Desarrollo de competencias informacionales en la educación superior.
DEVELOPMENT OF INFORMATION COMPETENCIES IN HIGHER EDUCATION
DOI:
https://doi.org/10.33936/rehuso.v6iEspecial.3794Keywords:
Alfabetización informacional; competencias informacionales; evaluación; formación de usuarios; educación superior.Abstract
La alfabetización informacional se impulsa como un componente esencial de conocimientos para la formación en la educación superior, por tanto, desde los primeros niveles se deben alcanzar en cierta medida competencias informacionales para el desempeño óptimo de sus actividades de formación. El objetivo de este trabajo es identificar cualidades asociadas con el desarrollo de competencias informacionales y su vínculo con los programas de formación de usuarios. Para ello se realizó una investigación documentada de tipo no experimental, mediante una revisión de la literatura organizada en: preguntas de investigación; criterios de inclusión y exclusión; estrategias de búsqueda y términos base; construcción y selección de la cadena de búsqueda; proceso de selección y depuración de referencias; selección de estudios primarios; y extracción de datos, centrada en la caracterización de las competencias informacionales, sus formas de medición y su relación con los resultados de programas de formación. En consecuencia, las contribuciones provienen de las bases de datos Scopus, ERIC, WOS y Springer, de los que se obtiene un conjunto de elementos agrupados en: búsqueda de información, la evaluación de la información, preparación de la información en procesos específicos, aspectos éticos y formas de compartir la información. En conclusión, las cualidades más importantes son: la claridad de las necesidades de información, la búsqueda y selección adecuada de fuentes de información, las estrategias aplicadas para la búsqueda de información, el análisis y pensamiento crítico centrado en la evaluación de la información, con el objetivo de comprender, interpretar y sintetizar la información de la literatura preexistente.
Downloads
Download data is not yet available.
References
Angell, K., & Tewell, E. (2017). Teaching and un-teaching source evaluation: Questioning authority in information literacy instruction. Communications in Information Literacy, 11(1), 95-121. Recuperado de https://files.eric.ed.gov/fulltext/EJ1148847.pdf
Birkett, M., & Hughes, A. (2013). A Collaborative Project to Integrate Information Literacy Skills into an Undergraduate Psychology Course. Psychology Learning & Teaching, 12(1), 96-100. doi: 10.2304/plat.2013.12.1.96
Carr, S., Irredell, H., Newton-Smith, C., & Clark, C. (2011). Evaluation of information literacy skill development in first year medical students. Australian Academic & Research Libraries, 42(2), 136-148. Recuperado de https://www.tandfonline.com/doi/abs/10.1080/00048623.2011.10722219
Carvajal, B., Colunga, S., & Montejo, M. (2013). Competencias informacionales en la formación del profesional. Humanidades Médicas, 13(2), 526-545. Recuperado de http://scielo.sld.cu/pdf/hmc/v13n2/hmc13213.pdf
Crist, C., Duncan, S., & Bianchi, L. (2017). Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy, Critical Thinking, and Communication Skills. Journal of food science education, 16(3), 81-91. Recuperado de https://onlinelibrary.wiley.com/doi/full/10.1111/1541-4329.12111
Faix, A., & Fyn, A. (2020). Framing Fake News: Misinformation and the ACRL Framework. Portal: Libraries and the Academy, 20(3), 495–508. Recuperado de https://muse.jhu.edu/article/759689
García, C., Argelagós, E., & Privado, J. (2021). Assessment of higher education students’ information problem-solving skills in educational sciences. Information Development, 37(3), 359-375. doi: 10.1177%2F0266666920976189
Gómez, J. (2010). University Libraries and the Development of Lecturers' and Students' information Competencies. Lecturer in Library Science, 7(2), 39-49. Recuperado de https://rusc.uoc.edu/rusc/ca/index.php/rusc/article/download/v7n2-gomez/980-1022-1-PB.pdf
Han, J., & Schuurmans-Stekhoven, J. (2017). Enhancement of higher degree candidates’ research literacy: a pilot study of international students. The Asia-Pacific Education Researcher, 26(1-2), 31-41. Recuperado de https://link.springer.com/article/10.1007%2Fs40299-016-0324-z
Hernández, C. (2010). A Plan for Information Competency Training via Virtual Classrooms: Analysis of an Experience Involving University Students. International Journal of Educational Technology in Higher Education, 7(2), 48-59. Recuperado de https://rusc.uoc.edu/rusc/ca/index.php/rusc/article/view/v7n2-hernandez.html
Klomsri, T., & Tedre, M. (2016). Poor Information Literacy Skills and Practices as Barriers to Academic Performance: A Mixed Methods Study of the University of Dar es Salaam. Reference & User Services Quarterly, 55(4), 293-305. Recuperado de https://www.jstor.org/stable/refuseserq.55.4.293
Li, Y., Chen, Y., & Wang, Q. (2021). Evolution andfdifusion offinformation literacy topics. Scientometrics, 126(5), 4195–4224. doi: 10.1007/s11192-021-03925-y
Lowe, M., Maxson, B., Stone, S., Miller, W., Snajdr, E., & Hanna, K. (2017). The Boolean is dead, long live the Boolean! Natural language versus boolean searching in introductory undergraduate instruction. College & Research Libraries, 79(4), 517-534. Recuperado de https://crl.acrl.org/index.php/crl/article/view/16729
Marques, M., Matta, M., & Bacellar, D. (2019). Training program in information literacy: cooperation networks between the subjects that work in spaces of information, education and culture. Revista Ibero-americana de Ciência da Informação; 493-514, 24(2), 514-493. Recuperado de https://periodicos.unb.br/index.php/RICI/article/view/22032/21352
Marzal, M. (2010). Evaluation of information literacy programmes in higher education: strategies and tools. International Journal of Educational Technology in Higher Education, 7(2), 26-36. Recuperado de https://link.springer.com/article/10.7238/rusc.v7i2.979
Mears-Delgado, B., & Marzal, M. (2018). Evalfin: un modelo de evaluación de alfabetización informacional para instituciones de educación superior. El profesional de la información, 27(4), 879-890. doi: 10.3145/epi.2018.jul.16
Mendoza, J., Pamatmat, F., & Daran, A. (2020). Employing big6 process for the development of information literacy among college students. International Journal of Scientific and Technology Research, 9(3),, 901-905. Recuperado de https://www.ijstr.org/final-print/mar2020/Employing-Big6-Process-For-The-Development-Of-Information-Literacy-Among-College-Students.pdf
Nierenberg, E., Lag, T., & Dahl, T. (2021). Knowing and doing: The development of information literacy measures to assess knowledge and practice. Journal of Information Literacy, 15(2), 78-123. doi: 10.11645/15.2.2795
Peled, Y. (2021). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879–2896. doi: 10.1007/s10639-020-10387-x
Pieterse, E., Greenberg, R., & Santo, Z. (2018). A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College. Communications in Information Literacy, 12 (2), 107-127. doi: 10.15760/comminfolit.2018.12.2.4WEB
Pinto, M., Fernández, R., Caballero-Mariscal, D., & Sales, D. (2020). Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy. Scientometrics, 124, 1479-1510. Recuperado de https://link.springer.com/content/pdf/10.1007/s11192-020-03523-4.pdf
Pinto, M., Fernández, R., Gómez, J., Cuevas, A., Granell, X., Puertas, S., . . . Palomares, R. (2016). Attitudes toward Information Competency of University Students in Social Sciences. portal: Libraries and the Academy 16(4), 737-761. Recuperado de https://muse.jhu.edu/article/632343
Rapchak, M., Lewis, L., Motyka, J., & Balmert, M. (2015). Information Literacy and Adult Learners. Adult Learning, 26(4), 135-142. Recuperado de https://journals.sagepub.com/doi/abs/10.1177/1045159515594155
Roberts, L. (2017). Research in the real world: Improving adult learners web search and evaluation skills through motivational design and problem-based learning. College & Research Libraries, 78(4), 527-551. Recuperado de https://crl.acrl.org/index.php/crl/article/view/16644
Shana, Z., & Ishtaiwa, F. (2013). Information Literacy Skills: Promoting University Access and Success in the United Arab Emirates. Journal of Education and Learning, 2(2), 179-189. Recuperado de https://eric.ed.gov/?id=EJ1078395
Taylor, A., & Dalal, H. (2017). Gender and information literacy: Evaluation of gender differences in a student survey of information sources. College & Research Libraries, 78(1), 90-113. Recuperado de https://crl.acrl.org/index.php/crl/article/view/16570
Tiscareño, M., & Cortés, J. (2014). Competencias informacionales de estudiantes universitarios: una responsabilidad compartida. Una revisión de la literatura en países latinoamericanos de habla hispana. Revista Interamericana de Bibliotecología, 37(2), 117-126. Recuperado de https://revistas.udea.edu.co/index.php/RIB/article/view/19352
Tiscareño, M., Tarango, J., & Cortés, J. (2015). Desarrollo de competencias informacionales en universidades hispanoamericanas: fundamentos teóricos para un modelo integral de evaluación. E-Ciencias de la Información, 6(1), 46-77. Recuperado de https://revistas.ucr.ac.cr/index.php/eciencias/article/view/21826
Twomey, B. (2015). Authentic Assessments: Praxis for the Distance Librarian. Journal of Library & Information Services in Distance Learning, 9(1-2), 170-178. Recuperado de https://www.tandfonline.com/doi/abs/10.1080/1533290X.2014.946356
Weber, H., Becker, D., & Hillmert, S. (2019). Information-seeking behaviour and academic success in higher education: Which search strategies matter for grade differences among university students and how does this relevance differ by field of study? Higher Education, 77(4), 657-678. Recuperado de https://link.springer.com/article/10.1007/s10734-018-0296-4
Birkett, M., & Hughes, A. (2013). A Collaborative Project to Integrate Information Literacy Skills into an Undergraduate Psychology Course. Psychology Learning & Teaching, 12(1), 96-100. doi: 10.2304/plat.2013.12.1.96
Carr, S., Irredell, H., Newton-Smith, C., & Clark, C. (2011). Evaluation of information literacy skill development in first year medical students. Australian Academic & Research Libraries, 42(2), 136-148. Recuperado de https://www.tandfonline.com/doi/abs/10.1080/00048623.2011.10722219
Carvajal, B., Colunga, S., & Montejo, M. (2013). Competencias informacionales en la formación del profesional. Humanidades Médicas, 13(2), 526-545. Recuperado de http://scielo.sld.cu/pdf/hmc/v13n2/hmc13213.pdf
Crist, C., Duncan, S., & Bianchi, L. (2017). Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy, Critical Thinking, and Communication Skills. Journal of food science education, 16(3), 81-91. Recuperado de https://onlinelibrary.wiley.com/doi/full/10.1111/1541-4329.12111
Faix, A., & Fyn, A. (2020). Framing Fake News: Misinformation and the ACRL Framework. Portal: Libraries and the Academy, 20(3), 495–508. Recuperado de https://muse.jhu.edu/article/759689
García, C., Argelagós, E., & Privado, J. (2021). Assessment of higher education students’ information problem-solving skills in educational sciences. Information Development, 37(3), 359-375. doi: 10.1177%2F0266666920976189
Gómez, J. (2010). University Libraries and the Development of Lecturers' and Students' information Competencies. Lecturer in Library Science, 7(2), 39-49. Recuperado de https://rusc.uoc.edu/rusc/ca/index.php/rusc/article/download/v7n2-gomez/980-1022-1-PB.pdf
Han, J., & Schuurmans-Stekhoven, J. (2017). Enhancement of higher degree candidates’ research literacy: a pilot study of international students. The Asia-Pacific Education Researcher, 26(1-2), 31-41. Recuperado de https://link.springer.com/article/10.1007%2Fs40299-016-0324-z
Hernández, C. (2010). A Plan for Information Competency Training via Virtual Classrooms: Analysis of an Experience Involving University Students. International Journal of Educational Technology in Higher Education, 7(2), 48-59. Recuperado de https://rusc.uoc.edu/rusc/ca/index.php/rusc/article/view/v7n2-hernandez.html
Klomsri, T., & Tedre, M. (2016). Poor Information Literacy Skills and Practices as Barriers to Academic Performance: A Mixed Methods Study of the University of Dar es Salaam. Reference & User Services Quarterly, 55(4), 293-305. Recuperado de https://www.jstor.org/stable/refuseserq.55.4.293
Li, Y., Chen, Y., & Wang, Q. (2021). Evolution andfdifusion offinformation literacy topics. Scientometrics, 126(5), 4195–4224. doi: 10.1007/s11192-021-03925-y
Lowe, M., Maxson, B., Stone, S., Miller, W., Snajdr, E., & Hanna, K. (2017). The Boolean is dead, long live the Boolean! Natural language versus boolean searching in introductory undergraduate instruction. College & Research Libraries, 79(4), 517-534. Recuperado de https://crl.acrl.org/index.php/crl/article/view/16729
Marques, M., Matta, M., & Bacellar, D. (2019). Training program in information literacy: cooperation networks between the subjects that work in spaces of information, education and culture. Revista Ibero-americana de Ciência da Informação; 493-514, 24(2), 514-493. Recuperado de https://periodicos.unb.br/index.php/RICI/article/view/22032/21352
Marzal, M. (2010). Evaluation of information literacy programmes in higher education: strategies and tools. International Journal of Educational Technology in Higher Education, 7(2), 26-36. Recuperado de https://link.springer.com/article/10.7238/rusc.v7i2.979
Mears-Delgado, B., & Marzal, M. (2018). Evalfin: un modelo de evaluación de alfabetización informacional para instituciones de educación superior. El profesional de la información, 27(4), 879-890. doi: 10.3145/epi.2018.jul.16
Mendoza, J., Pamatmat, F., & Daran, A. (2020). Employing big6 process for the development of information literacy among college students. International Journal of Scientific and Technology Research, 9(3),, 901-905. Recuperado de https://www.ijstr.org/final-print/mar2020/Employing-Big6-Process-For-The-Development-Of-Information-Literacy-Among-College-Students.pdf
Nierenberg, E., Lag, T., & Dahl, T. (2021). Knowing and doing: The development of information literacy measures to assess knowledge and practice. Journal of Information Literacy, 15(2), 78-123. doi: 10.11645/15.2.2795
Peled, Y. (2021). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879–2896. doi: 10.1007/s10639-020-10387-x
Pieterse, E., Greenberg, R., & Santo, Z. (2018). A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College. Communications in Information Literacy, 12 (2), 107-127. doi: 10.15760/comminfolit.2018.12.2.4WEB
Pinto, M., Fernández, R., Caballero-Mariscal, D., & Sales, D. (2020). Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy. Scientometrics, 124, 1479-1510. Recuperado de https://link.springer.com/content/pdf/10.1007/s11192-020-03523-4.pdf
Pinto, M., Fernández, R., Gómez, J., Cuevas, A., Granell, X., Puertas, S., . . . Palomares, R. (2016). Attitudes toward Information Competency of University Students in Social Sciences. portal: Libraries and the Academy 16(4), 737-761. Recuperado de https://muse.jhu.edu/article/632343
Rapchak, M., Lewis, L., Motyka, J., & Balmert, M. (2015). Information Literacy and Adult Learners. Adult Learning, 26(4), 135-142. Recuperado de https://journals.sagepub.com/doi/abs/10.1177/1045159515594155
Roberts, L. (2017). Research in the real world: Improving adult learners web search and evaluation skills through motivational design and problem-based learning. College & Research Libraries, 78(4), 527-551. Recuperado de https://crl.acrl.org/index.php/crl/article/view/16644
Shana, Z., & Ishtaiwa, F. (2013). Information Literacy Skills: Promoting University Access and Success in the United Arab Emirates. Journal of Education and Learning, 2(2), 179-189. Recuperado de https://eric.ed.gov/?id=EJ1078395
Taylor, A., & Dalal, H. (2017). Gender and information literacy: Evaluation of gender differences in a student survey of information sources. College & Research Libraries, 78(1), 90-113. Recuperado de https://crl.acrl.org/index.php/crl/article/view/16570
Tiscareño, M., & Cortés, J. (2014). Competencias informacionales de estudiantes universitarios: una responsabilidad compartida. Una revisión de la literatura en países latinoamericanos de habla hispana. Revista Interamericana de Bibliotecología, 37(2), 117-126. Recuperado de https://revistas.udea.edu.co/index.php/RIB/article/view/19352
Tiscareño, M., Tarango, J., & Cortés, J. (2015). Desarrollo de competencias informacionales en universidades hispanoamericanas: fundamentos teóricos para un modelo integral de evaluación. E-Ciencias de la Información, 6(1), 46-77. Recuperado de https://revistas.ucr.ac.cr/index.php/eciencias/article/view/21826
Twomey, B. (2015). Authentic Assessments: Praxis for the Distance Librarian. Journal of Library & Information Services in Distance Learning, 9(1-2), 170-178. Recuperado de https://www.tandfonline.com/doi/abs/10.1080/1533290X.2014.946356
Weber, H., Becker, D., & Hillmert, S. (2019). Information-seeking behaviour and academic success in higher education: Which search strategies matter for grade differences among university students and how does this relevance differ by field of study? Higher Education, 77(4), 657-678. Recuperado de https://link.springer.com/article/10.1007/s10734-018-0296-4
Downloads
Published
2021-08-25
Issue
Section
Articles
License
Copyright (c) 2021 Gema María Cedeño Palacios, Juan Carlos Morales Intriago, Iván Gasendy Arteaga Pita
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
