This paper discusses the possibilities of employing the process of the blended learning of professional English through the Moodle platform. It discusses different theoretical approaches to language learning implemented within the Moodle platform and the associated cognitive domains according to Bloom's taxonomy. The paper focuses on examining the Moodle activities within the language learning framework along with the levels of each activity within the cognitive domain. These activities are implemented at the University North within a wide range of courses covering English for Professional Purposes aimed at the engineering education. The paper can serve as a framework for the possible applications of different Moodle elements in the teaching of English for Professional Purposes.

Today e-learning systems take important place in formal and less formal educational setting. The first generation of e-learning systems often missed social context and had lack of credibility 1 , with exaggerated expectations. Therefore, a number of guidelines, recommendations and surveys aimed to elaborate on quality of e-learning systems. As in Stephenson 2 , the quality is easier to describe, than to define, including great number of indicators ranging from purpose, clarity, relevance, technical skills, ease of implementation and consequences up to notions of context, ethics, then cost effectiveness, etc.

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In this paper, the potential uses of Web 2.0 technologies for the improvement of communication with library clients are examined. Wikis, blogs, RSS, mash-ups and other Web 2.0 tools and services can assist librarians in their efforts to present information online and better connect with their clients, especially the younger generations of Internet users. In three different studies we investigated (1) the familiarity of informatics students with Web 2.0 tools, (2) the computer literacy and Internet use by librarians in higher-education institutions, as well as their assessment of the potential uses of various Web 2.0 tools for interaction with the clients of their library, and (3) the use of Web 2.0 tools on the websites of public libraries in Croatia. …………………………………………………………………………………

Cilj. Cilj je ovog rada prikazati konceptualne i strukturne odrednice doktorskoga studija informacijskih i komunikacijskih znanosti na Sveučilištu u Zagrebu. Budući da je analiza doktorskog obrazovanja neodvojiva od promišljanja o znanstveno-istraživačkom identitetu i profiliranosti znanstvenog polja, rad će pokušati odgovoriti na pitanje o teorijskim postavkama i dvojbama koje su formirale konceptualna polazišta današnjega reformiranog doktorskog studija informacijskih i komunikacijskih znanosti, te na koji način su strategije i europske znanstvene politike definirale njegovu organizaciju Pristup/metodologija. Polazeći od konstatacije o nedostatku sistematskog uvida u literaturi o doktorskom obrazovanju u polju informacijskim znanostima, u radu se primjenom kvalitativnog pristupa analize literature koja problematizira teorijski profil polja informacijske i komunikacijske znanosti i ispitivanja smjernica doktorske izobrazbe u EU, predočuju problemi i rješenja u restrukturiranju doktorskog obrazovanja u ovome polju. Rezultati. U radu se daje sustavni pregled konceptualnih i strukturnih odrednica doktorskog studija informacijske i komunikacijske znanosti u Zagrebu i pritom argumentira da su reformska nastojanja neodvojiva od promišljanja o teorijskim opsegu i znanstvenom profilu polja, da se u strukturiranju programa moraju pronaći rješenja za intelektualnu i teorijsku disperziju u informacijskim znanostima te da EU smjernice o doktorskom obrazovanju uvjetuju modularne pristupe u oblikovanju programa. Originalnost/vrijednost. Rad popunjava relativnu prazninu u postojećoj literaturi o (re)modeliranju doktorskog obrazovanja u informacijskim znanostima, i pritom polazi od teorijskih dvojbi u ovome polju te EU smjernicama za strukturiranje doktorskih programa.

The paper will examine how new information and educational environments are build in an EU candidate country, Croatia, and whether information literacy is an integral element of the launched strategies and reformal efforts. A crucial element for the intended transformations is the educational sector, which is thriving for curricula modifications, but also for reconceptualizations of pedagogical processes with a focus on student-centeredness and the quality of education. The authors will investigate information literacy perceptions in the Croatian school library environment, specifically in relation to computer literacy, and the actual current state of influence of libraries on the creation of constructivist classrooms.