The chapter addresses the problems of digital divide in the light of learning from data in the era of accumulated, available, and accessible Big Data. The phenomenon of Big Data arose in the last years and offered new dimensions of digital divide: the challenge that the human society faces since the appearance of computer technology. Objectives of this chapter are to highlight problems and barriers in learning from Big Data and to initiate discussion on the ways to overcome those new challenges. The chapter tries to define the “Big Data Phenomenon,” to identify the phases and activities in the process of learning from data, and to relate them to learning from Big Data. As a result, a paradigm of competences and barriers for acquiring Big Data literacy are proposed as a new dimension of literacy in dividing the human society.

The paper shares experience accumulated in launching and implementing a curriculum model for bachelor level training of professionals-Information Brokers-to serve as mediators and consultants to different kind of clients. This requires that professional possess knowledge and skills in several areas as information technology, mathematics and statistics, business and economics, and consulting skills as well. T he way, how to build the corpus of knowledge and skills needed for the profession of Information Brokers, how it is structured and ordered is presented, commented and assessed.

Human-technology interaction is an essential issue to the field of Information Systems. The fast growing quantity of available data shifts emphasize to data presentation in a way to increase informing effectiveness and efficiency. To build such information services, the designers have to obtain broad understanding on the concepts, models and processes of informing science. The paper shares the experience of introducing a course “Informing Processes and Models” in SULSIT (State University of Library Studies and Information Technologies) as a core course for Information Brokerage major and elective for the two other IS related majors - Information Technology and Information Security. The experience obtained so far shows that the understanding of the informing science concepts, processes and different models improves IS design and implementation quality.

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The paper focuses on the problems related to information systems assessment from the point of view of informing users. More specifically the paper tries to answer whether the examined information systems provide users with information in a form, format, and schedule that maximizes its effectiveness in the sense of informing science. Measures of information systems usability are used in evaluation of the ability of information systems to inform users effectively. A framework, model and assessment methodology are presented. Results of an empirical experiment conducted to evaluate informativeness of university websites are shared.