scholarly journals DIPLOMASI SIBER INDONESIA DALAM MENINGKATKAN KEAMANAN SIBER MELALUI ASSOCIATION OF SOUTH EAST ASIAN NATION (ASEAN) REGIONAL FORUM

Global Mind ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Henike Primawanti ◽  
Sidik Pangestu
Keyword(s):  
Capacity Building ◽  
East Asian ◽  
Internet Protocol ◽  
Study Group ◽  
Cyber Crime ◽  
Information And Communications Technologies ◽  
Asean Regional Forum ◽  
Work Plan ◽  
Communications Technologies ◽  
Asian Nation

ABSTRAK Teknologi merupakan sebuah anugerah tetapi juga merupakan sebuah ancaman yang nyata. Dunia maya  dan teknologi internet misalnya, dunia maya maupun internet yang mampu menghubungkan jutaan orang, telah diakui sangat berguna dan mendukung hampir setiap bidang kehidupan. Maka dari itu penelitian ini bertujuan untuk mengetahui bagaimana Indonesia dalam berdiplomasi demi meningkatkan keamanan siber melalui ASEAN regional Forum. Penelitian ini menjelaskan latar belakang negara indonesia ikut serta dalam ASEAN Regional Forum serta seperti apa diplomasi yang dilakukan oleh negara Indonesia dalam upaya meningkatkan keamanan siber negara.Hasil penelitian ini menunjukkan bahwa alasan yang melatarbelakangi Indonesia dalam ASEAN regional Forum adalah karena keadaan Cybersecurity  indonesia yang masih memiliki banyak celah, kepentingan nasional  berupa kebutuhan keamanan yang bersifat mutlak dan ancaman-ancaman yang berasal dari ruang siber. Dalam melakukan diplomasi di ASEAN Regional Forum, Indonesia mengusulkan  empat poin khusus yaitu adanya kontak poin, dibentuknya study group untuk perumusan kurikulum dalam peningkatan capacity building, transisi penggunaan Internet Protocol version 4 (IPv4) ke IPv6, pembentukan badan atau lembaga khusus terkait cyber di negara masing-masing.Indonesia menginisiasi negara-negara ASEAN untuk menjalankan usulan tersebut. Dua poin diantaranya berhasil di terima dan dituangkan dalam  ASEAN Regional Forum Work Plan on Security of and in The Use of Information and Communications Technologies (Ict’s). Dalam upaya pembangunan dan peningkatan keamanan siber diperlukan adanya keselarasan antara hukum, teknis dan tindakan prosedural, struktur organisasi, capacity building, dan kerja sama internasional.  Kata Kunci: Cybersecurity, Cyber Crime, ASEAN Regional Forum, Diplomasi

Information Literacy and the Digital Divide

2013 ◽  
pp. 20-38 ◽  
Author(s):  
Hopeton S. Dunn
Keyword(s):  
Capacity Building ◽  
Detailed Analysis ◽  
Digital Divide ◽  
Empirical Research ◽  
Information Literacy ◽  
Global South ◽  
Strategic Thinking ◽  
Policy Planning ◽  
Information And Communications Technologies ◽  
Communications Technologies

With the increasing spread of information and communications technologies (ICTs) globally, there is heightened debate about the continuing disparities of access and usage. The dialogue has proceeded in many respects oblivious of the centrality of information literacies in capacity building measures to redress the digital divide. This chapter examines both the concepts of the digital divide and information literacies and regards them as highly compatible in their application to the global south following a detailed analysis of issues such as orality and literacy, globalization from below and effective access to technology networks. The chapter concludes with a range of recommendations relating to reforms in strategic thinking and policy planning. The call for heightened emphasis on education including information literacies forms the centerpiece of an analysis grounded in both theory and empirical research.

Information Literacy and the Digital Divide

2010 ◽  
pp. 326-344 ◽  
Author(s):  
Hopeton S. Dunn
Keyword(s):  
Capacity Building ◽  
Detailed Analysis ◽  
Digital Divide ◽  
Empirical Research ◽  
Information Literacy ◽  
Global South ◽  
Strategic Thinking ◽  
Policy Planning ◽  
Information And Communications Technologies ◽  
Communications Technologies

With the increasing spread of information and communications technologies (ICTs) globally, there is heightened debate about the continuing disparities of access and usage. The dialogue has proceeded in many respects oblivious of the centrality of information literacies in capacity building measures to redress the digital divide. This chapter examines both the concepts of the digital divide and information literacies and regards them as highly compatible in their application to the global south following a detailed analysis of issues such as orality and literacy, globalization from below and effective access to technology networks. The chapter concludes with a range of recommendations relating to reforms in strategic thinking and policy planning. The call for heightened emphasis on education including information literacies forms the centerpiece of an analysis grounded in both theory and empirical research.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

Cyber Peacekeeping: Critical Evaluation of Digital Blue Helmets Program

2020 ◽  
pp. 17-27
Author(s):  
Fahad Nabeel
Keyword(s):  
United Nations ◽  
Critical Evaluation ◽  
Threat Detection ◽  
Information And Communications Technologies ◽  
The Past ◽  
Research Article ◽  
Un Peacekeeping ◽  
Starting Point ◽  
Communications Technologies ◽  
Future Potential

In 2016, the United Nations (UN) launched the Digital Blue Helmets (DBH) program under its Office of Information and Communications Technologies (OICT). The launching of DBH was a continuation of a series of steps that the UN and its related agencies and departments have undertaken over the past decade to incorporate cyberspace within their working methodologies. At the time of inception, DBH was envisioned as a team capacitated to act as a replica of a physical peacekeeping force but for the sole purpose of overseeing cyberspace(s). Several research studies have been published in the past few years, which have conceptualized cyber peacekeeping in various ways. Some scholars have mentioned DBH as a starting point of cyber peacekeeping while some have proposed models for integration of cyber peacekeeping within the current UN peacekeeping architecture. However, no significant study has attempted to look at how DBH has evolved since its inception. This research article aims to examine the progress of DBH since its formation. It argues that despite four years since its formation, DBH is still far away from materializing its declared objectives. The article also discusses the future potential roles of DBH, including its collaboration with UN Global Pulse for cyber threat detection and prevention, and embedding the team along with physical peacekeepers.

scholarly journals International Schools for Young Astronomers (ISYA): a programme of the International Astronomical Union

2006 ◽  
Vol 2 (SPS5) ◽  
pp. 221-228 ◽  
Author(s):  
Michèle Gerbaldi
Keyword(s):  
International Schools ◽  
Rapid Development ◽  
Data Access ◽  
International Astronomical Union ◽  
Information And Communications Technologies ◽  
The Past ◽  
Data Archives ◽  
International Astronomical ◽  
Communications Technologies

AbstractThis paper outlines the main features of the International Schools for Young Astronomers (ISYA), a programme developed by the International Astronomical Union (IAU) in 1967. The main goal of this programme is to support astronomy in developing countries by organizing a school lasting 3 weeks for students with typically a M.Sc. degree. The context in which the ISYA were developed has changed drastically over the past 10 years. We have moved from a time when access to any large telescope was difficult and mainly organized on a national basis, to the situation nowadays where data archives are established at the same time that any major telescope, ground-based or in space, is built, and these archives are accessible from everywhere. The concept of the virtual observatory reinforces this access. However, the rapid development of information and communications technologies and the increasing penetration of internet have not yet removed all barriers to data access. The role of the ISYA is addressed in this context.

Children's and Families' Use of Computers in Australian Homes

2002 ◽  
Vol 3 (2) ◽  
pp. 182-196 ◽  
Author(s):  
Toni Downes
Keyword(s):  
Lived Experiences ◽  
Approaches To Learning ◽  
Information And Communications Technologies ◽  
Patterns Of Use ◽  
Communications Technologies ◽  
Instructional Environments ◽  
Computing Environments ◽  
Computer Resources ◽  
Home Computing ◽  
Modern Technologies

Children's approaches to learning may be changing as a result of their interactions with modern technologies. In Australian society there have been quantum leaps in the use of and reliance upon computers and information and communications technologies. An understanding of the lived experiences and interactions of children of various ages with computer technologies in their homes is the focus of this article. Such an understanding informs the work of educators who wish to provide effective instructional environments that draw on children's starting points and the positive aspects of their home computing environments. The research found that children's family computer resources, patterns of use and sociocultural contexts combined to affect children's computing experiences. Several discourses exist surrounding the use of computers by families. These discourses are the importance of computers for education, for the future and as productivity tools. From children's discussions emerged a comfortable co-existence of ‘toy use’ (for playing games) and ‘tool use’ (for purposeful work and leisure tasks) when using the computer and a preference for an exploratory mode of learning. A number of key elements present in domestic computing environments were identified as contributing significantly to children's learning. Implications for teachers are discussed.

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