development of an information competent society. The digital readiness of the European citizens for new challenges has a direct link to the capacity of the people they are trained by and the environment in which the trainings are conducted, thus ensuring their sustainability over time. In times of serious economic and political crises, transferred also in the virtual space, the fight against the spread of unreliable information remains a challenge, on which the EC places a serious emphasis. NEDLib project covers all these important moments of the European Union and the EC policies, bringing to the fore the most accessible institutions - the libraries. Over the years the libraries have proven that they can and are centres that support quality training and education and contribute to the formation of the cultural and educational image of Europe and its citizens and beyond generations. However, even professional librarians and university lecturers have a need to increase their knowledge and skills by learning from the good practices of other European countries, turning them into their own knowledge to pass on.

Objectives

The information landscape is changing dramatically, including the way academic information is published or communicated. Librarians can highlight the range of information sources available and how to choose for academic study and research, for career development or in the workplace. With the development of four teaching modules for trainings of librarians and library users in the framework of NEDLib project a number of important objectives are set. Module 1 (Information Literacy) will teach the trainees how to determine the extent to which the information is needed; how to access the necessary information; how to evaluate information and its sources critically, etc. Module 2 (Media Literacy) will teach the trainees a set of competencies 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, create exercises that will help librarians and users develop and implement a personal strategy to make an informed opinion about current topics. Module 4 (Gamification in Libraries) supports the librarians and users in adopting different points of view to identify fake news, through a gamification approach (Encheva, Tammaro & Kumanova, 2020). The best practices for developing games to combat disinformation will be discussed.

Methodology

During the implementation of the first phase of NEDLib project, university professors from the two Departments of Library Sciences in Bulgaria and Greece developed training modules in four thematic areas Before proceeding with the development of the modules, the opinions of a significant number of library specialists were collected and analyzed regarding whether the content of the proposed modules meets the needs of modern library knowledge in the different geographical regions of Europe, as well as whether the envisaged trainings will satisfy the needs of librarians at different stages of their professional development.

Findings

Sixty-five predetermined key librarians from Bulgaria, Greece, Portugal, Romania and Latvia were trained by the university professors through the developed teaching modules. Subsequently, it is envisaged that the key librarians will train two additional target groups in regional training centres (libraries) in their countries: librarians from smaller public libraries and different categories of library users (students, young professionals, senior citizens). The process of adaptation by the key librarians of the modules in the four subject areas developed by the both LIS departments is presented in detail. The purpose is to provide practice-oriented learning materials for further use by various target groups in an online environment through the NEDLib e-learning platform.

References

Encheva, M., Tammaro, A. and 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 [online]. https://nedlib.unibit.bg/, Accessed on 4 February 2025.

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