Cómo perciben las competencias informacionales los estudiantes universitarios españolesun estudio de caso

  1. María Pinto
  2. David Guerrero-Quesada
Revista:
Investigación bibliotecológica

ISSN: 2448-8321 0187-358X

Año de publicación: 2017

Volumen: 31

Número: 73

Páginas: 213-236

Tipo: Artículo

DOI: 10.22201/IIBI.24488321XE.2017.73.57854 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Investigación bibliotecológica

Resumen

Resumen El estudio se centra en un diagnóstico de las competencias informacionales basado en la percepción por parte de los estudiantes de la Universidad de Granada de las cinco ramas del conocimiento (Artes y Humanidades, Ciencias, Ciencias de la Salud, Ciencias Sociales y Jurídicas, e Ingeniería y Arquitectura). Se emplea una metodología cuantitativa apoyada en la encuesta validada IL-HUMASS. Los resultados destacan la importancia que para estos estudiantes tienen las competencias informacionales así como las lagunas de formación que perciben tener en la adquisición de ciertas habilidades, especialmente de aquellas relacionadas con el tratamiento y la comunicación de información; las notables diferencias en actitud y comportamiento informacional entre los estudiantes de los distintos grados, tanto a nivel de autoeficacia percibida como en cuanto a los hábitos de aprendizaje de dichas competencias.

Referencias bibliográficas

  • Alvermann, D., Swafford, J., Montero, M.. (2004). Content area literacy instruction for the elementary grades. Pearson Education. Upper Saddle River, NJ.
  • Arum, R.. (2011). Academically Adrift: Limited Learning on College Campuses. University of Chicago Press. Chicago.
  • Baildon, R., Baildon, M.. (2008). Guiding Independence: Developing a Research Tool for Support Student Decision Making. Selecting Online Information Sources. The Reading Teacher. 61. 636
  • Blevens, C. L.. (2012). Catching up with information literacy assessment: Resources for program evaluation. College & Research Libraries News. 73. 202
  • Borreson, J., Salaway, G.. (2008). The ECAR study of undergraduate students and information technology.
  • Bruce, C.. (1997). Seven Faces of Information Literacy. Auslib Press. Adelaide.
  • Bundy, A.. (2004). Australian and New Zealand Information Literacy Framework: principles, standards and practice. Australian and New Zealand Institute for Information Literacy. Adelaida.
  • Cameron, L., Feind, R.. (2001). An Online Competency Test for Information Literacy: Development, Implementation, and Results. ACRL Tenth National Conference. Denver, Colorado. March 15-18, 2001.
  • Cameron, L., Wise, S., Lottridge, S.. (2007). The Development and Validation of the Information Literacy Test. College and Research Libraries. 68. 229
  • Catts, R.. (2005). Information Skills Survey Technical Manual. CAUL. Canberra.
  • Comas, R., Sureda, J., Pastor, M., Morey, M.. (2011). La búsqueda de información con fines académicos entre el alumnado universitari. ". Revista Española de Documentación Científica. 34. 44-64
  • Demiralay, R., Karadeniz, S.. (2010). The Effect of Use of Information and Communication Technologies on Elementary Student Teachers' Perceived Information Literacy Self-Efficacy. Kuram ve Uygulamda Egitim Bilimleri. 10. 841
  • (2008). iSkills Assessment.
  • ENIL (European Network on Information Literacy).
  • Goebel, N., Knoch, J., Thomson, M. E., Willson, R., Sharun, S.. (2013). Making assessment less scary: Academic libraries collaborate on an information literacy assessment model. College & Research Libraries News. 74. 28-31
  • González, J., Wagenaar, R.. (2003). Tuning Educational Structures in Europe: Informe Final. Fase uno. Universidad de Deusto y Universidad de Groningen. Bilbao.
  • Gross, M., Latham, D.. (2009). Undergraduate perceptions of information literacy: defining, attaining, and self-assessing skills. College & Research Libraries. 70. 336
  • Head, A. J.. (2008). Information Literacy from the Trenches: How Do Humanities and Social Science Majors Conduct Academic Research?. College & Research Libraries. 69. 427
  • Head, A. J., Eisenberg, M. B.. (2010). The Information School. University of Washington. Washington.
  • Ianuzzi, P.. (1999). We Are Teaching, but Are They Learning: Accountability, Productivity and Assessment. The Journal of Academic Librarianship. 25. 304
  • Katz, I.. (2007). TS Research finds college students fall short in demonstrating ICT literacy: National Police Council to create national standards [Educational Testing Service]. College & Research Libraries News. 68. 35
  • Kuh, G., Gonyea, R.. (2003). The Role of the Academic Library in Promoting Student Engagement in Learning. College & Research Libraries. 64. 269
  • Kuiper, E., Volman, M., Terwel, J.. (2005). The Web as an Information Resource in K-12 Education: Strategies for Supporting Students in Searching and Processing Information. Review of Educational Research. 75. 285-328
  • Larkin, J. E., Pines, H. A.. (2005). Developing Information Literacy and Research Skills in Introductory Psychology: A Case Study. The Journal of Academic Librarianship. 31. 40
  • Leichner, N., Peter, J., Mayer, A-K., Krampen, G.. (2014). Assessing information literacy programmes using information search tasks. Journal of Information Literacy. 8. 3-20
  • Leu, D., Kinzer, C.. (2005). The convergence of literacy instruction with net-worked technologies for information and communication. Reading Research Quarterly. 35. 108
  • Malhotra, N.. (2004). Marketing Research: an Applied Orientation. 4. Prentice Hall. New Jersey.
  • Mark, A., Boruff-Jones, P.. (2003). Information Literacy and Student Engagement: What the National Survey of Student Engagement Reveals about your Campus. College & Research Libraries. 4. 480
  • Markless, S., Streatfield, D.. (2007). Change and Challenge: Information Literacy for the 21st Century. Auslib Press. Adelaide.
  • Monroe-Gulick, A., Petr, J.. (2012). Incoming graduate students in the social sciences: How much do they really know about library research?. Portal. 12. 315
  • Oakleaf, M., Kaske, N.. (2009). Guiding Questions for Assessing Information Literacy in Higher Education. Portal: Libraries and the Academy. 9. 273
  • Pinto, M.. (2010). Design of the IL-HUMASS Survey on Information Literacy in Higher Education: a self-assessment approach. Journal of Information Science. 36. 86-103
  • Pinto, M.. (2011). An Approach to the Internal Facet of Information Literacy using the IL-HUMASS Survey. Journal of Academic Library. 37. 145
  • Pinto, M.. (2012). Information Literacy Perceptions and Behavior among History Students. Aslib Proceedings. 64. 304
  • Pinto, M., Sales, D.. (2007). A Research Case Study for User-Centered Information Literacy Instruction: Information Behavior of Translation Trainees. Journal of Information Science. 33. 531
  • Pinto, M., Sales, D.. (2008). INFOLITRANS: A Model for the Development of Information Competence for Translator. Journal of Documentation. 64. 413
  • Pinto, M., Fernández-Ramos, A., Sánchez, G., Meneses, G.. (2013). Information Competence of Doctoral Students in Information Science in Spain and Latin America: A Self-assessment. Journal of Academic Librarianship. 39. 144
  • Pinto, M., Gómez-Hernández, J., Puertas, S., Guerrero, D., Granell, X., Gómez, C., Palomares, R., Cuevas, A.. (2013). Designing and Implementing Web-Based Tools to Assess Information Competences of Social Science Students at Spanish Universities. Communications in Computer and Information Science. 397. 443
  • Rumsey, S.. (2008). How to Find Information. McGraw Hill. Oxford.
  • Project Sails (Standardized Assessment of Information Literacy Skills).
  • Sonntag, G.. (2008). Los Resultados de los Programas de Alfabetización Informacio-nal: la Evaluación. Brecha Digital y Nuevas Alfabetizaciones. El Papel de las Bibliotecas.
  • Webber, S., Johnston, B.. (2006). Information Literacy: recognizing the need. Chandos. Oxford.
  • Webber, S., Boon, S., Johnston, B.. (2005). A Comparison of UK Academics' Conceptions of Information Literacy in Two Disciplines: English and Marketing. Library & Information Research. 29. 4-15
  • Weiler, A.. (2005). Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking and Learning Theory. Journal of Academic Librarianship. 31. 46-53