Aggregation of amyloid‐β (Aβ) that leads to the formation of plaques in Alzheimer's disease (AD) occurs through the stepwise formation of oligomers and fibrils. An earlier onset of aggregation is obtained upon intracerebral injection of Aβ‐containing brain homogenate into human APP transgenic mice that follows a prion‐like seeding mechanism. Immunoprecipitation of these brain extracts with anti‐Aβ oligomer antibodies or passive immunization of the recipient animals abrogated the observed seeding activity, although induced Aβ deposition was still evident. Here, we establish that, together with Aβ monomers, Aβ oligomers trigger the initial phase of Aβ seeding and that the depletion of oligomeric Aβ delays the aggregation process, leading to a transient reduction of seed‐induced Aβ deposits. This work extends the current knowledge about the role of Aβ oligomers beyond its cytotoxic nature by pointing to a role in the initiation of Aβ aggregation in vivo. We conclude that Aβ oligomers are important for the early initiation phase of the seeding process.

The networked information and media society provides us increasingly with digital information and knowledge. However, the effective and efficient use of information also requires a high level of information literacy (IL), the competent handling of information and the ability to do that from an early age. Despite this early beginning, the development of IL is considered an important goal of schoolteachers who are required to integrate IL into their daily teaching practice. One reason that IL has only been considered sporadically in education is the lack of a scientifically proven model to operationalize and measure IL. Furthermore, teachers are often uncertain when dealing with digital media pedagogically and need support and clarity in terms of how to evaluate IL in their specific subjects. In the implementation of formal educational efforts, the low practical feasibility in specific working contexts, time and financial aspects are criticized. The current contribution presents a 7i model for the conceptualization and measurement of IL. Furthermore, it provides alternatives to the dominant "training model" to develop the competence of teachers by combining formal and informal learning.

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In the context of corporate learning digital media and digital tools have become more accepted than in the field of education systems. Particularly vocational schools are obviously under pressure to deal with changes due to digitalization in many sectors and professions. One reason why technology-based learning is still underdeveloped in schools could be the insufficient digital competences of teachers. Presently most teachers gain their knowledge on how to use digital media for learning and teaching informally. In the implementation of formal educational efforts, a low practical feasibility in specific working context as well as time and financial aspects are criticized. Present research shows that non-formal and informal learning should be better linked in order to develop teachers' digital competences sustainably. The present contribution introduces a necessary framework to include informal learning processes in teacher education at vocational schools and furthermore fosters a school culture of learning together and from each other.