Session Information
16 SES 04 A, Digital Literacy
Paper Session
Contribution
The development of Information and Communication Technologies (ICTs), together with their application to research on educational areas are factors which contribute to the promotion of a new educative model constructed on literacy-based competences and skills, and which sets technologies as essential tools for a life long learning process (UNESCO; 2005). This is the framework where we can insert the research that we are currently carrying out, funded by the research Program I+D+I of the Spanish Ministry of Education, and where we are developing a diagnostic assessment of informational literacy competence in students between 14 and 16 years (Secondary Education). One of the main aspects in knowledge generation and acquisition is the capacity to use information extracted from documents and electronic resources, available in informational networks in a correct way. Somebody who is informationally literate knows how and when does s/he need information, where to find it, how to assess it and how to communicate it in an ethical, efficient and effective manner. In nowadays’ society, the necessity to improve student’s informational skills learning process is a fundamental educational task (Doyle, 1994; Bruce, 1997 y Owusu-Ansah, 2005). To define Transversal Competences related to informational literacy is not an easy task, but at the same time it is an absolutely necessary departure point and the reason why different institutions and library associations have set ALFIN rules which establish the minimum knowledge for an informationally literate person to possess. These rules are displayed in level of achievement indicators, that is to say, what people have to learn and what are the outcomes expected from that learning process; to get information about the factual acquisition of what was initially planned (e.g. In the United Kingdom The Society of College, National & University Libraries, SCONUL, 1999; in EEUU, The Association of College and Research Libraries, ALA/ACRL, 2004). From an educative point of view (Benito 2008), the proposal is to boost good practices of educative models designed to learn, both in formal educational environments and non-formal spaces (e.g. libraries), from a triple perspective: - Cognitive, for the student to create a critical opinion to question reasoning, interrogate oneself and look for answers, acquiring useful strategies to handle information, to plan and supervise their own intellectual performance. - Emotional, for the student to develop attitudes and habits that maintain and promote their desire to learn once they have finished their educational period. - Ethical, for the student to understand the problems associated to the abusive use of computing technologies, (plagiarism or intellectual property) and therefore to become conscious of the dangers that these new communication techniques through internet can entail. Measurement and assessment of informational literacy has been dealt with in different research studies, such as Maughan, 2001. In literature available nowadays we can find a series of models to assess informational literacy, some conceived from libraries, such as the ones put forward by Griffiths, IQ and Stakeholder et al., integrated in the different education systems, and which are basically grounded on the development of questionnaire-type instruments.
Method
Expected Outcomes
References
ALA/ACRL (2004): Information Literacy Competency Standards for Higher Education. American Library Association. . Available at http://www.ala.org/ala/acrl/acrlstandards/standards.pdf .Retrieved on May 16th, 2007. Benito, F. (2008). Desarrollo de la alfabetización informacional en la educación obligatoria. En Brecha digital y nuevas alfabetizaciones. El papel de la biblioteca. (págs. 149-161). Madrid: Universidad Complutense de Madrid. Bruce, C. 1997. Seven Faces of Information Literacy. Adelaide, Auslib Press. Doyle, C. (1994). Information Literacy in an Information Society: A Concept for the Information Age. New York, ERIC Clearinghouse on Information Resources. Maughan, P.D. (2001) Assessing information literacy among undergraduates: a discussion of the literature and the University of California-Berkeley assessment experience. College and Research Libraries; 62 (1), p. 71-85 Owusu-Ansah, E.K. (2005) Debating definitions of information literacy: enough is enough! Library Review 54, 366-374. SCONUL Society of College, National and University Libraries (1999), Information Skills in Higher Education: A SCONUL Position Paper. Available online from http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html UNESCO .“The Alexandria Proclamation on Information Literacy and Lifelong Learning” (2005), en High Level Colloquium on Information Literacy and Lifelong Learning held at the Bibliotheca Alexandrina on 6-9 November 2005, National Forum on Information Literacy, http://www.ifla.org/III/wsis/BeaconInfSoc-es.html
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