Educational preventing violent extremism (EPVE) programs have had (to date) little if any theoretical underpinning. Given their proliferation in jurisdictions such as Canada, Australia, the United Kingdom, and other European countries, such an absence is notable but not unexpected given the political sensitivities attached to them. These programs remain an emerging policy area which is still “finding its feet,” around which their legitimacy and efficacy is keenly debated. This paper argues for adopting theoretical principles drawn from information science research based upon information behavior models to provide a framework for the design and development of such programs and against which their efficacy can be tested. We demonstrate how this approach can be applied through thematic analysis of the theory of change models of EPVE programs implemented in England and Wales, designed to increase awareness and understanding of radicalization among young people, their carers, and professionals. This article is ground breaking and of international significance, being the first to apply learning from information science to practice in furthering policy goals around countering radicalization and extremism in the United Kingdom and other jurisdictions.

中文翻译：

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利用信息科学加强预防暴力极端主义计划的教育

迄今为止，教育性预防暴力极端主义（EPVE）计划几乎没有任何理论基础。鉴于它们在加拿大，澳大利亚，英国和其他欧洲国家/地区的泛滥，这种缺席是值得注意的，但鉴于其所具有的政治敏感性，这并不是意外的。这些计划仍然是一个新兴的政策领域，仍在“站稳脚跟”，围绕它们的合法性和有效性进行了激烈的辩论。本文主张采用基于信息行为模型的，来自信息科学研究的理论原理，为此类程序的设计和开发提供一个框架，并以此为基础来检验其有效性。我们将通过对英格兰和威尔士实施的EPVE计划的变更模型理论进行专题分析，演示如何应用这种方法，旨在提高年轻人，其照料者和专业人员的激进化意识。本文是具有开创性和国际意义的文章，是第一个将信息科学的学习应用于实践，以进一步推进围绕英国和其他司法管辖区的反激进主义和极端主义的政策目标。