VIKBB66 Information Society

Faculty of Arts
Spring 2019
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: z (credit).
RNDr. Michal Černý (lecturer)
Guaranteed by
PhDr. Petr Škyřík, Ph.D.
Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Contact Person: Mgr. Sabina Kubisová
Supplier department: Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Mon 8:00–9:40 VP
Interest in issues.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 30 student(s).
Current registration and enrolment status: enrolled: 7/30, only registered: 0/30, only registered with preference (fields directly associated with the programme): 0/30
fields of study / plans the course is directly associated with
Course objectives
Upon completion of this course, students will be able to orientate in the information society and the changes it brings. Emphasis will be placed on the dimension of information revolution, anthropological and ethical aspects of change, changes in education and education, etc. Emphasis will be put not only on the analysis of modern trends and themes, but also on numerous philosophical and historical excursions that will provide listeners with a wider and less common dimension of understanding of selected problems.
Learning outcomes
After completing the course the student will be able to:
  • to critically view the phenomenon of the information society
  • work with relevant literature on the subject
  • write about the information society
  • to reflect changes in the area of the company's structure
  • perceive the specifics of companies in the industry 4.0
  • to reflect changes in the field of learning and education
  • critically view the subject of copyright
  • know the basic concept of digital anthropology
  • to hold their own position in ethical dilemmas related to the information society
  • Understand the relationship between information and learning societies
  • critically argue and think about individual phenomena
  • Syllabus
    • Communication; font and speech
    • History of Informatics, Communication and Techniques
    • Information Revolution
    • Technological changes
    • Economic changes, changes in management
    • Social change, democracy, civic participation
    • Changes in art and culture
    • Social Informatics
    • Learning Society
    • New forms of education and lifelong learning
    • Teacher and student in   21st. century
    • Ethical issues and dilemmas
    • Philosophical problems and the information society
    • Digital anthropology
      required literature
    • ČERNÝ, Michal. Informační a učící se společnost. 1. vyd. Brno: Paido, 2017. 144 s. ISBN 978-80-7315-263-5.
    • ZOUNEK, Jiří. ICT, digitální propast a vzdělávání dospělých: socioekonomické a vzdělávací aspekty digitální propasti v České republice. Studia paedagogica, 2013, 54.11: 101-118.
    • TRTÍKOVÁ, Ilona. Vědecká komunikace a sdílení informací v rámci odborně zaměřených sociálních sítí. ProInflow [online]. 21.08.2012 [cit. 07.07.2014]. Dostupný z:
    • BARTOŠEK, Miroslav. Open Access - otevřený přístup k vědeckým informacím: Úvod do problematiky. Zpravodaj ÚVT MU. 2009, roč. XX, č. 2, s. 1-7. Dostupný z: ISSN 1212-0901
    • FREY, Carl Benedikt; OSBORNE, Michael A. The future of employment: how susceptible are jobs to computerisation. Retrieved September, 2013, 7: 2013.
    • SIEMENS, George. Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2005, 2.1: 3-10.
    • ZLATUŠKA, Jiří. Informační společnost. Zpravodaj ÚVT MU. ISSN 1212-0901, 1998, roč. VIII, č. 4, s. 1-6. Dostupné z:
    • ČERNÝ, Michal. Deset trendů ICT, které změní knihovny i informační vzdělávání. In INFORUM 2013: 19. ročník konference o profesionálních informačních zdrojích. Praha: Albertina icome Praha, 2013. 8 s. ISSN 1801-2213.
    • VAN HARMELEN, M. Design trajectories: four experiments in PLE implementation. Interactive Learning Environments [online]. 2008, vol. 16, issue 1, s. 35-46 [cit. 2013-06-30]. DOI: 10.1080/10494820701772686. Dostupné z:
      not specified
    • OECD Information technology outlook ICTs and the Information Economy 2002 Edition - ICT diffusion and the digital divide. In: OECD [online]. Paris, 2002 [cit. 2014-07-09]. Dostupné z:
    • MCLUHAN, Marshall. The medium is the message. Media and cultural studies: keyworks, 1964, 129-138.
    • HAMARI, Juho; SJÖKLINT, Mimmi; UKKONEN, Antti. The sharing economy: Why people participate in collaborative consumption. Available at SSRN 2271971, 2015.
    • Johann Gutenberg: The Gutenberg Bible. Harry ransom center: The Univeristy of Texas at Austin [online]. [cit. 2014-07-04]. Dostupné z:
    • E-Citizen. Sunderland: CiA Training, 2004. ISBN 978-186-0052-385.
    • MOORE, Gordon. Progress in Digital Integrated Electronics. IEEE, IEDM Tech Digest. 1975 pp.11-13.
    • ROBINSON, Kenneth. How schools kill creativity. TED [online]. 2006 [cit. 2014-07-07]. Dostupné z:
    • JUDY, E. O., et al. The Role of ARPA in the Development of the ARPANET, 1961-1972. IEEE Annals of the History of Computing, 1995, 17.4: 76-81.
    • IRWIN, Alan. Constructing the scientific citizen: science and democracy in the biosciences. Public understanding of science, 2001, 10.1: 1-18.
    Teaching methods
    Blocks of lectures are interleaved through discussion workshops.
    Assessment methods
    Active participation (at least 80%), essay on selected topic, short essay interview.
    Language of instruction
    Further Comments
    Study Materials
    The course is taught annually.
    The course is also listed under the following terms Spring 2016, Spring 2017, Spring 2018.
    • Enrolment Statistics (recent)
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