Session Information
09 SES 01 B, Assessment in Higher Education (Part 1)
Paper Session
Contribution
In nowadays educative environment, informational competences acquire a special relevance as a group of essential skills for the 21st Century citizen (Area Moreira, 2001). Most of the authors taken into account in this field (Andretta, 2007; Koltay, 2009; Pinto et al., 2008; Wen, 2008), allude to the classical definition of the American Library Association (ALA) (1989), that is to say, «Recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information». In this definition, reference is made to a series of theoretical dimensions of informational competence (correctly locate, assess and process information). In fact, most of the definitions on informational competence l[1] do include this taxonomy. For example, The Vice-Chancellor Conference of Spanish Universities (CRUE), together with the University Libraries Network (REBIUN), put forward a more updated definition, which also suits our research in a higher degree (2009). A division of informational competences in four different groups is proposed, groups which do correspond with the empirical work and basic theoretical dimensions of informational competence: search the information required, analyze and select the information in an adequate way, organize information in a suitable way, and use and communicate information in an efficient, legal, and ethical way, in order to build knowledge.
The necessity to design diagnostic instruments to verify and measure this reality more specifically is obvious. In this sense, he research group “Grupo de Evaluación Educativa y Orientación” (Ge2O), immerse in the project I+D+i: “Key Competences Assessment and Secondary Education Teacher Training, and school coexistence (EF-TALCO)”[2],has carried out a research to adapt a scale on self-perceived informational competences to its development.
The original instrument (IL-HUMASS Survey on Information Literacy in Higher Education) is a questionnaire developed by an international group of experts on Information Sciences, with the aim of discovering the main concepts, categories and dimensions which are affected by informational competence in the environment of Social Sciences and Humanities at the university (Pinto, 2009). Its final version was developed departing from a case study, based on experts’ opinions, and a final questionnaire which emerges after a depuration process developed from six working groups: university students’ opinion, structured interviews to library staff, academic reports, international programs in the field of informational competences, principles on a good practice and information that, in this respect, is contained in the “Libros Blancos”. The final version has 26 items, arranged in 4 different dimensions: search, selection, processing and communication of information.
[1] The concept Informational Literacy (ALFIN), is generically used in the field of Informational Sciences and Library Sciences , to refer to the group of competences that have to do with the handle and management of information and knowledge in the Information Society.
[2] National Poject I+D+i, 2009: “Key competences assessment and secondary school teacher training: ICTs, ALFIN Y School coexistence (EF-TALCO)”. Ref.: EDU2009-08753.
Method
Expected Outcomes
References
Alemany, C. (2003). 14 Aprendizajes Vitales. Bilbao: Desclée De Brouwer. American Library Association. (1989). American Library Association Presidential Committee on Information Literacy : final report. Chicago: American Library Association. Andretta, S. (2007). Phenomenography: a conceptual framework for information literacy education. Aslib Proceedings, 59(2), 152-168. Area Moreira, M. (2001). Educar en la sociedad de la información. Bilbao: Desclée de Brouwer. Arnal, J. (1992). Investigación Educativa: Fundamentos Y Metodologías. Labor universitaria (1º ed.). Barcelona: Labor. Bauman, Z. (2007). Los Retos De La Educación En La Modernidad Líquida. Pedagogía social.txt. Barcelona: Gedisa. Cabero Almenara, J., & Alonso García, C. M. (2007). Nuevas Tecnologías Aplicadas a La Educación /Coordinador, Julio Cabero Almenara ; Coautores, Catalina M. Alonso García ... [et Al.]. Madrid [etc.]: McGraw Hill. Cohen, D., & McCuaig, W. (2008). Three Lectures on Post-Industrial Society. MIT Press. CRUE-TIC, & REBIUN. (2009). Competencias informáticas e informacionales en los estudios de grado. Recuperado a partir de http://crue-tic.uji.es/index.php?option=com_remository&Itemid=28&func=startdown&id=226 Koltay, T. (2009). Abstracting: information literacy on a professional level. Journal of Documentation, 65(5), 841-855. Majó i Cruzate, J., & Marqués, P. (2002). La revolución educativa en la era Internet (1º ed.). Barcelona: CissPraxis. Morales Vallejo, P. (2003). Construcción de escalas de actitudes tipo likert : una guía práctica. Madrid: Editorial La Muralla. Organización Internacional del Trabajo. (2003). Aprender y formarse para trabajar en la sociedad del conocimiento - Indice. Recuperado Febrero 2, 2010, a partir de http://www.oit.org/public/spanish/employment/skills/hrdr/report/rep_toc.htm Pablos Pons, J. D. (2010). Universidad y sociedad del conocimiento. Las competencias infomacionales y digitales. Revista de Universidad y Sociedad del Conocimiento, 7(2), 6-16. Pinto, M. (2009). Design of the IL-HUMASS survey on information literacy in higher education: A self-assessment approach. Journal of Information Science, 36(1), 86-103. Pinto, M., Sales, D., & Osorio, P. (2008). Biblioteca universitaria, CRAI y alfabetización informacional. Gijón Asturias: Ediciones Trea.
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