Universidad
de
Salamanca
Facultad
de Traducción y
Documentación Biblioteca Web
Alfabetizacion
informacionalInfoDoc
febrero de 2005
CONCEPTO:
ALFABETIZACION INFORMACIONAL O DIGITAL (“information literacy”)
Entendemos la alfabetización informacional en dos sentidos: desde el
punto de vista de los usuarios es el dominio de una serie de
competencias o habilidades para obtener, evaluar, usar y comunicar la
información a través de medios convencionales y electrónicos. Desde el
punto de vista de las instituciones educativas y documentales es el
servicio y las actividades para lograr la enseñanza-aprendizaje de
esas destrezas
José
A. Gómez Hernández, Univ. de Murcia ; Félix Benito Morales." De la
formación de usuarios a la alfabetización
informacional:
propuestas para enseñar las habilidades de información"
1.
Abbott, W. and Peach,
D., "Building info-skills by degrees: embedding information
literacy in university study". IATUL Proceedings,
Vol. 10, 2000.
Descriptores
: Universidades/Australia/Formación de
usuarios/Bibliotecas universitarias/Alfabetización informacional
Resumen:
Recent media articles, employer feedback and Graduate
Destination Survey data in Australia highlight the importance of
developing student's generic and professional skills such as information
literacy at university. This paper will provide a progress report on a
research project being undertaken at Griffith University that is designed
to improve the employability of new graduates by enhancing their generic
and professional skills. The project entitled Embedding Generic and
Professional Skills in Student Centred Learning will enable students to
develop these capabilities (including information literacy) in a
disciplinary context. At the same time students will be assisted to
develop the skills that are necessary to transfer their generic
capabilities to the workplace context. Texto completo:
http://educate.lib.chalmers.se/IATUL/proceedcontents/qutpap/Abbott_full.html
2.
Abdelaziz Abid,
"Information literacy for lifelong learning".
IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación de usuarios/Fuentes de
información/Alfabetización informacional
Resumen:
Information literacy is concerned with teaching and
learning about the whole range of information sources and formats. To be
'information literate' you need to know why, when, and how to use all of
these tools and think critically about the information they provide.
Texto completo:
http://www.ifla.org/IV/ifla70/papers/116e-Abid.pdf
3.
Abdelaziz Abid,
"UNESCO and the World Summit on the Information
Society". IFLA Council and General Conference, No.
68, 2003.
Descriptores
: Sociedad de la información/Unesco/Alfabetización
informacional
Resumen:
The emergence of the Information Society is a revolution
comparable to the deep transformation of the world engendered by the
invention of the alphabet and the printing press. A new culture is
emerging, based on symbols, codes, models, programs, formal languages,
algorithms, virtual representations, mental landscapes, which imply the
need for a new “information literacy”. Information and knowledge have not
only become the principal forces of social transformation. They also hold
the promise that many of the problems confronting human societies could
be significantly alleviated if only the requisite information and
expertise were systematically and equitably employed and shared. Texto
completo:
http://www.ifla.org/IV/ifla68/papers/150-85be.pdf
4.
Abid, A.,
"UNESCO and the World Summit on the Information
Society". IFLA Council and General Conference, No.
68, 2002.
Descriptores
: Unesco/Sociedad de la información/Organizaciones
internacionales/Alfabetización informacional
Resumen:
The emergence of the Information Society is a
revolution comparable to the deep transformation of the world engendered
by the invention of the alphabet and the printing press. A new culture is
emerging, based on symbols, codes, models, programs, formal languages,
algorithms, virtual representations, mental landscapes, which imply the
need for a new “information literacy”. Information and knowledge have not
only become the principal forces of social transformation. They also hold
the promise that many of the problems confronting human societies could
be significantly alleviated if only the requisite information and
expertise were systematically and equitably employed and shared. Texto
completo:
http://www.ifla.org/IV/ifla68/papers/150-85be.pdf
5.
ACRL IS Research and
Scholarship Committee, "Research agenda for library
instruction and information literacy ". Library &
information science research, Vol. 25, No. 4, 2003, pp.
479-487.
Descriptores
: Formación de usuarios/Investigación/Alfabetización
informacional
Resumen:
Editor's note: The Association for College and Research
Libraries (ACRL) made the following research agenda available in the
February 2003 issue of College & Research Libraries News (Vol. 64,
No. 2, pp. 108113; reprinted with permission). Although this agenda has
already been published, we believe it still merits reprinting, especially
within the pages of an internationally focused research journal. The
questions raised in ACRL's agenda indeed do deserve investigation, and
the results of those investigations should appear in the scholarly
literature. We encourage anyone who addresses those questions to first
examine Developing Research & Communication Skills: Guidelines for
Information Literacy in the Curriculum (Philadelphia, PA: Middle States
Commission on Higher Education, 2003). This important report links
information literacy with assessment and demonstrates the importance of
that topic to an educational accreditation body. Furthermore, that
linkage adds to (and rounds out) the research agenda. Clearly,
information literacy as defined in that report is a topic of interest to
anyone in educationhigher education or other. Texto completo sólo USAL:
http://www.sciencedirect.com/science/journal/07408188
6.
Alan Bubdie, A.,
"El marco para la alfabetización informacional en Australia y
Nueva Zelanda. Principios, normas y práctica". Congreso
internacional de AEDEAN, No. 27, 2003, pp. 109-120.
Descriptores
: Alfabetización informacional/Normas/Australia
Resumen:
Con el fin de reflejar la forma en que profesores y
bibliotecarios han utilizado la primera edición. Se incorporan cambios
desarrollados durante un taller de trabajo en Sydney en enero de 2003.
Antes del taller se recibieron aportaciones de bibliotecarios de
bibliotecas universitarias, especializadas y otras de Australia y Nueva
Zelanda. Más de cincuenta profesores y bibliotecarios que habían
trabajado con la primera edición aportaron sus experiencias. Dos grupos
reducidos trabajaron en cada norma y las ideas desarrolladas. Un
nuevo grupo evaluó los materiales, y un panel representativo del taller
volvió a revisar la penúltima versión. Esta edición es, por tanto,
consistente con la primera, pero beneficiándose de las aportaciones
basadas en la experiencia tras su utilización y en el largo proceso de
revisión por colegas. Habida cuenta del cuidado con que se ha llevado a
cabo el proceso de revisión de las normas, puede estar justificado el
aumento de confianza en su uso, especialmente dentro del sector de la
educación terciaria
7.
Andrés Rodríguez, G.,
"La informática en la enseñanza ". Quaderns
Digitals, No. 9.
Descriptores
: Tecnologías de la
información/Enseñanza/Comunicaciones/Alfabetización informacional
Resumen:
La información ocupa un lugar central en la sociedad de
hoy. Esto fundamenta su presencia en la base de todos los conocimientos
vinculados con el campo educativo. Las nuevas tecnologías de la
información y la comunicación plantean necesariamente una oportunidad y
una transformación en la organización institucional, en los roles
docentes y en las modalidades de trabajo. El uso de las actuales
tecnologías de la información y la comunicación en la educación muestra
día tras día distintas formas de realizar las tareas y plantea
permanentemente diferentes modos de ver y pensar las cosas. Su aplicación
produce un cambio importante en la manera de escribir, almacenar y
comunicar la información. Este cambio afecta de manera revolucionaria a
la educación y hace pensar en el significado de las transformaciones
culturales que produjo la aparición de la imprenta. Entonces se utilizó
el papel como soporte de la información cambiando una serie de patrones
culturales que afectaron las formas de trabajar, de leer, de vivir y de
comunicar que aún subsisten. Aunque hoy pueda parecer un detalle sin
importancia, uno de los factores de cambio más revolucionario que originó
la imprenta es la posibilidad de que el libro fuera transportable, o sea
que saliera de las bibliotecas y pudiera ser parte de la vida cotidiana
de la gente. Por esto, el mayor impacto de la imprenta fue sobre la
alfabetización: se rompió el carácter elitista de la cultura porque
posibilitó que más gente tuviera acceso a ella. En ese tiempo, la
tecnología de la imprenta impulsó al papel como medio de comunicación del
conocimiento y como soporte principal de la información. Texto completo:
http://www.quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaArticuloIU.visualiza&articulo_id=2
8.
Angulo Marcial, N.,
"Normas de competencia en información". BiD :
Biblioteconomía y Documentació, No. 11, 2003.
Descriptores
: Bibliotecarios/Desarrollo de tareas/Formación
profesional/Normas/Formación de usuarios/Alfabetización
informacional
Resumen:
Se presenta una propuesta de aplicación de la
metodología del enfoque de competencias laborales a la construcción de
las normas técnicas de competencia en el ámbito de la información. Se
repasan, en primer lugar, los conceptos de alfabetización informativa,
competencia y normalización para pasar a proponer, a continuación, una
metodología que permita elaborar normas técnicas de competencia en
información. Se aporta también un ejemplo práctico de aplicación de esta
metodología a una competencia en concreto (la búsqueda de información).
Texto completo:
http://www2.ub.es/bid/consulta_articulos.php?fichero=11angul2.htm
9.
Añorve Guillén, M. A.,
"La biblioteca en la educación, en la formación del gusto lector
y en la 'alfabetización' en el uso de la Biblioteca. Propuesta del México
Revolucionario (1913-1924)". IFLA Council and General
Conference, No. 70, 2004.
Descriptores
: México/Formación de
usuarios/Historia/Latinoamérica/Alfabetización informacional
Resumen:
A pesar de que los ideales de educación y bibliotecas
para toda la población mexicana habían sido defendidos durante el siglo
decimonónico especialmente por los liberales, la concreción de estas
aspiraciones es producto de la Revolución Mexicana de 1910. México entró
al siglo XX con aproximadamente un 80% de población analfabeta, situación
que ya por sí misma impedía que las mayorías pudieran servirse de las
bibliotecas existentes, no obstante que formalmente un buen porcentaje de
éstas habían sido declaradas como públicas. Texto completo:
http://www.ifla.org/IV/ifla70/papers/123s-Guillen.pdf
10.
Asher, C., "Separate
but equal: librarians, academics and information
literacy". AARL Australian Academic & Research
Libraries, Vol. 34, No. 1, 2003 .
Descriptores
: Bibliotecas universitarias/Formación de
usuarios/Alfabetización informacional
Resumen:
Efforts to fit librarians into subject disciplines as
teachers have been a destructive trend in library science. Lifelong
learning was the aim of bibliographic instruction long before the term
'information literacy' was coined. Librarians and academics provide
separate, interdependent instruction, both of which have intrinsic value.
Merging the two professions weakens both. Texto completo en:
http://alia.org.au/publishing/aarl/34.1/full.text/asher.html
11.
Audunson, R. and Nordlie,
R., "Information literacy: the case or non-case of
Norway? ". Library Review , Vol. 52, No. 7, 2003,
pp. 319-325.
Descriptores
: Bibliotecas/Servicios de
Información/Noruega/Formación de usuarios/Alfabetización
informacional
Resumen:
The term 'information literacy' does not have an exact
parallel in the Norwegian language, but information policy strategies as
well as educational reforms are nevertheless preoccupied with the main
elements covered by the term - the ability to find and critically
evaluate information within a learning and ICT-based context. Information
literacy consciousness seems to be highest in colleges and universities.
Information literacy can be regarded as an essential part of education
and learning, of the political goal of promoting social equality and of
industrial and economic innovation and competitive ability. In the first
planning documents dealing with Norway on the information superhighway,
the traditional ideal of equality seemed central. Assignment of
responsibility for policies in this field to the ministry of industry and
trade may have led to the values of equality being somewhat toned down at
the expense of innovation and competitive ability. Texto completo sólo
USAL:
http://ariel.emeraldinsight.com/vl=4877607/cl=20/nw=1/fm=docpdf/rpsv/cw/mcb/00242535/v52n7/s3/p319
12.
Azzato Sordo, M.,
"El escenario de
alfabetización
tecnológico
para el proceso educativo: una filosofia comunicacional en el diseño de
Interfaces. Una experiencia en la Universidad Simón Bolívar
". Congreso
Internacional sobre Retos de la Alfabetización tecnológica en un mundo en
red, Vol. 1, 2000.
Descriptores
:
Enseñanza/Enseñanza a
distancia/Interfaces/Diseño/Universidades/Tecnologías de la
información/Alfabetización informacional
Resumen:
El espacio educativo adquiere nuevos límites con la
invasión de las nuevas tecnologías de la información. El
proceso educativo se ve
afectado por plataformas de aprendizaje multisensoriales que obligan a
rediseñar contenidos instruccionales tradicionales. Los docentes
comienzan a utilizar lenguajes distintos, para que la ola de tecnología
los mantenga en la cresta. Los
esquemas tradicionales luchan por imponerse sin suerte a cantidad de
imágenes en movimiento que comunican y ofrecen una oportunidad
interactiva. Texto completo:
http://168.143.67.65/congreso/ponencias/ponencia-34.pdf
13.
Bainton, T.,
"Aptitudes para el acceso y uso de la información en la enseñanza
superior : la postura de SCONUL". IFLA Council and
General Conference, No. 67, 2001.
Descriptores
: Formación de usuarios/Bibliotecas
universitarias/Alfabetización informacional
Resumen:
Discussions of ‘skills’ in higher education often
conflate ‘information technology’ skills and ‘information skills’. The
second term is broader and more directly related to the aims and
processes of higher education as a ‘knowledge creation’ activity. A clear
distinction should be made between information skills and information
technology skills. Both information skills and information technology
skills are essential parts of a wider concept of information literacy. A
broadly-based definition of information skills in higher education
reflects twin dimensions of the ‘competent student’ and the ‘information
literate’ person. For the development of the information literate person
SCONUL proposes seven sets of skills developing from a basic competence
in library and IT skills. Texto completo:
http://www.ifla.org/IV/ifla67/papers/016-126s.pdf
14.
Bawden, D.,
"Revisión de los conceptos de alfabetización informacional y
alfabetización digital". Anales de Documentación,
Vol. 5, 2002.
Se describen y revisan los conceptos de
Alfabetización Informacional y alfabetización digital, a través del
análisis de la literatura existente. Se examinan asimismo conceptos
relacionados, incluyendo la alfabetización informática, la alfabetización
bibliotecaria, la alfabetización en redes, la de internet y la
hiperafabetización, y se aclaran las relaciones entre éstas. Después de
una introducción general, el artículo comienza con el concepto básico de
“alfabetización”, que se expande para incluir nuevas formas de
alfabetización, más acordes con el los complejos entornos
informacionales. Algunas de éstas, como la alfabetización informática, la
bibliotecaria y la alfabetización en medios, están ampliamente basadas en
destrezas específicas, pero las sobrepasan en alguna medida. Estas
alfabetizaciones conducen a conceptos generales, como son AI y
alfabetización digital, que estando basadas en conocimiento, percepciones
y actitudes, se apoyan en las alfabetizaciones basadas en destrezas más
simples. Texto completo:
http://www.um.es/fccd/anales/ad05/ad0521.pdf
15.
Boekhorst, A. K.,
"Becoming information literate in The Netherlands
". Library Review , Vol. 52, No. 7, 2003, pp.
298-309.
Descriptores
: Bibliotecas/Servicios de
Información/Holanda/Alfabetización informacional
Resumen:
This article starts by setting a general context for the
importance of being information literate. After this, the specific
pattern of use for information literacy in The Netherlands is defined.
Governments, as one of the agents promoting information literacy, have a
special position in this, because they establish targets and create the
infrastructure for education. Over the ages these targets have evolved
from reading, writing and arithmetic to a wider variety of literacies.
Since the 1960s, ICT has influenced both the content and conduct of
education. These developments are described at all three levels of
education. Texto completo sólo USAL:
http://ariel.emeraldinsight.com/vl=4877607/cl=20/nw=1/fm=docpdf/rpsv/cw/mcb/00242535/v52n7/s1/p298
16.
Borg Pedersen, V. G.,
"Experiencias en la Introducción de un Curso de Habilidad
Informativa". IFLA Council and General Conference,
No. 70, 2004.
Descriptores
: Alfabetización informacional
Resumen:
La red de la biblioteca de la NTNU está siendo usada en
una manera diferente a la de antes. Dado a que los usuarios no vienen a
la biblioteca, el personal de la biblioteca acerca a los usuarios a donde
están en sus locales. La evaluación hecha siguiendo un curso de habilidad
informativa dio resultados sorprendentes. El curso fue de gran éxito
debido a una nueva forma de enseñanza y una cercana cooperación con los
profesores de ingeniería. La Reforma de Aptitud en Noruega establece que
el desarrollo de aptitud y el aprendizaje para toda la vida debe ayudar a
proveer al negocio noruego y a la sociedad con la aptitud requerida para
asegurar una fundación para la creación de valor y la provisión de
servicios tanto para el sector privado como para el sector público. Texto
completo:
http://www.ifla.org/IV/ifla70/papers/013s-Borg-Pedersen.pdf
17.
Bork, A., "Adult
education, lifelong learning, and the future".
Campus-Wide Information Systems, Vol. 18, No. 5, 2002, pp.
195-203.
Adult continuing education will be of increasing
importance, as the median age of our society and the pace of change
continue to increase. The paper begins with an examination of the goals
of all learning. It focuses on a new paradigm for learning, tried so far
only on a very limited basis: computer-based tutorial learning,
considered particularly important for adult learning. This paradigm,
practical today with modern technology, allows a much more individualized
approach to learning than is largely available today, for very large
numbers at much lower total costs than at present. Student interaction
with the computer will be frequent (every few seconds) and in the
student's native language. Little large-scale experience is available
with such highly interactive material, so we should begin with extensive
experimental efforts in this direction. A large worldwide developmental
effort in many languages would follow successful research. Texto
completo:
http://gottardo.emeraldinsight.com/vl=9369550/cl=30/nw=1/fm=html/rpsv/cw/mcb/10650741/v18n5/s2/p195
18.
Borovansky, V. T.,
"Education for information literacy in Czech technical
universities". IATUL Proceedings , Vol. 10,
2000.
Descriptores
: Universidades/Formación de usuarios/Bibliotecas
universitarias/Internet/Alfabetización informacional
Resumen:
Research in progress on developing information literacy
skills in the Czech technical universities. Access to the latest
technical information for engineers is critical in their daily research
and instructional activities. The volume of information grows
exponentially, they are more complex and their half time is short. With
the progress of the Internet accessibility engineers have more tools for
their literature research. However, engineering students and sometimes
also faculty use the World Wide Web as a complete source of technical
information, ignoring other electronic and print resources. The need to
educate on the growing role of information literacy skills in research
and teaching in technical universities in the Czech Republic has been
emphasised in the last couple of years. Recently several grant proposals
dealing with the improvement of information literacy of engineers
have been submitted at the Czech Technical University. Texto completo:
http://educate.lib.chalmers.se/IATUL/proceedcontents/qutpap/borovan_full.html
19.
Breivik, Dr. P. S.,
"Information literacy for the sceptical Library
Director". IATUL Proceedings, Vol. 10, 2000.
Descriptores
: Universidades/Formación de usuarios/Bibliotecas
universitarias/Bibliotecarios/Alfabetización informacional
Resumen:
Focusing on the potential leadership role for heads of
academic libraries, this paper argues for librarians being key players in
enhancing undergraduate learning. The need for graduating lifelong
learners necessitates students becoming information literate, and this
goal requires active involvement of librarians. Practical administrative
strategies for teaching this goal are outlined. Texto completo:
http://educate.lib.chalmers.se/IATUL/proceedcontents/qutpap/breivik_full.html
20.
Bruce, C. S., "Las
siete caras de la alfabetización en información en la enseñanza
superior". Anales de Documentación, Vol. 6,
2003.
Descriptores
: Formación de usuarios/Bibliotecas
universitarias/Alfabetización informacional
Resumen:
Normalmente se entiende la alfabetización en información
como un conjunto de aptitudes para localizar, manejar y utilizar la
información de forma eficaz para una gran variedad de finalidades. Como
tal, se trata de una “habilidad genérica” muy importante que permite a
las personas afrontar con eficacia la toma de decisiones, la solución de
problemas o la investigación. También les permite responsabilizarse de su
propia formación y aprendizaje a lo largo de la vida en las áreas de su
interés personal o profesional. Aunque nos encontramos ante un creciente
interés por la alfabetización en información dentro de la enseñanza
superior, sin embargo se conoce comparativamente poco sobre cómo la viven
quienes utilizan la información. Las distintas caras de la alfabetización
en información aquí descritas están sacadas de la experiencia de los
profesores universitarios de dos universidades australianas. Ofrecen un
cuadro de la alfabetización en información muy diferente de las listas de
habilidades que generalmente encontramos en las publicaciones sobre el
tema. En tanto que fenómeno, la alfabetización en información incluye la
gama completa de la experiencia, y los estudiantes necesitan que se les
capacite para conseguir experiencia en la alfabetización en información
de todas esas formas. Igualmente necesitan reflexionar sobre las
variaciones en la experiencia que detectan y entender qué formas de
alfabetización en información son relevantes para situaciones diferentes.
Texto completo:
http://www.um.es/fccd/anales/ad06/ad0619.pdf
21.
Bundy, A.,
"Challenging Technolust: the educational responsibility of
librarians". IATUL Proceedings, Vol. 9, 1999.
Descriptores
: Bibliotecas/Formación de usuarios/Alfabetización
informacional
Resumen:
Librarians have holistic understandings of education and
the extent to which effective lifelong learning requires information
literacy, not just computer literacy. Much expenditure worldwide is
currently being ill-directed towards information technology in education
at all levels, often at high cost to the much needed development of
libraries and employment of more Librarians, with no intellectual rigour
being applied to the aims and likely learning outcomes. This expenditure
on information technology is occurring too often for political reasons
driven by technolusts; a quest to be perceived at a cutting edge which
will always be a mirage; and commercial interests who have fostered
information technology anxiety and competition among and within
countries. Even otherwise sensible senior university administrators have
been known to succumb to the siren sounds of the technolusts and their
proffering of an educational panacea through information technology. This
is a danger in developed countries, but is much more so if developing
countries conclude that information technology is the only solution to
their educational deficits. Although they are heavy users of information
technology, Librarians have a balanced and discriminating view of the
place of information technology in the educational process. This needs to
be reflected in the mission statements and planning of libraries, to
provide an overt philosophical and practical basis for the contesting of
any educational process or expenditure which does not have enduring
student learning and information literacy outcomes. The paper will
examine the growing body of concern about the chimera of information
technology and propose how Librarians should assert their educational
contribution to teaching and learning. Texto completo:
http://educate3.lib.chalmers.se/IATUL/proceedcontents/chanpap/bundy.html
22.
Bundy, A.,
"Challenging technolust: the educational responsiblity of
librarians". IATUL, 1999.
Descriptores
: Bibliotecas/Bibliotecarios /Tecnologías de la
información/Usuarios/Educación/Alfabetización informacional
Resumen:
Librarians have holistic understandings of
education and the extent to which effective lifelong learning requires
information literacy, not just computer literacy. Much expenditure
worldwide is currently being ill-directed towards information technology
in education at all levels, often at high cost to the much needed
development of libraries and employment of more Librarians, with no
intellectual rigour being applied to the aims and likely learning
outcomes. This expenditure on information technology is occurring too
often for political reasons driven by technolusts; a quest to be
perceived at a cutting edge which will always be a mirage; and commercial
interests who have fostered information technology anxiety and
competition among and within countries. Even otherwise sensible senior
university administrators have been known to succumb to the siren sounds
of the technolusts and their proffering of an educational panacea through
information technology. This is a danger in developed countries, but is
much more so if developing countries conclude that information technology
is the only solution to their educational deficits. Although they are
heavy users of information technology, Librarians have a balanced and
discriminating view of the place of information technology in the
educational process. This needs to be reflected in the mission statements
and planning of libraries, to provide an overt philosophical and
practical basis for the contesting of any educational process or
expenditure which does not have enduring student learning and information
literacy outcomes. Texto completo:
http://educate.lib.chalmers.se/IATUL/proceedcontents/chanpap/bundy.html
23.
Bundy, A.,
"Essential connections: school and public libraries for lifelong
learning". Australian Library Journal, Vol. 51, No.
1, 2002.
Stimulated by the 1996 UNESCO Delors report Learning:
the treasure within, lifelong learning has become the educational policy
icon of developed countries in the first part of the 21st century.
Recognition is now needed that information literacy, not information
technology, is the main requirement for an informed citizenry, lifelong
learning and an information-enabled knowledge nation. Worldwide a
renaissance of public libraries in response to these issues is occurring,
of which teacher librarians need to be aware, and support locally and
nationally. Public librarians also need to become more familiar with the
pedagogical, information literacy and technological issues being
addressed by teacher librarians, and support them similarly. Neither can
achieve their full contribution to learning and society in isolation from
each other. The individual and co-operative performance of school and
public libraries during the formative childhood years of decision makers
is critical to future investment in all Australian libraries. Texto
completo:
http://www.alia.org.au/alj/51.1/full.text/essential.connections.html
24.
Bundy, A., "Growing
the community of the informed: information literacy - a global
issue". AARL. Australian Academic & Research
Libraries , Vol. 33, No. 3, 2002.
Descriptores
: Formación de
usuarios/Bibliotecarios/Intermediación/Brecha digital/Alfabetización
informacional
Resumen:
The more people have improved access to information, the
more education in the recognition of the need for information and the
development of the skills to use it needs to be at the core of the
educational process. Librarianship is the only profession which is really
alert to an information literate citizenry as the prerequisite for
personal and democratic empowerment, lifelong learning and societal and
economic development. Library professionals, and their associations,
therefore need to use evidence based advocacy to governments and
educators that the information literacy divide, not the digital divide is
the critical issue of the information age. Texto completo en:
http://alia.org.au/publishing/aarl/33.3/full.text/bundy.html
25.
Campal García, M. F.,
"Las bibliotecas públicas y la redes ciudadanas: propuestas para
las comunidades enred@d@as". Boletín de la Asociación
Andaluza de Bibliotecarios, No. 73, 2003, pp. 85-108.
Descriptores
: Bibliotecas públicas/Internet/Redes de
información/Alfabetización informacional
Resumen:
En el siguiente artículo se ponen de manifiesto
una serie de servicios que son comunes a dos instituciones
muy significativas en la actual sociedad de la información: las
bibliotecas públicas y las redes ciudadanas. Entre estos servicios se
pueden apuntar como más importantes, por un lado el acceso a la
información y el acceso a las nuevas tecnologías e Internet y por otro la
formación en el uso de las mismas y en el manejo de la información que de
ellas se deriva, con el fin de convertirla en conocimiento, es decir,
todo lo relacionado con la alfabetización digital e informacional. Estos
factores constituyen, sin duda, la base de una necesaria cooperación que
tendría una gran meta: la construcción de una red de información para la
comunidad, en la que intervinieran todas las instituciones susceptibles
de aportar información, bajo la tutela y dirección conjunta de las
bibliotecas públicas y de las redes ciudadanas. El artículo se centra en
las razones y en los beneficios que tendría el establecimiento de una red
de trabajo conjunto de las bibliotecas públicas, con las redes ciudadanas
en aquellas ciudades en las ambos servicios coexisten en la
actualidad.
26.
Campbell, S.,
"Defining Information Literacy in the 21st Century
". IFLA Council and General Conference, No. 70,
2004.
Descriptores
: Formación de usuarios/Bibliotecas/Alfabetización
informacional/Concepto
Resumen:
Considerable effort has been invested by practitioners
in many parts of the world in defining information literacy. Much of this
work has taken place in the academic environment. What is the
relationship between information literacy as we define it in higher
education and information literacy among non-academic populations? What
forces will change how we think about the definition of information
literacy in the future and how we will apply the definition in all
environments? What is the future role of the International Federation of
Library Associations in defining Information Literacy? Texto completo:
http://www.ifla.org/IV/ifla70/papers/059e-Campbell.pdf
27. Campello, B., "O movimento da competência informacional: uma perspectiva para o letramento informacional". Ciência da informaçao, Vol. 32, No. 3, 2003.
Descriptores
: Formación de usuarios/Alfabetización informacional
Resumen:
O objetivo deste trabalho é analisar a competência informacional (information literacy), que surgiu nos Estados Unidos na década de 1970 e representa o esforço da classe bibliotecária americana para ampliar o seu papel dentro das instituições educacionais. O movimento ocorreu em circunstâncias peculiares ao contexto daquele país, acompanhando a evolução das ações educativas da classe bibliotecária. O discurso da competência informacional desenvolve-se ao redor de quatro aspectos: a sociedade da informação, as teorias educacionais construtivistas, a tecnologia da informação e o bibliotecário. Considerando-se que o termo começa a aparecer na literatura brasileira de biblioteconomia e ciência da informação, propõem-se o estudo mais aprofundado do conceito e o estabelecimento de uma agenda de pesquisa para o Brasil, buscando sua inserção nas teorias sobre letramento, que se vêm desenvolvendo na área de educação. Texto completo: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-19652003000300004&lng=es&nrm=iso&tlng=pt
28. Catarina de Moura, R. M., "As novas tecnologias no desenvolvimento profissional do professor ". Congreso Internacional sobre Retos de la Alfabetización tecnológica en un mundo en red, Vol. 1, 2000.
Descriptores
: Aprendizaje/Profesores/Educación de adultos/Alfabetización informacional
Resumen:
As recentes investigações sobre a formação de professores têm salientado a importância do sujeito professor como fonte de saber. A reflexão crítica assume particular relevo na educação de adultos, destacando-se o conceito da aprendizagem transformativa. Neste sentido, procura-se abordar a importância das Novas Tecnologias no processo de transformação de perspectivas assumidas acriticamente ao longo do percurso profissional, bem como a importância das mesmas como um poderoso recurso de aprendizagem com vista ao desenvolvimento profissional do professor. http://anapet.no.sapo.pt/documentos/As%20novas%20tecnologias%20na%20vida%20do%20professor.pdf
29. Cerro de la Paz, Ó., "Nuevas tecnologías de la información (NTIC): situación actual y perspectivas. Hacia una sociedad en red". Congreso Internacional sobre Retos de la Alfabetización tecnológica en un mundo en red, Vol. 1, 2000.
Descriptores
: Sociedad de la información/Tecnologías de la información/Globalización/Alfabetización informacional
Resumen:
la sociedad de la información, haciendo verdadero hincapié en los nuevos retos, que plantean las nuevas tecnologías de la información y la comunicación dentro de un entorno globalizado. Partiendo de esta premisa, hemos trazado una línea de investigación a partir del informe mundial sobre la Información 1997 1998 de la UNESCO y las obras de varios especialistas, entre los que cabe mencionar la obra de Manuel Castells, por su relevante aportación al conocimiento de la nueva era informacional. En este sentido, nuestras hipótesis de trabajo, irán encaminadas a comprender los orígenes y causas de la sociedad de la información, su evolución tecnológica, el impacto sobre las economías nacionales y el proceso de globalización, la información como recurso de la empresa, los cambios estructurales en materia de empleo, y la aparición de las industrias de la información, sin olvidarnos de las tendencias, que desde perspectivas culturales, políticas, económicas y jurídicas, nos depara la nueva sociedad en red. Texto completo: http://168.143.67.65/congreso/ponencias/ponencia-1.pdf
30. Clyde, L. A., "An instructional role for librarians: an overview and content analysis of job advertisements". AARL. Australian Academic & Research Libraries , Vol. 33, No. 3, 2002.
Descriptores
: Formación continuada/Correo electrónico/Bibliotecarios/Difusión selectiva de la información/Alfabetización informacional
Resumen:
In library and information science programs, decisions have to be made from time to time about introducing new courses and reviewing existing course offerings. This article reports on a descriptive study undertaken to gain an overview of current library and information workplace needs (as of early 2002) for professionals with knowledge and skills related to user education and information literacy instruction. A secondary aim was to support the course development process by identifying the specific knowledge and skills that are presently in demand in the workplace. A literature review provided the basis for an overview of user education in libraries and information agencies. This overview is followed by a description and discussion of a small-scale research project that used content analysis techniques to study job advertisements posted to the international LIBJOBS listserv over a period of three months. More than half of the advertisements required at least some experience of and/or skills in user education of some kind. The final section of the article discusses the implications for a library and information science education program.Texto completo en: http://alia.org.au/publishing/aarl/33.3/full.text/clyde.html
31. Clyde, L. A., "Librarians and breaking barriers to information literacy: implications for continuing professional development and workplace learning ". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación de usuarios/Bibliotecas/Alfabetización informacional/Acceso a la información/Formación continuada
Resumen:
This paper reports on a descriptive study undertaken to gain an overview of library and information workplace needs (as of early 2002) for library professionals with knowledge and skills related to user education and information literacy instruction. A literature review provided the basis for an overview of user education and information literacy work in libraries and information agencies. This overview is followed by a description and discussion of a small-scale research project that used content analysis techniques to study job advertisements posted to the international LIBJOBS listserv over a period of three months. More than half of the advertisements required at least some experience of and/or skills in user education or in instruction of some kind. The final section of the paper discusses the implications for librarians’ continuing professional development and workplace learning. Texto completo: http://www.ifla.org/IV/ifla70/papers/020e-Clyde.pdf
32. Conteh-Morgan, M., "Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction ". Journal of Academic Librarianship, Vol. 28, No. 4, 2002, pp. 191-196.
Librarians who teach students with limited English proficiency have discussed various barriers limiting effective learning. This article shows how applying second language acquisition theories and teaching practices derived from them can significantly impact outcomes of information literacy instruction. Texto completo sólo USAL: http://www.sciencedirect.com/science/journal/00991333
33. Cornella, A., "Ignorancia profunda". Quaderns Digitals, No. 13.
Descriptores
: Inteligencia competitiva/Alfabetización informacional/Formación de usuarios
Resumen:
He tenido ocasión de leer recientemente un texto muy útil a quién le interese el pujante campo de la inteligencia competitiva (o de cómo se puede establecer un método sistemático para recoger, analizar y distribuir información externa de interés para el cumplimiento de los objetivos de la organización). El libro en cuestión es L'Intelligence Economique, de Martinet y Martin, libro que obtuvo el premio al mejor libro de management en Europa en 1995. El texto es muy claro en cuanto a los métodos, y está repleto de ejemplos procedentes de la larga experiencia de los autores. No daré aquí más detalles porque merece leerse (por cierto, resulta cuando menos curioso constatar cómo el número de jóvenes que son capaces de leer francés ha decrecido enormemente en nuestro país: no se os ocurra recomendarles este libro porque les sonará igual que si les recomendaras uno en sánscrito). Puede adquirirse en http://www.chapitre.com , un excelente servicio de localización y venta de libros en francés. Pero si que quiero comentar una de las ideas del libro. Se trata de la diferencia entre 'ignorancia profunda' e 'ignorancia conocedora'. Supongamos una situación en la que alguien precisa una determinada información. Puede ocurrir que ese alguien sea muy conocedor del tema en cuestión, y que, en consecuencia, tenga muy claro cuál es la información que le falta; en esta situación, esa persona es consciente de su ignorancia (sabe lo que no sabe), y conoce bien su horizonte de conocimientos; esta es la situación de la ignorancia conocedora. Pero puede también ocurrir que la persona no sea consciente de mucha información que le podría ser de utilidad; en este caso, que podemos denominar ignorancia profunda, no tenga idea de un gran panorama de información, que ni conoce ni ha manifestado necesitar (no sabe lo que no sabe). Texto completo: http://www.quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaArticuloIU.visualiza&articulo_id=140
34. Council of Australian University Librarians, "Normas sobre alfabetización en información (1ª Edición)". Boletín de la Asociación Andaluza de Bibliotecarios, Vol. 17, No. 68, 2002, pp. 67-90.
Descriptores
: Alfabetización informacional/Normas/Catálogos
Resumen:
Normas sobre alfabetización en información (1ª Edición) Council of Australian University Librarians (Traducción al castellano por Cristóbal Pasadas Ureña, Biblioteca, Facultad de Psicología, Uni-versidad de Granada; revisión editorial por el Grupo de Bibliotecas Universitarias de la Asociación Andaluza de Bibliotecarios; versión en castellano publicada bajo autorización del Council of Australian University Librarians. Disponible en formato electrónico en http://www.aab.es). Texto completo: http://www.aab.es/pdfs/baab68/68a4.pdf
35. Cuadrado, I., Fernández, I., and Rodríguez, L. M., "Consecuencias e implicaciones en los sujetos de los cambios provocados por la Sociedad de la Información ". Congreso Internacional sobre Retos de la Alfabetización tecnológica en un mundo en red, Vol. 1, 2000.
Descriptores
: Tecnologías de la información/Internet/Aspecto psicológico/Aspecto social/Sociedad de la información/Alfabetización informacional
Resumen:
El despliegue de las Nuevas Tecnologías y la Sociedad de la Información ha generado la aparición de nuevas formas de vida, en ocasiones, diametralmente opuestas a las costumbres que la humanidad ha aprehendido durante años. Este hecho provoca que un individuo tenga que incorporar importantes y significativas modificaciones a su actividad diaria con la finalidad de poder adaptarse a una nueva realidad. Si a esto sumamos la celeridad con la que se suceden los cambios, que en una sociedad como la actual tiende a definirse bajo términos de instantaneidad, el resultado será la inmersión en un continuo proceso de readaptación. Texto completo: http://168.143.67.65/congreso/ponencias/ponencia-32.pdf
36. Cullen, R., "Empowering patients through health information literacy training". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Ciencias de la salud/Información a la comunidad/Internet/Alfabetización informacional
Resumen:
There is a vast amount of consumer health information available to users on the World Wide Web, but it is of very varying quality. At the same time, healthcare providers are now espousing the principles of shared decision-making and informed consent in the delivery of health services, but these principles depend on access to high quality information, and information about treatment options, in a way that health consumers can understand. How can health information professionals, in the brief contact they have with health consumers, help them locate and evaluate appropriate information in the most effective way. The paper explores some aspects of health information literacy training that are fundamental to enable health consumers find, evaluate, a d use, print and online information sources, and some of the critical factors in effective health information literacy programmes. These are: the principles of effective teaching, critical thinking, and the use of health information quality instruments, such as DISCERN. Texto completo: http://www.ifla.org/IV/ifla70/papers/014e-Cullen.pdf
37. Cusí, F., "La alfabetización digital como factor de inclusión social". La Sociedad de la Información en el siglo XXI: un requisito para el desarrollo, 2003.
Descriptores
: Brecha digital/Acceso a la información/Tecnologías de la información/Internet/Aspecto social/Exclusión social/Formación de usuarios/Alfabetización informacional
Resumen:
Aprender informática, ¿puede ayudar en la integración de los sectores sociales más desfavorecidos?. Aquellas personas que ya sufren otros factores de exclusión como tener un bajo nivel de formación, muy pocos ingresos, residir en barrios conflictivos, ser inmigrantes o mujeres de etnias minoritarias, ¿pueden superar la brecha digital? ¿Superar la brecha digital contribuirá a su inclusión social? Texto compelto: http://www.desarrollosi.org/PDF/Cont3aPon3.PDF
38. Díaz Muriel, D. and Pérez, C. G., "Alfabetización en y a través de la red. Curso telemático de Iniciación a Internet y sus aplicaciones didácticas ". Congreso Internacional sobre Retos de la Alfabetización tecnológica en un mundo en red, Vol. 1, 2000.
Descriptores
: Alfabetización informacional/Internet/Teoría de la información/Enseñanza a distancia
Resumen:
Comenzamos la comunicación con el concepto alfabetización en función de la sociedad en la que se realiza y del momento en el que ésta se encuentra, para pasar a tratar el tema de la necesidad de una alfabetización tecnológica al estar viviendo un periodo histórico de cambio tecnológico como consecuencia del desarrollo de la aplicación creciente de las Tecnologías de la Información y la Comunicación. Tras analizar brevemente la situación actual en los centros educativos, pasamos posteriormente a comentar la experiencia desarrollada en la provincia de Cáceres del curso telemático de “Iniciación a Internet y sus aplicaciones didácticas”, realizado el curso 1999-2000, donde se formaron 540 profesores y profesoras de ésta provincia en el conocimiento, manejo y posterior uso didáctico de la red Internet. Se analizan dos modelos de formación a distancia y se opta por encuadrarse dentro de uno de ellos, aunque con algunas modificaciones. Texto completo: http://168.143.67.65/congreso/ponencias/ponencia-79.pdf
39. Doskatsch, I., "Immersion in Australia: an information literacy health spa for librarians?". AARL. Australian Academic & Research Libraries , Vol. 33, No. 3, 2002.
Descriptores
: Bibliotecas universitarias/Servicios de Información/Australia/Formación de usuarios/Ciencias de la salud/Alfabetización informacional
Resumen:
The establishment of the Association of College and Research Libraries' (ACRL) Institute for Information Literacy Immersion program was partly in response to the laments of influential US university library directors who publicly stated that many new librarianship graduates did not have the skills and knowledge to competently adopt the educative role. The author reports on the results of an informal survey to ascertain the desirability and suitability of an Immersion program for Australian and New Zealand librarians and describes her experience of the ACRL Immersion program. The role of the Australian and New Zealand Institute for Information Literacy (ANZIIL) in facilitating Immersion style programs is also discussed. Texto completo en: http://alia.org.au/publishing/aarl/33.3/full.text/doskatsch.html
40. Dudziak, E. A., "Information literacy: princípios, filosofia e prática". Ciência da informaçao, Vol. 32, No. 1, 2003.
Descriptores
: Formación de usuarios/Alfabetización informacional
Resumen:
Surgida na literatura em 1974, a information literacy liga-se à necessidade de se exercer o domínio sobre o sempre crescente universo informacional. Incorporando habilidades, conhecimentos e valores relacionados à busca, acesso, avaliação, organização e difusão da informação e do conhecimento. A information literacy é a própria essência da competência em informação. O objetivo deste trabalho é definir a information literacy a partir do entendimento do conceito, objetivos e práticas relacionadas, com ênfase no papel educacional das bibliotecas e do bibliotecário. Inicialmente, apresenta-se a evolução do conceito segundo um referencial histórico. Examina-se a information literacy enquanto processo de interiorização de conhecimentos, habilidades e valores ligados à informação e ao aprendizado. Define-se a expressão, suas características e objetivos. Discutem-se diferentes concepções de information literacy, segundo três referenciais: informação, conhecimento e aprendizado. Em seguida, são elencados pontos relevantes de atuação de bibliotecas e bibliotecários na implementação de uma educação voltada para a information literacy. Explorando a information literacy education, evidencia-se a necessidade de construção de um novo paradigma educacional ante a sociedade atual que incorpore a competência em informação. Texto completo: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-19652003000100003&lng=es&nrm=iso&tlng=pt
41. Dunna, K., "Assessing information literacy skills in the California state university: a progress report". Journal of Academic Librarianship, Vol. 28, No. 1-2, 2002, pp. 26-35.
Descriptores
: Formación de usuarios/Normas/Bibliotecas universitarias/Alfabetización informacional
Resumen:
What do students know about finding, evaluating, and using information? What can we learn about how to evaluate complex constructs presented as information literacy standards or competencies? This article is a progress report on an ongoing, innovative assessment project that aims to discover answers to those questions and many more. Texto completo sólo USAL: http://www.sciencedirect.com/science/journal/00991333
42. Farmer, L., "Information literacy: a whole school reform approach". IFLA Council and General Conference, No. 67, 2001.
Descriptores
: Sobreinformación/Sociedad de la información/Alfabetización informacional
Resumen:
Students today need to be more information literate than ever in this digital age. Particularly since information crowds cyberspace, often unfettered, the need for students to access authentic and useful resources, as well as interpret and apply those findings, becomes of paramount importance. texto completo: http://www.ifla.org/IV/ifla67/papers/019-106e.pdf
43. Fernández, P., "Busquedas temas. El fomento de las destrezas de Gestión de Información Electrónica en el Aula de Idiomas ". Lamusa Digital, No. 3, 2003.
Descriptores
: Búsquedas bibliográficas/Formación de usuarios/Idiomas modernos/Tecnologías de la información/Alfabetización informacional
Resumen:
Esta comunicación ahonda en el componente interdisciplinar en el aula de idiomas para fines específicos, ilustrando a través de una propuesta que se está aplicando en la actualidad, cómo se pueden aunar el responder a las necesidades de cualquier alumno universitario en cuanto a alfabetización digital, con el conocimiento del idioma a través de las nuevas tecnologías. En este caso concreto se da la circunstancia de que los alumnos se encuentran en Documentación, de manera que las destrezas de gestión de información han de estar presentes en el aula como currículum transversal. Texto completo: http://www.uclm.es/lamusa/ver_articulo.asp?articulo=46&lengua=es
44. Ferreira, S. M. S. P. and Dudziak, E. A., "La alfabetización informacional para la ciudadanía en América Latina: el punto de vista del usuario final de programas nacionales de información y / o inclusión digital". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación de usuarios/Países en desarrollo/Política de información/Latinoamérica/Alfabetización informacional
Resumen:
El objetivo del trabajo es analizar la percepción de los usuarios latino-americanos cuanto al impacto generado por los programas nacionales de información y las TICs (tecnologías de información y comunicación) en los procesos decisivos, en torno del ejercicio pleno de su ciudadanía, a fin de identificar los niveles de alfabetización informacional en que se encuentran. Inicialmente, son explorados los puntos conceptuales y empíricos acerca de la fluencia en información y sus niveles de alfabetización: la digital (concepción con énfasis en la tecnología de la información); la informacional propiamente dicha (concepción con énfasis en los procesos cognitivos) y la social (concepción con énfasis en el aprendizaje direccionado a la inclusión social, que consiste en una perspectiva integrada de aprendizaje y ejercicio de ciudadanía). Texto completo: http://www.ifla.org/IV/ifla70/papers/157s-Pinto.pdf
45. Ferreiro, E., "Bibliotecarios y maestros de educación básica en el contexto de la “alfabetización digital”". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Bibliotecas escolares/Formación de usuarios/Alfabetización informacional
Resumen:
Voy a presentar una reflexión sobre el rol de las bibliotecas en el contexto de la llamada “alfabetización digital”. Voy a tratar, desde el inicio, de cuestionar esta denominación “alfabetización digital” tratando de develar qué es lo que se esconde detrás de una denominación que todos parecen aceptar, sin mayor cuestionamiento. Me ocuparé del rol de las bibliotecas en el funcionamiento escolar, con un foco específico en la educación básica y en los países mal desarrollados, los que contribuyen a engrosar la llamada “brecha digital”. Texto completo: http://www.ifla.org/IV/ifla70/papers/178s-Ferreiro.pdf
46. Ferroni, B. J., "Alfabetización en información:¿asumen los bibliotecarios que es parte de su misión incluir a TODOS en la Sociedad del Conocimiento?". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Sociedad de la información/Alfabetización informacional
Resumen:
La alfabetización en información como adquisición de competencias para desarrollar la ropia educación a lo largo de toda la vida, es un tema que concita cada vez más la atanción de los bibliotecarios. Nacido el concepto en el ámbito educativo a mediados de los setenta, la evolución de las tecnologías de la información y la comunicación, y la instalación firme de la noción de educación permanente hicieron que se diseñaran programas y se establecieran normas para que,más allá del uso funcional de las computadoras y de la tradicional instrucción de usuarios,los estudiantes lograran conocimientos, habilidades y actitudes para actuar con solvencia en la Sociedad de la Información que genera Conocimiento, creando sus propias estrategias para el aprendizaje permanente. Pero si solamente se circunscribe a los espacios educativos ¿qué pasará con las personas “en desventaja”? Se intenta una reflexión sobre el rol de las bibliotecas y la responsabilidad de los bibliotecarios para intentar la inclusión de TODOS en la Sociedad del Conocimiento. Texto compelto: http://www.ifla.org/IV/ifla70/papers/018s-Ferroni.pdf
47. Fjällbrant, N. and Levy, P., "Information literacy courses in engineering and science - the design and implementation of the dedicate courses". IATUL, 1999.
Descriptores
: Bibliotecas/Alfabetización informacional
Resumen:
In view of the rapid changes that are taking place in information transfer and the increasing variety in ways and forms of access, many users face uncertainty in information seeking and handling. This paper will discuss the concept of Information Literacy and the design and implementation of the networked professional development courses in Training for Information Literacy which have been developed under the DEDICATE (Distance EDucation Information Courses Through nEtworks) Project. DEDICATE has been funded under the EU Telematics for Libraries 4th Framework Programme. The project has nine partners from Estonia, Finland, Hungary, Latvia, Lithuania, Poland, Sweden and the UK. The DEDICATE courses have been implemented at five sites at Central and Eastern European universities. Participants have been library and academic staff. The goal of the DEDICATE participants has been the development of Information Literacy courses tailored to meet the needs of selected user groups within their own universities. Texto completo: http://educate.lib.chalmers.se/IATUL/proceedcontents/chanpap/fjall.html
48. Ford, B. J., "Information technology and american public libraries: Where Are We and Where Are We Going?". Encuentro Internacional sobre Bibliotecas Públicas , No. 1, 2001.
Descriptores
: Bibliotecas públicas/Tecnologías de la información/Estados Unidos/Alfabetización informacional
Resumen:
Information technology and the Internet are catalysts that are changing the world and transforming public libraries. Public libraries offer local access to worldwide information resources and play a key role in shaping the global information infrastructure by providing equity of access to this global information regardless of income, location, equity, or age of the information seeker. The expansion of electronic networks linking libraries and their resources makes possible more, better, and more easily accessible information for library users around the world. Public libraries develop and support a globally competitive workforce through information literacy programs, public access computers, and other resources that help children and adults learn to find, evaluate, and use the information they need to improve their lives. Texto completo: http://www.goethe.de/hn/mex/biblpubl.htm#A3.3
49. Ford, B. J., "La tecnología de la información y las bibliotecas públicas norteamericanas: ¿Dónde estamos y hacia dónde vamos?". Encuentro Internacional sobre Bibliotecas Públicas , No. 1, 2001.
Descriptores
: Bibliotecas públicas/Tecnologías de la información/Estados Unidos/Alfabetización informacional
Resumen:
La tecnología de la información y el Internet son catalizadores que están cambiando al mundo y transformando a las bibliotecas públicas. Las bibliotecas públicas ofrecen acceso local a los recursos mundiales de información y desempeñan un papel básico en la construcción de la infraestructura informática global, al proporcionar acceso de calidad sin importar el ingreso, ubicación, equidad o edad de la persona que busca la información. El crecimiento de las redes electrónicas que enlazan a las bibliotecas y sus recursos permiten que los usuarios de todo el mundo tengan un mejor y fácil acceso. Las bibliotecas públicas desarrollan y apoyan a una fuerza de trabajo globalmente competitiva a través de programas de alfabetización informática, computadoras con acceso público y otros recursos que ayudan a niños y adultos a aprender, encontrar, evaluar y utilizar la información que necesitan para mejorar sus vidas. Texto completo: http://www.goethe.de/hn/mex/biblpubl.htm#A3.3
50. Gendina, N. I., "Information literacy for Information culture: Separation for Unity.Russian Research Results". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación de usuarios/Bibliotecas/Rusia/Alfabetización informacional
Resumen:
When human civilization entered into the information society it gave birth to some serious problems to prepare people timely to new ways of life and professional activity in high-tech information environment, to teach them acting independently in this environment, using effectively its possibilities and protecting themselves against its negative influence. The problems of establishing of information society are now the subject of intent attention of international community. The leading international organizations in this sphere are UNESCO and IFLA.Texto completo: http://www.ifla.org/IV/ifla70/papers/130e-Gendina.pdf
51. Giles, G., "'Fair go' Equality? The people's movement for reconciliation (ANTaR) and critical information literacy". Australian Library Journal, Vol. 51, No. 3, 2002.
Descriptores
: Australia/Política de información/Alfabetización informacional
Resumen:
The author reviews 'critical information literacy' against the context of the first decade of the process of reconciliation which was initiated by Federal Parliament in 1991 with the legislation, supported by the major political parties, creating the Commonwealth-funded Council for Aboriginal Reconciliation (CAR). A reconciliation process in Australia was recommended by the final chapter of the Royal Commission into Aboriginal Deaths in Custody. It called for bipartisan political support, foreseeing major obstacles to reconciliation otherwise. Texto completo: http://www.alia.org.au/alj/51.3/full.text/fair.go.html
52. Gómez Hernández, J. A., Licea de Arenas, J., Pasadas Ureña, C., and Vives i Gràcia, J., "La Alfabetización informacional como servicio de las instituciones documentales". Jornadas Españolas de Documentación, Vol. 8, 2003.
Descriptores
: Formación continuada/Formación de usuarios/Alfabetización informacional
Resumen:
Base de una sociedad solidaria y armoniosa,en una economía competitiva “Toda actividad de aprendizaje realizada a lo largo de la vida con el objetivo de mejorar los conocimientos, las competencias y las actitudes con una perspectiva personal, cívica, social o relacionada con el empleo”. No se restringe a los adultos o lo laboral, abarca desde la etapa infantil a la vejez. Texto completo presentación: http://www.fesabid.org/barcelona2003/pdf/Alfabetizaci%F3n%20informacional%20alfinfesabid2003.PDF
53. Gómez Hernández, J. A. and Pasadas Ureña, C., "Information literacy developments and issues in Spain ". Library Review , Vol. 52, No. 7, 2003, pp. 340-348.
Descriptores
: Bibliotecas/Servicios de Información/España/Formación de usuarios/Alfabetización informacional
Resumen:
The adoption of the information literacy (IL) agenda in Spain has been comparatively slow and fragmented due to cultural setbacks during the twentieth century. Since the late 1980s, however, developments in library services and staffing policies, reforms in education, and wide availability of ICTs, among other factors, have led to a brighter picture, with academic and public librarians all over the country engaged in IL activities for all types of users - though school libraries still lag far behind. The main problems still to be addressed seem to be much the same as in most comparable countries: IL as a responsibility for all learning facilitators, social awareness of lifelong learning needs, training of IL trainers, assessing the individual achievements and the institutional outcomes of IL training programmes, and a clear understanding of the remit and rationale for different literacies within the information society. Texto completo: http://juno.emeraldinsight.com/vl=1572169/cl=45/nw=1/fm=docpdf/rpsv/cw/mcb/00242535/v52n7/s6/p340
54. Haines, M. and Horrocks, G., "Health Information Literacy and Higher Education: The King’s College London Approach". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Inglaterra/Ciencias de la salud/Información a la comunidad/Universidades/Alfabetización informacional
Resumen:
Information literacy is a key issue in a knowledge-based society, particularly in health care. The Information Services and Systems department at King’s College London is in a good position to improve health information literacy in two sectors: 60 % of its 5,000 staff and 17,000 students are in health-related academic disciplines, and it also serves thousands of healthcare staff including those who work in the two principal teaching hospitals associated with the College (Guy’s & St Thomas’ NHS Trust and King’s College Hospital). ISS addresses information literacy in three ways: through training delivered as part of the taught undergraduate and postgraduate curriculum; through its iGrad programme aimed at postgraduate research students; and through its work with the Personnel department, developing staff knowledge and information competencies via the TrainIT suite of IT and information retrieval courses. This paper will review all three approaches and discuss future plans. Texto completo: http://www.ifla.org/IV/ifla70/papers/016e-Haines_Horrocks.pdf
55. Halverson, A. L. and Volker, J., "Information literacy in the electronics Arts library : strategies for the hybrid professional". IFLA journal, Vol. 26, No. 2, 2000, pp. 115-119.
El cambio de milenio exige que se proceda a una capacitación en información en un entorno de formatos tan diversos, donde se incluirían las fuentes impresas tradicionales, los medios digitales y la información en línea. Dos bibliotecas universitarias de arte, el Institute of Arts [Instituto de Artes] de la Australian National University, y el California Institute of Arts [Instituto de Artes de California] en los Estados Unidos de América, han puesto en funcionamiento planes para aplicar el concepto de capacitación en información como un puente entre la biblioteca y el programa de estudios. Se exponen las estrategias a desarrollar desde las siguientes áreas: el mostrador de ayuda, antes mostrador de referencia tradicional; un curso formal, con créditos, sobre técnicas de información; por último, el concepto del laboratorio de información. Ambos Institutos han identificado los conocimientos que necesita el bibliotecario para operar con los citados recursos. Dichos conocimientos incluyen desarrollar e impartir cursos que traten de los recursos de la biblioteca, del uso de algunos programas de ordenador, de métodos innovadores de comunicar ideas al personaL profesorado y alumnos, así como de técnicas de trabajo individual y en equipo. Texto completo: http://www.ifla.org/V/iflaj/jour2602.pdf
56. Hart, G., "Project work as a vehicle for information literacy education in a circuit of South African primary schools". IFLA Council and General Conference, No. 66, 2000.
Descriptores
: Bibliotecas escolares/Alfabetización informacional/Africa/Países en desarrollo/Formación de usuarios
Resumen:
This paper reports on a two month study of the information literacy of 26 Grade Seven teachers within one circuit of 17 primary schools in Cape Town - comprising three historically advantaged schools situated in a historically white suburb and 14 disadvantaged schools in adjacent historically blackn townships*. The study builds on an ethnographic field study of project work within one school in the circuit which has already been reported on (Hart, 1999). The focus of this larger investigation is still project work - as the earlier ethnography confirmed it to be a useful window through which to view teachers' information literacy. The common ground between the so-called project method and information literacy education has been well documented. Good project work adopts a constructivist approach to learning in which learners define a problem or question and then work through a process (not always linear) of finding, interpreting, synthesizing and creating information to solve the problem. Texto completo : http://www.ifla.org/IV/ifla66/papers/074-133e.htm
57. Hartmann, E., "Understandings of Information Literacy: The Perceptions of First Year Undergraduate Students at the University of Ballarat". AARL Australian Academic & Research Libraries , Vol. 32, No. 2, 2001.
Descriptores
: Formación de usuarios/Estudio de usuarios/Bibliotecas universitarias/Alfabetización informacional
Resumen:
This paper reports on the findings of focus groups conducted with first year undergraduate students at the University of Ballarat. The questions developed for the focus groups were designed to gain an insight into how first year undergraduate students perceive both the information resources they require and the skills necessary to access those resources. In summary, the focus groups revealed much about student perceptions of the information skills that they will require, the experiences that form the basis for these and continuing influences that may lead them to change their perceptions. Texto completo: http://www.alia.org.au/sections/ucrls/aarl/32.2/fulltext/hartmann.html
58. Henri, J., Hay, L., and Oberg, D., "The role of the principal in an information literate school community: findings from an International Research Project ". IFLA Council and General Conference, No. 68, 2002.
Descriptores
: Bibliotecas escolares/Formación de usuarios/Alfabetización informacional
Resumen:
Research has shown that principal support is a key factor in the implementation of effective school library or information literacy programs in schools. An international study of the principals’ role in developing and supporting information literacy programs was conducted in Australia, Canada, Finland, France, Japan, Scotland, and South Korea. Principals and librarians in all countries except South Korea differed significantly on the amount of time they perceived the principal to spend on tasks related to the information literacy program. Principals believed they spent more time on these tasks than did librarians. Principals and librarians in Australia, Finland, and Scotland agreed about the amount of time they thought the principal should spend on such tasks in the future. In Canada, Japan, and South Korea, however, there were significant differences between the two groups; the principals believed they should spend more time on the tasks in the future than did the librarians. Overall mean scores on present and future perceptions suggested that in five of six countries Texto completo: http://www.ifla.org/IV/ifla68/papers/031-097e.pdf
59. Hepworth, M., "A study of undergraduate information literacy and skills: the inclusion of information literacy and skills in the undergraduate curriculum". IFLA Council and General Conference, No. 65, 1999.
Descriptores
: Formación de usuarios/Bibliotecas universitarias/Alfabetización informacional
Resumen:
This paper concerns the inclusion of information literacy and skills training in the undergraduate curriculum. Students were studied to determine their strengths and weaknesses in terms of their information literacy and skills. The methods used to study the students included a number of qualitative techniques and were applied while students conducted a research project. In general it was found that students had limited skills in the area of information literacy. Based on these findings recommendations were proposed to help develop information literacy and skills and incorporate their delivery in the university curriculum. The paper argues that incorporation in the curriculum is a necessity for their successful delivery. This is in contrast to treating these areas as a separate subject. In addition the implications of these changes for faculty staff and librarians were defined. The initiative took place at Nanyang Technological University (NTU) in Singapore and involved the NTU Library and the Division of Information Studies. Texto completo: http://www.ifla.org/IV/ifla65/papers/107-124e.htm
60. Hiscock, J., "A happy partnership - using an information portal to integrate information literacy skills into an undergraduate foundation course". AARL Australian Academic & Research Libraries, Vol. 34, No. 1, 2003.
Descriptores
: Bibliotecas universitarias/Información a la comunidad/Formación de usuarios/Enseñanza de postgrado/Alfabetización informacional
Resumen:
This paper reports on a collaboration between two academic teaching staff who jointly coordinate an undergraduate foundation course. One aim of the course, entitled 'Computers, Communication and Society', is to give the students experience in and access to the skills required to search, evaluate, manage and save information for later access. The staff utilised their diverse strengths in information management and in electronic publishing to integrate these information literacy skills into the course, via a foundation course portal. The students were consistently taught from and referred to the portal. Suggestions for improving the effectiveness of the portal are discussed. Texto completo en: http://alia.org.au/publishing/aarl/34.1/full.text/hiscock.marriott.html
61. Homann, B., "Difficulties and new Approaches in User Education in Germany". IFLA Council and General Conference, No. 67, 2001.
Descriptores
: Formación de usuarios/Alemania/Alfabetización informacional
Resumen:
Already in the seventies of the last century German libraries discovered user education as a new area of responsibilities. First promising activities at the end of the seventies were not continued because of a the lack of staff and organizational conditions. Since the beginning of the nineties especially greater academic libraries renewed activities in that field. Because of the difficulties users had in the use of CD-ROM databases and OPACs they offered courses in the handling of these new electronic information systems. During the last years pedagogical problems arose because of the amount and the complexity of knowledge and skills which have to be taught in the single lessons. These difficulties have lead to new approaches in user education by considering the concepts information literacy, curriculum theory and student centered learning methods.Texto completo: http://www.ifla.org/IV/ifla67/papers/072-126e.pdf
62. Homann, B., "German libraries at the starting line for the new task of teaching information literacy ". Library Review , Vol. 52, No. 7, 2003, pp. 310-318.
Descriptores
: Bibliotecas/Servicios de Información/Alemania/Formación de usuarios/Alfabetización informacional
Resumen:
Initiatives by German librarians on taking on board educational work in the field of information literacy or 'Informationskomptenz' now seem to be successful. Although a lot of unfavorable organizational and political conditions still exist and much remains to be done, there are now many indicators showing that the mediation of information literacy will be institutionalized within the education system and the everyday work of librarians. In the last ten years of user education work, a lot of methodological experience has been gained and promising pedagogical concepts have been developed, influenced by Anglo-American concepts of information literacy. However, a great disadvantage for the development of these concepts and for their evaluation is the absence of any central institution capable of supporting this particular aspect of libraries' work. Texto completo sólo USAL: http://ariel.emeraldinsight.com/vl=4877607/cl=20/nw=1/fm=docpdf/rpsv/cw/mcb/00242535/v52n7/s2/p310
63. Indergaard, L. H., "Children are a worthwhile investment". IFLA Council and General Conference, No. 70, 2004.
Literacy has been an important factor in building societies based on welfare, democracy and human rights throughout the world. Knowledge is increasingly important in our modern society a society much more complex and varied than ever before. Society needs well-educated citizens meaning learning becomes a lifelong activity. The challenges for all public and school libraries are immense, and library services aimed at children and young people especially become an essential task. Texto completo: http://www.ifla.org/IV/ifla70/papers/021e-Haga-Indergaard.pdf
64. Indergaard, L. H., "Invertir en los niños vale la pena: Sumario de la sesión: Potenciar la alfabetización desde los bebés hasta los jóvenes". IFLA Council and General Conference, No. 70, 2004.
La alfabetización ha sido un factor importante en la construcción de sociedades basadas en el bienestar, la democracia y los derechos humanos en todo el mundo. El conocimiento tiene una importancia creciente en la sociedad moderna una sociedad mucho más compleja y diversa como nunca antes. La sociedad requiere ciudadanos bien instruidos lo cual significa que el aprendizaje se convierte en una actividad que acompaña al hombre a todo lo largo de su vida. Los retos para todas las bibliotecas escolares y públicas, son enormes y los servicios bibliotecarios orientados hacia los niños y jóvenes se convierten en una tarea esencial. Texto completo: http://www.ifla.org/IV/ifla70/papers/021s_trans-Haga%20Indergaard.pdf
65. Institute for Information Literacy, "Características de los programas de alfabetización que sirven como ejemplo de las mejores prácticas. ". Boletín de la Asociación Andaluza de Bibliotecarios, Vol. 18, No. 70, 2003, pp. 62-72.
Descriptores
: Formación de usuarios/Programación/Normas/Alfabetización informacional
Resumen:
Estas directrices sobre Características de los Programas de Alfabetización en Información que sirven como ejemplo de las mejores prácticas pretenden articular elementos de programas de alfabetización en información ejemplares para estudiantes de pregrado en instituciones de cuatro y dos años. Las características identifican y describen rasgos notables de programas de alfabetización en información excelentes. Pero no son descriptivas de ningún programa concreto; representan más bien un conjunto de elementos identificados por medio del examen de muchos programas y políticas de alfabetización en información para pregrado. Texto completo: http://www.aab.es/pdfs/baab70/70a4.PDF
66. Ivey, R., "Information literacy: how do librarians and academics work in partnership to deliver effective learning programs?". AARL Australian Academic & Research Libraries, Vol. 34, No. 2, 2003.
Descriptores
: Bibliotecas universitarias/Programas académicos/Servicios de Información/Formación de usuarios/Alfabetización informacional
Resumen:
This study investigated the working partnerships of librarians and academics in their efforts to develop students' information literacy at the University of Waikato, Hamilton, New Zealand. The study found that the effectiveness of information literacy programmes depends on the teaching partners having a shared understanding of how information literacy is developed, and the provision of appropriate staffing resources to develop and deliver the programmes. Effective communication and positive working relationships are some conditions that were found to be essential to the success of collaborative teaching partnerships, and strategies were identified for initiating, developing and sustaining those partnerships. This paper is an abridged version of a research paper submitted to the School of Information Management, Victoria University of Wellington, New Zealand, in partial fulfilment of the requirements for the degree of Master of Library and Information Studies in 2002. Copies of the full report are held in the libraries of both universities. Texto completo en: http://alia.org.au/publishing/aarl/34.2/full.text/ivey.html
67. Jacobs, M., "Speakeasy Studio and Café: Information Literacy, Web-Based Library Instruction, and Technology ". Information technology and libraries, Vol. 19, No. 2, 2000, pp. 66-71.
Descriptores
: Bibliotecas universitarias/Formación de usuarios/Internet/Alfabetización informacional
Resumen:
Library instruction in the modern university is, increasingly, the task of creating and maintaining an information-literate populace well-schooled in advanced principles of information access. The librarian/teacher strives to help students develop scholarly research and information-gathering skills. The world the student prepares to enter is a digital one and the best-prepared student is the one who has learned the important skills of critical thinking and the art of the question while immersed in the Web-based environment of a discussion tool like Speakeasy Studio and Café. Texto completo: http://www.lita.org/ital/2002_jacobs.html
68. Jacobs, M., "Speakeasy Studio and Café: Information Literacy, Web-Based Library Instruction, and Technology ". Information technology and libraries, Vol. 20, No. 2, 2001, pp. 66-71.
Descriptores
: Formación de usuarios/Bibliotecas universitarias/World wide web/Alfabetización informacional
Resumen:
Library instruction in the modern university is, increasingly, the task of creating and maintaining an information-literate populace well-schooled in advanced principles of information access. The librarian/teacher strives to help students develop scholarly research and information-gathering skills. The world the student prepares to enter is a digital one and the best-prepared student is the one who has learned the important skills of critical thinking and the art of the question while immersed in the Web-based environment of a discussion tool like Speakeasy Studio and Café. Texto completo: http://www.lita.org/ital/2002_jacobs.html
69. Jianzhong, W., "Library’s Role in Bridging the Digital Divide: the Case of Community Libraries in Shanghai". IFLA Council and General Conference, No. 68, 2002.
Although in recent years the information environment has been greatly improved in many developed and developing countries, there is no indication that the digital divide is decreasing. Libraries are central to digital divide solutions. Through the example of electronic services at the community libraries in Shanghai, the paper shows that librarians are sharing the responsibility with other social and educational workers to work actively for the citizens’ information literacy. As a vital new force, librarians will play a more eminent role in turning the digital divide to the digital opportunity with their knowledge, skills and professional spirit. Texto completo: http://www.ifla.org/IV/ifla68/papers/011-134e.pdf
70. Johnson, H., "Information skills, information literacy: a higher education campaign, outlined". Library Association Record, Vol. 103, No. 12, 2001.
Descriptores
: Bibliotecas universitarias/Formación de usuarios/Necesidades de información/Estudio de usuarios/Alfabetización informacional
Resumen:
The development of information skills enables people to 'turn knowledge into wisdom through effective application'. Sconul is leading the campaign for information literacy in higher education. Texto completo: http://www.la-hq.org.uk/directory/record/r200112/article4.html
: Evaluación/Formación de usuarios/Alfabetización informacional
Resumen:
Evaluates the evidence for and against the effectiveness of electronically delivered information literacy programmes in comparison with personal contact teaching. Shows that computer-aided learning approaches to user education have great strengths but also undeniable weaknesses. The way to promote higher levels of information literacy in the electronic library environment is to increase the levels of computer-led delivery, as long as this is done in such a way as to maximise the strengths of the format. This is best done in the context of an integrated virtual learning environment (VLE). Such an environment would promote information literacy synergistically as one of a suite of multiple electronic literacies that can be learnt alongside each other. Exploiting a VLE in this way would also facilitate the integration of information literacy into the broader curriculum. Computer-based user education to date could be viewed as having been constrained by a need to imitate well-established, tutor-delivered user education methods. Without an ambitious programme of integration into larger scale e-learning models, this pattern of constraint will continue. Texto completo sólo USAL: http://fernando.emeraldinsight.com/vl=1545472/cl=18/nw=1/fm=docpdf/rpsv/cw/mcb/02640473/v21n4/s4/p322
72. Julien, H. and Boon, S., "Assessing instructional outcomes in Canadian academic libraries ". Library & information science research, Vol. 26, No. 2, 2004 , pp. 121-139.
Descriptores
: Canadá/Bibliotecas universitarias/Estadísticas/Formación de usuarios/Alfabetización informacional
Resumen:
This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize 'success' in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities. Texto completo sólo USAL: http://www.sciencedirect.com/science/journal/07408188
73. Kagan, A., "The growing gap between the information rich and the information poor both within countries and between countries: a composite policy paper ". IFLA journal, Vol. 26, No. 1, 2000, pp. 28.33.
El Grupo Discusión de la IFLA sobre Responsabilidad Social se creó oficialmente en diciembre de 1997 para tratar del papel de las bibliotecas en la sociedad. Este plan de acción se desarrolló a partir de seis documentos de trabajo preparados para el congreso de la IFLA de 1998 en Amsterdam. Los temas de dichos documentos eran: desarrollo de la bilbioteca rural; alfabetización en las bubotecas; pago de de servicios en las bibliotecas; desarrollo de recursos humanos; la brecha en la informacinón electrónica; cooperación bibliotecaria entre Norte y Sur. Los temas se abordan por turno y se incluyen propuestas de acción. Texto completo: http://www.ifla.org/V/iflaj/jour2601.pdf
74. Kauhanen-Simanainen, A., "Collaborative Information Literacy by Government". IFLA Council and General Conference, Vol. 70, 2004.
Descriptores
: Formación de usuarios/Democracia/Publicaciones oficiales/Alfabetización informacional
Resumen:
Information literate governments are able to utilize information widely and effectively. Government based on democratic principles share “empowering information” with the citizens via up-to-date services and publications. Comprehensive literacy by government covers information retrieval, assessment, interpreting, organizing, producing, distributing and sharing processes and skills. Collaborative information literacy by government can be assessed by asking: How do governments read their environment? How accessible, usable and readable are government information assets? The aim of collaborative literacy is to change the role of the information professionals. The tasks emphasize the usability and architecture of information and the sharing of knowledge concerning information. Texto completo: http://www.ifla.org/IV/ifla70/papers/069e-Kauhanen-Simanainen.pdf
75. Kavulya, J. M., "Challenges facing information literacy efforts in Kenya: a case study of selected university libraries in Kenya ". Library Management , Vol. 24, No. 4-5, 2003, pp. 216-222 .
Descriptores
: Formación de usuarios/Africa/Países en desarrollo/Bibliotecas universitarias/Alfabetización informacional
Resumen:
The ability to access, evaluate and use information is a prerequisite for lifelong learning, and a basic requirement for the information society. At the university level, students are expected to contact independent exploration in diverse disciplines and topics and therefore, irrespective of their areas of study, they need to use information effectively. They should not only master the skill of finding information in print format or electronic formats, but also be able to evaluate and use it competently both in their study activities as well as in their later lives. This paper examines why the acquisition of these information skills is a matter of necessity and they are a prime factor in quality learning in Kenyan universities. It concludes that although there have been efforts to ensure information literacy among university students, there is need to build on these efforts through collaborative efforts between librarians and faculty members particularly through joint curriculum design and implementation. Texto completo: http://ejournals.ebsco.com/direct.asp?ArticleID=NF79N8XHACWRBQ21WFKJ
76. Kumar, S., Choudhury, S., and Shah, L., "Information literacy mission in digital environment a prospects and plans for developing society in India". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Sociedad de la información/Países en desarrollo/Asia/Brecha digital/Formación de usuarios/Brecha digital/Alfabetización informacional
Resumen:
The paper correlates literacy and information literacy. Searches reasons of illiteracy in India. Discusses present situation of literacy rate, educational institutions, Public Library Acts and digital divide. Gives the meaning of literacy and information literacy in Indian context. Gives role of Community and Library Information Centres. Information networks available for dissemination are presented in brief. Relation between e-governance and information literacy have been discussed. Some information literacy programs initiated are given. Suggests for an Information Literacy Plan for various community to take India to Millennium 2020. Recommends for a national apex body, development of CLIN and amendments in public library acts to meet challenges of digital information society. Texto completo: http://www.ifla.org/IV/ifla70/papers/145e-Kumar.pdf
77. Kurbanoglu, S. S., "Self-efficacy: a concept closely linked to information literacy and lifelong learning ". Journal of Documentation, Vol. 59, No. 6, 2003, pp. 635-646 .
Descriptores
: Formación de usuarios/Tecnologías de la información/Turquía/Alfabetización informacional
Resumen:
This paper is primarily concerned with self-efficacy in the context of information literacy. The focus is first on the concept of self-efficacy, followed by attainment of self-efficacy beliefs. Finally, findings of the research, the aim of which was to explore students' (who enrolled in the Department of Information Management, Hacettepe University, Ankara, Turkey) perceived self-efficacy for information and computer literacy, are scrutinized. Results of the research indicate no significant year-to-year changes, although the students have a positive perceived self-efficacy for information literacy. Students' self-efficacy beliefs regarding information literacy and computers are correlated. Texto completo: http://titania.emeraldinsight.com/vl=970882/cl=90/nw=1/fm=docpdf/rpsv/cw/mcb/00220418/v59n6/s1/p635
78. Laborda Gil, X., "Brecha digital y nuevas necesidades de alfabetización". Tecnologías, redes y comunicación interpersonal, 2004.
Descriptores
: Brecha digital/Acceso a la información/Tecnologías de la información/Internet/Sociedad de la información/Alfabetización informacional
Resumen:
Se ha abierto una brecha en las relaciones interpersonales con las nuevas modalidades de comunicación digital en la red. Se trata de una brecha que tiene efectos positivos y también negativos en esas nuevas modalidades, que son las páginas web, los juegos en red, los foros de discusión y el correo electrónico. De todas ellas, el correo merece aquí nuestra atención por dos razones. Una razón es la cantidad, porque el correo concentra el mayor volumen de interacciones en la red. La segunda es de calidad, pues aporta nuevas pautas expresivas, que valen para el correo y también para otras modalidades, como los foros de discusión y los canales de conversación. Texto completo: http://www.sant-cugat.net/laborda/brechadigital.pdf
79. Laherty, J., "Promoting Information Literacy for Science Education Programs: Correlating the National Science Education Content Standards with the Association of College and Research Libraries Information Competency Standards for Higher Education". Issues in Science and Technology Librarianship, No. 28, 2000.
Descriptores
: Enseñanza/Formación de usuarios/Asociaciones profesionales/Normas/Alfabetización informacional
Resumen:
Librarians who want to collaborate with faculty to incorporate information literacy into science education programs should understand the theories, pedagogies, and standards that serve the academic discipline. Understanding the National Science Education Standards (NSES) is beneficial for librarians seeking to partner with disciplinary faculty because librarians familiar with NSES will understand better the science educators' fields of reference and be equipped with the requisite vocabulary to communicate with science faculty. In this paper I map the commonalities between the NSES and the Association of College and Research Libraries Information Competency Standards for Higher Education and discuss the implications these commonalities have for promoting information literacy for science education programs. Texto completo: http://www.library.ucsb.edu/istl/00-fall/article3.html
80. Lavrik, O. L., "Global and Regional Phenomena and their Projection on the Models of Developing Information Literacy". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Globalización/Brecha digital/Modelos/Países en desarrollo/Alfabetización informacional
Resumen:
Considering the question of information literacy the author firstly demonstrate a new universal scheme of social communication and points out, that any library to reserve its role must work in a mixed technological environment, and its development should be directed at forming communication chains with reader, publisher and other libraries via Internet. And a reader should possess a set of definite habits and skills to get necessary information. But this general global tendency, as the experience shows, conflicts with some factors, which are supposed to display themselves differently in different parts of one country, let alone different countries. And only the knowledge of this very regional specific character may assist in making an optimal model of the algorithm to solve the problem of information literacy. In the report the authors shows, how some of these factors manifest themselves in developing Internet in Russia and Siberia, electronic document delivery technology and organization, in the work of Continuous education centers and their programs in different parts of Russia. Texto completo: http://www.ifla.org/IV/ifla70/papers/149e-Lavrik.pdf
81. Lebrun , M., "The evolution of library use and the development of literacy in adolescence". IFLA Council and General Conference, No. 70, 2004.
The evolution of library use and the development of literacy in adolescence Monique Lebrun Full professor Département de linguistique et de didactique des langues Université du Québec à Montréal C.P. 8888, succursale centre-ville Montréal(Québec), Canada H3C 3P8 Lebrun-brossard.monique@uqam.ca Introduction All through secondary school, students evolve in terms of the ways they use the library and in their development of a « literate » culture. We surveyed 2700 students aged 12 to16 years in two regions of Quebec, the Montreal region and the Mauricie, about their use of their school and municipal, or public, libraries. In addition to using traditional questionnaires, we interviewed more than one hundred students in focus groups. Our findings are divided into three sections: 1) general trends in literacy and library use, 2) the results of our survey on library use and book selection, and 3) a description of reader profiles as viewed in light of library use. Texto completo: http://www.ifla.org/IV/ifla70/papers/066e-Lebrun.pdf
82. Li Jingxia, "The Public Library and citizens’ information literacy education in china: a case study of Wuhan area, China". IFLA Council and General Conference, No. 68, 2002.
Descriptores
: China/Bibliotecas públicas/Formación de usuarios/Educación/Información a la comunidad/Países en desarrollo/Asia/Alfabetización informacional
Resumen:
The paper begins with the introduction the term ‘information literacy’ and analyses the need for information literacy education in China. It also presents a detail description with examples how the China’s public libraries are cultivating citizens’ information literacy. The experiences prove that the public library is the proper place to nurture citizens’ information literacy. The work on information literacy education can promote the exploration and utilization of information resources. The paper also provides an opportunity for people to realize the value of the public library. In conclusion the author proposes some practical methods concerning the further improvements in information literacy education. Texto completo: http://www.ifla.org/IV/ifla68/papers/039-098e.pdf
83. Li Jingxia, "The Public Library and citizens’ information literacy education in china: a case study of Wuhan area, China". IFLA Council and General Conference, No. 68, 2003.
Descriptores
: China/Bibliotecas públicas/Formación de usuarios/Alfabetización informacional
Resumen:
The paper begins with the introduction the term ‘information literacy’ and analyses the need for information literacy education in China. It also presents a detail description with examples how the China’s public libraries are cultivating citizens’ information literacy. The experiences prove that the public library is the proper place to nurture citizens’ information literacy. The work on information literacy education can promote the exploration and utilization of information resources. The paper also provides an opportunity for people to realize the value of the public library. In conclusion the author proposes some practical methods concerning the further improvements in information literacy education. Texto completo: http://www.ifla.org/IV/ifla68/papers/039-098e.pdf
84. Lupton, M., "The getting of wisdom: reflections of a teaching librarian". AARL. Australian Academic & Research Libraries , Vol. 33, No. 3, 2002.
Descriptores
: Bibliotecas universitarias/Formación de usuarios/Alfabetización informacional
Resumen:
The shift in focus from teaching to learning in higher education can be paralleled in the shift from bibliographic instruction to information literacy. This move has resulted in a change of role from librarians as service providers to educators. This paper argues that in order to facilitate students' 'getting of wisdom', librarians who design and deliver information literacy programs should see themselves as teachers rather than trainers. It compares the role of the school teacher-librarian with that of the academic teaching librarian. The implications of a dominant training paradigm result in the reduction of information literacy to lower order surface learning. Support for teaching librarians is crucial in changing roles and self-image. Texto completo en: http://alia.org.au/publishing/aarl/33.2/full.text/lupton.html
85. MacEachern, R., "Measuring the Added Value of Library and Information Services: The New Zelanda Approach". IFLA journal, Vol. 27, No. 4, 2001, pp. 232.
Descriptores
: Valor añadido de la información/Bibliotecas públicas/Australia/Medición/Servicios bibliotecarios/Alfabetización informacional
Resumen:
The Value-Added Library Methodology (V+LM) is a structured approach to quantifying and measuring library services in terms of the benefits they offer to their client groups. V+LM identifies and emphasizes the return library funders receive on their investment in library and information, thus taking the focus away from libraries as a cost centre, and towards libraries as a good business investment for firms, universities and communities. The methodology can measure the entire library output, or individual services such as information literacy programmes. V+LM measures intangible benefits using economic concepts such as opportunity cost, proxy cost, and market rates. The benefits derived are compared to the net investment using standard accounting practices. V+LM has been implemented in three New Zealand libraries: the New Zealand Parliamentary Library; the University of Canterbury Library, and the Manakau Public Libraries. This article describes the findings of the three studies, highlights features common to parliamentary, higher education, and public libraries, and also draws attention to the differences. Texto completo: http://www.ifla.org/V/iflaj/art2704.pdf
86. Marzal, M. Á., Cuevas, A., Colmenero, M. J., and Calzada, J., "Alfabetización en la información y bibliotecas escolares: una experiencia en la comunidad de Madrid". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación de usuarios/Madrid/Bibliotecas escolares/Alfabetización informacional
Resumen:
Una tarea muy ligada a la labor del documentalista, desde una perspectiva histórica, ha sido el apoyo a las políticas de alfabetización, del mismo modo ha sido una constante en España el empeño por establecer las Bibliotecas Escolares en el sistema educativo. La Sociedad de la Información y sus medios para acceder y representar el conocimiento ha desarrollado un nuevo modo de leer y escribir, una nueva alfabetización más próxima al quehacer documentalista, information literacy, alfabetización de la información. En esta comunicación realizamos una semblanza de la Hª de las Bibliotecas Escolares en nuestro país y exponemos las líneas de trabajo y los primeros resultados del Seminario de Investigación y aplicación experimental “Las Bibliotecas Escolares y la Alfabetización en la Información. Texto completo: http://www.ifla.org/IV/ifla70/papers/114s-Marzal.pdf
87. Maza1, M. L. d. l. and Abbagliati, E., "BiblioRedes: Abre tu Mundo, su modelo de alfabetización digital". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Alfabetización informacional/Redes de bibliotecas/Brecha digital
Resumen:
70.000 personas alfabetizadas digitalmente. Ese fue el desafío de BiblioRedes: Abre tu Mundo durante el año 2003. BiblioRedes, proyecto desarrollado por la Dirección de Bibliotecas, Archivos y Museos de Chile (DIBAM) y auspiciado por la Bill & Melinda Gates Foundation, buscaba convertir a las bibliotecas públicas del país en referentes y actores principales del combate a la brecha digital. Un desafío que se basaba en más de una década de transformaciones en las bibliotecas y que permitían garantizar su rol estratégico en facilitar el acceso comunitario a las tecnologías de información y la capacitación en el uso de las mismas a los grupos sociales que sufren distintos tipos de marginalidad (social, cultural, económica o geográfica). Texto completo: http://www.ifla.org/IV/ifla70/papers/012s-Maza_Abbagliati.pdf
88. Meneses Placeres, G. and Caridad Vázquez, M., "Un acercamiento a la alfabetización en información: la experiencia del CDICT de la Universidad Central de Las Villas. ". Encuentro Nacional de Bibliotecas Universitarias (Cuba), Vol. 2, 2004.
Se abordan los elementos teóricos que recoge el proceso de alfabetización en información en la educación superior, transitando por sus conceptos y aplicaciones en otras universidades. Se describe el escenario actual del Centro de Documentación e Información Científico-Técnico de la Universidad central para enfrentar dicho proceso de alfabetización. Incluye conclusiones, recomendaciones y bibliografía. Texto completo: http://intranet.dict.uh.cu/Ponencias_II%20Encuentro%20Bibliotecas%20Universitarias.asp
89. Menou, M. J., "La alfabetización informacional dentro de las políticas nacionales sobre tecnologías de la información y comunicación (TICs): la cultura de la información, una dimensión ausente". Anales de Documentación, Vol. 7, 2004, pp. 241-261.
Descriptores
: Brecha digital/Sociedad de la información/Tecnologías de la información/Formación de usuarios/Alfabetización informacional
Resumen:
La mayoría de las políticas nacionales e internacionales de desarrollo están dando ya mucho juego para la aplicación de las TICs y la transición hacia la sociedad de la información. Dentro de cada país, igual que entre los diferentes países, se ven las desigualdades en el acceso y uso (lo que generalmente se conoce como “brecha digital”) como una amenaza importante. Además de asegurar el “acceso universal”, la alfabetización informacional constituye un componente importante de estos esfuerzos. Una serie de ejemplos, sacados principalmente de América Latina, ilustran las tendencias a la hora de plantearse los problemas de la alfabetización in-formacional. El acento en el uso de computadoras y, más genéricamente, las pers-pectivas más bien estrechas de estos programas les hacen parecerse mucho más a un ejercicio de dotación de nuevas herramientas para la fuerza de trabajo que a una po-tenciación de los ciudadanos. Se afirma que el potencial de la Edad de la Informa-ción no puede llegar a realizarse sin ampliar el alcance de la alfabetización informa-cional y en el uso de computadoras mucho más allá de sus aspectos funcionales usuales. Lo que está en juego es la formación de una cultura de la información, algo que por sí mismo implica la adaptación de otras culturas preexistentes. En otras pa-labras, una revolución cultural asumida por los actores antes que una involución cul-tural forzada por los medios de comunicación globales. Como conclusión se deli-nean unos pocos requisitos para ese nuevo planteamiento. Texto completo: http://www.um.es/fccd/anales/ad07/ad0716.pdf
90. Mohd Sharif Mohd Saad and Zainab, A. N., "Information literacy programmes in Malaysian Public Universities: an observation". IFLA Council and General Conference, No. 68, 2002.
Descriptores
: Formación de usuarios/Países en desarrollo/Asia/Bibliotecas universitarias/Alfabetización informacional
Resumen:
Information literacy is defined as the ability to recognize information need, identify, evaluate and use information effectively. The user education programmes and activities that promote these abilities is a growing concern among librarians and those involved in the education and training sectors. The paper discusses the effort initiated by selected Malaysian public university libraries to promote information literacy skills among their users especially in terms of the objectives, course content and approaches used in delivering information literacy programmes and activities. The selected libraries comprise the libraries at the University of Malaya (UM), National University of Malaysia (UKM), University Putra Malaysia (UPM), International Islamic University Malaysia (IIUM) and Universiti Teknologi MARA (UiTM). texto completo: http://www.ifla.org/IV/ifla68/papers/142-098e.pdf
91. Mohd Sharif Mohd Saad A. N. Zainab, "Information literacy programmes in Malaysian Public Universities: an observation". IFLA Council and General Conference, No. 68, 2003.
Descriptores
: Bibliotecas universitarias/Asia/Países en desarrollo/Alfabetización informacional
Resumen:
Information literacy is defined as the ability to recognize information need, identify, evaluate and use information effectively. The user education programmes and activities that promote these abilities is a growing concern among librarians and those involved in the education and training sectors. The paper discusses the effort initiated by selected Malaysian public university libraries to promote information literacy skills among their users especially in terms of the objectives, course content and approaches used in delivering information literacy programmes and activities. The selected libraries comprise the libraries at the University of Malaya (UM), National University of Malaysia (UKM), University Putra Malaysia (UPM), International Islamic University Malaysia (IIUM) and Universiti Teknologi MARA (UiTM). Texto cxompleto: http://www.ifla.org/IV/ifla68/papers/142-098e.pdf
92. Moore, M., "The development of the information literacy skills curriculum in the Sultanate of Oman". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Sociedad de la información/Países en desarrollo/Asia/Brecha digital/Formación de usuarios/Países árabes/Alfabetización informacional
Resumen:
New to the Sultanate of Oman and a part of its reform of education are Learning Resource Centers in its Basic Education schools, Cycle 1 and 2, with the mission to provide an educationally sound information literacy curriculum for developing the students of Oman into life-long learners, ones who would be able to use learning throughout their lives as a way to solve problems, act ethically, plan for the future, and prepare for change. Developed to provide lessons and activities to promote information literacy, a concept new to Oman, was the LRC Information Skills and Activities which is a progressive, continuous, and comprehensive curriculum. Stressed in this curriculum are the meta-cognitive skills of assessing and analyzing, organizing, communicating, and applying, all skills relevant to other curricula and thus emphasizing the holistic nature of the learning process so that most information literacy skills are not taught in isolation but rather integrated within other curricula. The purpose of this paper will be to discuss and illustrate the development of this information literacy curriculum framework and its learning outcomes and, as well, provide for each meta-skill samples of the activities and assessments designed to support them. Texto completo: http://www.ifla.org/IV/ifla70/papers/146e-Moore.pdf
93. Naranjo Vélez, E. and Rendón Giraldo, N. E., "Las Bibliotecas frente a la Alfabetización Informativa y la cultura en Información". Congreso Internacional de Cultura y Desarrollo, Vol. 3, 2003.
Descriptores
: Sociedad de la información/Alfabetización/Alfabetización informacional/Aspecto social
Resumen:
Frente a los retos de la sociedad actual, denominada de la información o del conocimiento, se destaca la necesidad de que sus miembros sean lectores, permanezcan informados y documentados; posean actitudes y habilidades encauzadas hacia la búsqueda, recuperación y uso de la información en beneficio de cada uno de ellos y la posibilidad de difundir la generación del conocimiento a través de diferentes medios; pero ante todo, extender la Alfabetización Informativa a todos los ciudadanos con el fin de reducir las diferencias que existen entre las mismas comunidades y grupos sociales. Texto completo: http://www.lib.cult.cu/bnjm/foro8/pon3.asp
94. Narayanan, R., "Creating Information Literacy as Corporate Products: Perspectives and Experiences from Singapore". IFLA Council and General Conference, No. 69, 2003.
Descriptores
: Formación de usuarios/China/Alfabetización informacional
Resumen:
The opportunities for creating information literacy programmes in ‘corporate’ products is explored in the paper. Information literacy has emerged as a critical skill in the Internet-based knowledge economy, to ensure a workforce that remains employable. This paper presents a new paradigm to conceptualizing, implementing and sustaining information literacy programmes. It audits how information literacy programmes in libraries has evolved into a ‘product’ using working examples from Singapore. The authors present personal accounts of how they have been involved in ‘corporatising’ information literacy programmes for different customers in Singapore and share practical examples of information literacy programmes which have generated income for the library and highlighted the role of libraries and librarians as strategic partners in information literacy programmes and training. Texto completo: http://www.ifla.org/IV/ifla69/papers/114e-Narayanan_Munoo.pdf
95. Nieuwenhuysen, P., "Information literacy courses at graduate and postgraduate level: some experiments and some experience". IATUL Proceedings, Vol. 9, 1999.
Descriptores
: Formación de usuarios/Recuperación de la información/Internet/Alfabetización informacional
Resumen:
This contribution focuses on some official courses organised at the Vrije Universiteit Brussel (V.U.B.) and at the University of Antwerp (U.A.), in Belgium, that are all related to information retrieval and information literacy. In these times of evolution towards increased importance of information sources based on computers and on the Internet, in comparison with the hard copy collection in the libraries, information literacy has become more important than ever, so that the virtual information sources become as well visible for the users as the printed volumes on the shelves of classical libraries. This paper may be of interest for instance to persons involved in training and teaching in the same area(s), and to librarians responsible for user education in their library. More concretely, the following components of the courses and of the course material are presented. Texto completo: http://educate3.lib.chalmers.se/IATUL/proceedcontents/chanpap/nieuwenh.html
96. Nimon, M., "Developing lifelong learners: controversy and the educative role of the academic librarian". AARL. Australian Academic & Research Libraries , Vol. 33, No. 1, 2002.
Descriptores
: Bibliotecas universitarias/Servicios de Información/Formación de usuarios/Alfabetización informacional
Resumen:
Academics and librarians in higher education share the goal of maximising learning opportunities for students. Cooperative effort between the two parties for this purpose is general practice. However, recent research and public debate provide evidence of disagreement between academics and librarians in regard to achieving mutually held educational goals. Specifically, there is evidence of opposing positions on the teaching role claimed by librarians in pursuit of developing students' information literacy. Some argue that the teaching role of the academic librarian will win greater acceptance if librarians undertake educational training. A case is made for building the teaching expertise of librarians at least in part on professional activities they already engage in. This could be done by researching these activities as educational events and investigating how to educate librarians to teach more effectively through these activities. Publication of research in this area would make known an aspect of the teaching role of librarians solidly drawn from their professional expertise and uniquely their own. It is believed that this evidence would facilitate more effective cooperation between academics and librarians. Such a strategy conforms to one aspect of Boyer's scholarship of teaching. Texto completo en: http://alia.org.au/publishing/aarl/33.1/full.text/nimon.html
97. Oberg, D., "Promoting Information Literacies: A Focus on Inquiry". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación de usuarios/Alfabetización informacional/Jovenes/Alfabetización informacional
Resumen:
An important aspect of the work of school librarians and other literacy workers is the development of young people’s information literacies, that is, those skills and strategies essential to finding and using information. Canada’s new information literacy framework addresses eight information literacies, expressed in the form of student outcomes: (1) Uses information with aesthetic appreciation; (2) Uses information responsibly; (3) Uses information respectfully; (4) Uses information critically; (5) Uses information strategically; (6) Uses information for decision-making; (7) Uses information expressively; and (8) Uses information and media tools with technical competence. Researchers and practitioners in Alberta’s school library community have developed a new document guiding the work of teachers and librarians in developing students’ information literacies, specifically in relation to the process of inquiry or “inquirybased learning.” The new document, titled Focus on Inquiry, takes into account process models of library instruction that have been developed in many parts of the world over the past three decades. Texto completo: http://www.ifla.org/IV/ifla70/papers/088e-Oberg.pdf
98. Oberg, D., "Promoviendo Alfabetizaciones en Información: un Enfoque sobre la Indagación". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación de usuarios/Alfabetización informacional/Jovenes
Resumen:
Un aspecto importante del trabajo de los bibliotecarios escolares y de otros trabajadores de la alfabetización es el desarrollo de las alfabetizaciones en información de los jóvenes, esto es, aquellas habilidades y estrategias esenciales para el hallazgo y el uso de la información. El nuevo sistema de alfabetización en información de Canadá se dirige a ocho alfabetizaciones en información, expresadas en forma de logros de los estudiantes: (1) Usa la información con criterio estadístico; (2) Usa la información responsablemente; (3) Usa la información respetuosamente; (4) Usa la información críticamente; (5) Usa la información estratégicamente; (6) Usa la información para la toma de decisiones; (7) Usa la información expresivamente; y (8) Usa la información y las herramientas de comunicación con competencia técnica. Los investigadores y profesionales en la comunidad de bibliotecas escolares de Alberta han desarrollado un nuevo documento que guía la tarea de maestros y bibliotecarios en el desarrollo de las alfabetizaciones en información de los estudiantes, específicamente en relación con el proceso de indagación o “aprendizaje basado en la indagación”. Texto completo: http://www.ifla.org/IV/ifla70/papers/088s_trans-Oberg.pdf
99. Oberman, C., "“What the ACRL Institute for Information Literacy Best Practices Initiative tells us about the librarian as teacher”". IFLA Council and General Conference, No. 68, 2002.
Descriptores
: Formación de usuarios/Alfabetización informacional
Resumen:
How many times have you heard the same institution’s information literacy program cited as an exemplar in the field? How many times have you wondered why a particular information literacy program at an institution works so well, while others never really take hold? How many times have you thought about whether you had all the right ingredients at hand to shape an effective information literacy program? How many times have you thought about what makes a quality information literacy program? Ironically, we all seem to “know” a good information literacy program when we “see” one, but are less clear on what makes it so. Unfortunately, to date, there has been scant attention to the critical components that comprise a successful and sustainable program. Texto completo: http://www.ifla.org/IV/ifla68/papers/082-119e.pdf
100. Orr, D., "Information literacy - is it worth the investment?". AARL Australian Academic & Research Libraries, Vol. 34, No. 1, 2003.
Descriptores
: Bibliotecas universitarias/Formación de usuarios/Alfabetización informacional
Resumen:
Many academic libraries have extensive information literacy programs. Often a lot of staff time is dedicated to the creation and delivery of these programs making them a big investment of resources. There is also a cost associated with opportunities forgone. If resources are to be maximised there needs to be a careful analysis of staff costs in relation to student benefits. Librarians at Central Queensland University analysed the costs associated with the creation and delivery of one information literacy program within the Faculty of Education and Creative Arts. The intention was to use an embedded approach and link the information literacy skills and concepts with the content so that students would learn sections of content by accessing and using information sources. Costs, along with evaluative data from all stakeholders, were instrumental in planning the future development of the program. Texto completo en: http://alia.org.au/publishing/aarl/34.1/full.text/orr.cribb.html
101. Ortiz-Repiso Jiménez, V. y. C. E. J. A., "La biblioteca escolar como centro de alfabetización informacional y de recursos para el aprendizaje. la realidad de la comunidad de Castilla-La Mancha. ". Foro Biblioteca y Sociedad, 2004.
Se destaca el papel de la Biblioteca Escolar como centro de alfabetización informacional y de recursos para el aprendizaje, a la vez que se hacen públicos los resultados del estudio realizado por los autores sobre la situación de las bibliotecas escolares en Castilla-La Mancha, durante el curso 2002-03. La Biblioteca Escolar representa un papel fundamental en el sistema educativo de cualquier país. Según la UNESCO, entre sus funciones están: ofrecer oportunidades de crear y utilizar la información para adquirir conocimientos, comprender, desarrollar la imaginación y entretenerse; y enseñar al alumnado las habilidades para evaluar y utilizar la información en cualquier soporte, formato o medio.Por su parte, la LOGSE destaca, entre sus principios, la enseñanza comprensiva, el aprendizaje significativo y por descubrimiento y al alumno como protagonista de dicho aprendizaje. Principios que no han tenido su reflejo en el posterior desarrollo de las “bibliotecas escolares-centros de recurso para el aprendizaje” Los resultados de este trabajo ponen de manifiesto que, aunque la mayoría de los centros educativos de Castilla-La Mancha tiene una Biblioteca Escolar, los recursos documentales, técnicos y humanos con los que cuenta impiden ofrecer los servicios necesarios para que puedan actuar como centro de recursos para el aprendizaje y para la alfabetización informacional. Asimismo, tanto el personal encargado de las bibliotecas como el profesorado en su conjunto, carecen de la formación necesaria para dotar a sus alumnos de las herramientas y habilidades básicas para la búsqueda, selección, tratamiento y difusión de la información. Texto completo: http://www.anabad.org/foro/index.php?b=3&c=19
102. Parker, J., "Putting the pieces together: information literacy at The Open University ". Library Management , Vol. 24, No. 4-5, 2003, pp. 223-228 .
Descriptores
: Bibliotecas universitarias/Enseñanza a distancia/Formación de usuarios/Alfabetización informacional
Resumen:
Describes a combined approach to delivering information literacy skills at The Open University Library. Outlines the aims of the newly formed Information Literacy Unit, and identifies three approaches currently used to incorporate information literacy into the curriculum. Focuses on MOSAIC (Making Sense of Information in the Connected Age), an on-line information literacy course, in particular on issues around assessment, on-line delivery and support, its use as a staff development tool and positive results of a recent survey. Recommends that information literacy is considered at a strategic level in the higher education sector. Texto completo sólo USAL: http://ejournals.ebsco.com/direct.asp?ArticleID=PFHC3MU29F9351EQC6BQ
103. Pasadas Ureña, C., "El Certificado Internacional de Alfabetización en Información: ¿un reto profesional global?". IFLA Council and General Conference, No. 69, 2003.
Descriptores
: Bibliotecarios /Formación profesional/Certificación/Formación de usuarios/Alfabetización informacional
Resumen:
La sesión abierta de la Sección de Bibliotecas Universitarias y otras Bibliotecas Generales de Investigación y de la Sección de Alfabetización en Información, a celebrar dentro del 68º Congreso Mundial de las Bibliotecas y la Información de la IFLA en Berlín 2003 se propone iniciar un debate sobre la viabilidad de un Certificado Internacional de Alfabetización en Información (CIAI) como parte de la agenda internacional para la alfabetización en información (Alfin), su fundamento, metas y funcionamiento básico, los retos para la profesión bibliotecaria, y el papel que la IFLA y las asociaciones y colegios profesionales podrían desempeñar para ello. Entre los resultados esperados se incluyen también directrices claras sobre formas de promoción de la agenda para la Alfin en un momento en que la IFLA lucha por conseguir una mayor presencia de las bibliotecas y de la profesión bibliotecaria en la Cumbre Mundial sobre la Sociedad de la Información de la UNESCO (2003-2005) Texto completo. http://www.ifla.org/IV/ifla69/papers/202s-Pasadas_Urena.pdf
104. Pérez Subirats, J. L., "Diseño informacional de los sitios web ". ACIMED, Vol. 11, No. 6, 2003.
Descriptores
: World Wide Web/Diseño/Navegación/Alfabetización informacional
Resumen:
Diferentes autores a nivel mundial han tratado el diseño informacional de los sitios web, sus etapas, así como la necesidad de un trabajo multidisciplinario para alcanzar los objetivos propuestos para cada uno de ellos. Se abordan los conceptos diseño de información, producto de información digital, arquitectura de información y de alfabetización informacional para mejorar la comprensión del tema estudiado. Se expone un conjunto de aspectos básicos y recomendaciones para diseñar adecuadamente un sitio desde el punto de vista de su arquitectura informacional. Un sitio web se construye esencialmente para satisfacer las necesidades informacionales de sus usuarios potenciales. Texto completo: http://bvs.sld.cu/revistas/aci/vol11_6_03/aci09603.htm
105. Rader, H. B., "Alfabetización informacional en el entorno del servicio de referencia: preparándonos para el futuro". Anales de Documentación, Vol. 3, 2000, pp. 209-216.
Descriptores
: Servicios de información bibliográfica/Alfabetización informacional/Formación de usuarios/Bibliotecarios/Futuro
Resumen:
El entorno de la información académica está cambiando sobremanera a medida que entramos en el milenio. Estos cambios están afectando a las bibliotecas y, concretamente, a los servicios de referencia. En el pasado, e incluso recientemente, los bibliotecarios se han dedicado a la orientación bibliotecaria, formación de usuarios, e instrucción bibliográfica. Ahora tienen que preocuparse por enseñar a estudiantes y a otros colectivos información útil y destrezas informáticas para que puedan manejarse con eficacia en la sociedad de la información. El trabajo de referencia tal y como se ha practicado en este siglo sufrirá cambios drásticos en el entorno de la información electrónica, y la enseñanza de habilidades de información eficaces se convertirá en un componente muy importante de los servicios de referencia. Los retos, así presentados a los bibliotecarios académicos, son grandes, pero el éxito en esta área significará la eficaz supervivencia de la profesión. http://www.um.es/fccd/anales/ad03/AD12-2000.PDF
106. Rader, H. B., "Alfabetización informacional en el entorno del servicio de referencia: Preparándonos para el futuro. ". Anales de Documentación, Vol. 4, 2001, pp. 267-282.
Descriptores
: Bibliotecas digitales/Formación de usuarios/Futuro/Bibliotecarios/Alfabetización informacional
Resumen:
Las implicaciones de la desintermediación para los bibliotecarios y los expertos en documentación (intermediarios) se pueden vivir como una amenaza o como un cambio, dependiendo del análisis de la cuestión. Se analizan los diferentes modos de reaccionar ante la desintermediación de los profesionales de la información. Aunque la mayoría de reacciones son aceptables, ninguna abarca todas las implicaciones de la desintermediación. Por tanto, se propone un acercamiento holístico a la desintermediación dentro de la cual la situación del intermediario se ve dentro de la situación global de la sociedad. En relación con sus efectos sobre la desintermediación, se deben analizar los siguientes aspectos: Cambios generales en la sociedad, disponibilidad de fuentes de información, el proceso de búsqueda de información, las organizaciones en que los intermediarios específicamente operan, y la disponibilidad de servicios de información. También debería analizarse a los usuarios finales y a los profesionales de la información involucrados. Con este acercamiento se encontrará que los efectos de desintermediation variarán según las situaciones particulares. Para preparar a especialistas de la información para los efectos de desintermediación, su formación también debería adaptarse a este fenómeno.Texto completo: http://www.um.es/fccd/anales/ad04/a15traduccion.pdf
107. Robertson, S., "University of Melbourne Library Meeting the Challenges of Providing Information Literacy in a Networked Environment ". IFLA Council and General Conference, No. 65, 1999.
Descriptores
: Formación de usuarios/Bibliotecas universitarias/Australia/Alfabetización informacional
Resumen:
Among the many interpretations of the term information literacy, the American Library Association statement provides an authoritative description: To be information literate, a person must be able to recognise when information is needed and have the ability to locate, evaluate and use effectively the information needed…Ultimately information literate people are those who have learned how to learn. They know how to learn because they know how information is organised, how to find information, and how to use information in such away that others can learn from them. (cited in (Bruce 1997, p.27)). While researchers and practitioners may debate the concept of information literacy, (Breivik and Gee 1989; Snavely and Cooper 1997; Walton, Day, and Edwards 1996), its importance to learning in the academic sector is not disputed. Texto completo: http://www.ifla.org/IV/ifla65/papers/116-165e.htm
108. Roes, H., "Digital Libraries and Education: Trends and Opportunities ". D-Lib Magazine, Vol. 7, No. 7-8, 2001.
This article builds on work in the past few years, triggered by Ticer course [Roes, 1999] and consulting activities, notably for the Dutch Open University and the Amsterdam University for Professional Education. It attempts to identify strategic issues for libraries wishing to pursue a more active policy with regard to the changes affecting higher education due to the increased use of information and communication technologies (ICT). The article starts out by sketching the changes currently occurring in education. A study of the literature, carried out while preparing a new strategic plan for the libraries of Amsterdam University for Professional Education, identified five major areas in which libraries can develop strategies to enhance services for their patrons. The following domains are discussed: digital libraries and digital learning environments; digital portfolios; information literacy; collaborative course design; and the relation between physical and virtual learning environments. Next, possible implications for library staff regarding the changes are discussed. The article concludes with thoughts on alignment between library strategy and the strategy of the library's parent institution. Texto completo: http://mirrored.ukoln.ac.uk/lis-journals/dlib/dlib/dlib/july01/roes/07roes.html
109. Roes, H., "Digital libraries and the changing world of education ". Thessaloniki Spring Course on the Digital Library, 1999.
Based on an analysis of Twigg and Miloff (1998) of the changes which are underway in the educational system, which will lead to new types of learning environments with greater emphasis on competences and information literacy, the digital library is introduced as a natural and necessary component of the learning environment of the future. Next the situation at Tilburg University is described. Competences of teaching staff are developed in a highly customised approach which seems to be promising. Finally, plans for a central facility for ICT and education, which operates as a network organisation, are discussed. Texto completo: http://cwis.kub.nl/~dbi/users/roes/articles/dlibeduc.htm
110. Romanos de Tirate, S., Parada, A. E., and Giunt, v., "Información, cultura y sociedad: a contribution to professional literacy in Argentina". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación profesional/Argentina/Alfabetización informacional/Aspecto social
Resumen:
Introduction Among the intended purposes of the research institutes of the Facultad de Filosofía y Letras at the Universidad de Buenos Aires(1) there is one which is closely related to the transfer of scientific knowledge: fostering the production and distribution of institutional publications. Although the first centre for research in Library Science dates back to 1967 initially, under the Office of the Provost of the Universidad Buenos Aires, later to come under the Facultad de Filosofía y Letras it is only in 1998 that a plan is put forward for the creation of an academic journal in the field. Texto completo: http://www.ifla.org/IV/ifla70/papers/047e-Tiratel_Prada_Falcato_Giunti.pdf
111. Romanos de Tirate, S., Parada, A. E., and Giunt, v., "Información, cultura y sociedad: una contribución al alfabetismo profesional en la Argentina ". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Formación profesional/Argentina/Alfabetización informacional/Aspecto social
Resumen:
Dentro de las principales funciones que cumplen los institutos de investigación de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires1, se destaca una que se relaciona especialmente con los procesos de transferencia de la información científica: fomentar la producción y distribución de publicaciones. Sin embargo, a pesar de que ya en 1967 se había creado un Centro de Investigaciones Bibliotecológicas (convertido en Instituto desde 1996), dependiente primero del Rectorado de la Universidad de Buenos Aires y, luego de dos años, de la Facultad de Filosofía y Letras, no es sino hasta 1998 cuando se inicia un plan para crear una revista académica. Texto completo: http://www.ifla.org/IV/ifla70/papers/047s_trans-Tiratel_Prada_Falcato_Giunti.pdf
112. Rosen, J. and Castro, G. M., "From Workbook to Web: Building an Information Literacy OASIS ". Computers in libraries, Vol. 22, No. 1, 2001, pp. 30-36.
Descriptores
: Formación de usuarios/Internet/Programas informáticos/Alfabetización informacional
Resumen:
You can lead a student to information, but you cannot make him thinkor can you? This author explains a Web-based information literacy program. Computer-generated questions and instant grading forced students to pass quizzes before the computer automatically reported their final scores to administrators. http://www.infotoday.com/cilmag/jan02/cilmag.htm
113. Sacchanand, C., "Information literacy instruction to distance students in higher education: librarians’ key role". IFLA Council and General Conference, No. 68, 2002.
Descriptores
: Formación de usuarios/Enseñanza a distancia/Alfabetización informacional
Resumen:
This paper describes the changing of distance education environment, characteristics of distance students in higher education and their problems in using library resources and services. Information literacy instruction as the key role of distance education librarians is described based on STOU’s experience in Thailand as a case study. Texto completo: http://www.ifla.org/IV/ifla68/papers/113-098e.pdf
114. Sacchanand, C., "Information literacy instruction to distance students in higher education: librarians’ key role". IFLA Council and General Conference, No. 68, 2003.
Descriptores
: Enseñanza a distancia/Formación de usuarios/Internet/Alfabetización informacional
Resumen:
This paper describes the changing of distance education environment, characteristics of distance students in higher education and their problems in using library resources and services. Information literacy instruction as the key role of distance education librarians is described based on STOU’s experience in Thailand as a case study. Texto completo: http://www.ifla.org/IV/ifla68/papers/113-098e.pdf
115. Sai-noi Chan, "Making Information literacy a Compulsory Subject for Undergraduates: The Experience of the University of Malaya". IFLA Council and General Conference, No. 69, 2003.
Descriptores
: Formación de usuarios/Bibliotecas universitarias/Alfabetización informacional
Resumen:
This paper will discuss the experience of the University of Malaya Library in running the Information Skills Course, which has been made compulsory subject for all first year students undertaking a first degree in the University of Malaya since the 1998/1999 academic session. This Information Skills initiative is an historic one as it is the first time that Malaysian university students are made to follow and pass a formalized Information Skills Course as one of the prerequisites for graduation. Providing information skills instruction and user education programmes have been the regular function of academic libraries undertaken by reference librarians. However, with the introduction of the Course, all librarians besides the reference librarians are involved in the teaching of information skills. Besides the increased workload, librarians often have to face the ignorance and indifference of some academic staff and students who questioned the academic credibility and standing of a course taught by librarians. As such the proposal for an International Information Literacy Certificate (IILC) is very timely as it would provide the international standard for an Information Skills curriculum, uniform training and tests. With international accreditation, academic staff will place more confidence on the quality and importance of an Information Skills course to enhance the learning capabilities of their students. However, for political expediency and greater impact, it is suggested that IFLA invites UNESCO to be a partner of the IILC initiative. Texto completo. http://www.ifla.org/IV/ifla69/papers/081e-Chan.pdf
116. Salisbury, F. and Ellis, J., "Online and face-to-face: evaluating methods for teaching information literacy skills to undergraduate arts students ". Library Review , Vol. 52, No. 5, 2003, pp. 209-217 .
Descriptores
: Formación de usuarios/Evaluación/Arte/Metodología/Estudio de usuarios/Alfabetización informacional
Resumen:
This paper reports on an evaluation project conducted at the University of Melbourne during 2002. The objective of the project was to evaluate selected information literacy programs that were provided to students in the Arts Faculty. The three programs that were evaluated used different modes of delivery. The paper discusses the rationale of the project, the methodology and the results of the evaluation. Texto completo sólo USAL: http://ejournals.ebsco.com/direct.asp?ArticleID=LRKLGLMP12JY22A2TYG8
117. Salisbury, F. and Peacock, J., "Information Literacy Co-ordination: two dynamic approaches". Australian Library Journal, Vol. 50, No. 1, 2001.
Descriptores
: Bibliotecas universitarias/Formación de usuarios/Alfabetización informacional
Resumen:
The libraries of the University of Melbourne and Queensland University of Technology have two different approaches to co-ordinating information literacy. During 1999, each library reviewed various aspects of their co-ordination processes, the result of which was the implementation of innovative approaches to managing their education and training programs. Although the libraries service the needs of parent universities with distinct educational agendas, they share a common focus concerning Information Literacy objectives and issues. Each library has an extensive teaching and learning tradition and demonstrates a strong commitment to student learning outcomes. Furthermore, as multi-campus institutions, the development, co-ordination and management of their education and training programs presents similar opportunities and challenges. However, each library has adopted distinctly different operational models. This paper presents an overview of the co-ordination models adopted by each library and analyses their individual rationales, within the context of their organisations, for applying these models. It summarises the redevelopment and implementation processes undertaken, including operational initiatives, managerial strategies, staffing and resourcing issues and evaluation and feedback methodologies, and analyses the success or otherwise of each model. It provides a critique of both approaches in terms of achievements, challenges and issues born as a result of each process. It also seeks to identify future trends and improvements to be undertaken in subsequent reviews. Texto completo: http://www.alia.org.au/alj/50.1/09information.literacy.html
118. Skov, A. and Skaerbak, H., "Fighting an uphill battle: teaching information literacy in Danish institutions of higher education ". Library Review , Vol. 52, No. 7, 2003, pp. 326-332.
Descriptores
: Bibliotecas/Servicios de Información/Dinamarca/Formación de usuarios/Alfabetización informacional
Resumen:
The article addresses the development and present state of information literacy activities in Danish institutions of higher education. It outlines the national policy on information literacy, emphasising the crucial role of the Danish Electronic Research Library (DEF). The importance of integrating information literacy sessions into the curriculum is highlighted together with an examination of the barriers that make integration difficult. Strategic alliances and new forms of liaison schemes are presented followed by a description of learning resource centres and Web-based tutorials and e-learning activities. The important role of professional groups in setting the agenda for information literacy discussions and knowledge sharing is recognised; and finally, the paper outlines the various educational opportunities open to library school students and academic librarians engaged in teaching information literacy. Texto completo sólo USAL: Fighting an uphill battle: teaching information literacy in Danish institutions of higher education. Texto completo sólo USAL: http://isacco.emeraldinsight.com/vl=1337628/cl=32/nw=1/fm=docpdf/rpsv/cw/mcb/00242535/v52n7/s4/p326
119. Snavely, L., "Information Literacy Standards for Higher Education: An International Perspective". IFLA Council and General Conference, No. 67, 2001.
Descriptores
: Formación de usuarios/Normas/Bibliotecas universitarias/Alfabetización informacional
Resumen:
An information literate person is: “...one who is able to recognize when information is needed and have the ability to locate, evaluate, and effectively use the needed information.” This simple definition was created in 1989 by the American Library Association’s Presidential Commission on Information Literacy. While the term and definition have been debated extensively, the true challenge has not been what or whether, but rather how to create an information literate society. To meet this challenge, an international agenda has emerged through the partnering efforts of many organizations. In the United States, these partners have included the National Forum on Information Literacy, a coalition of more than sixty educational organizations; the American Association for Higher Education, whose 1998 conference theme was “developing students’ information literacy”; the Institute for Information Literacy; Regional and Discipline based accreditation groups; Teaching and Learning with Technology group; the American Library Association and many others. Texto completo: http://www.ifla.org/IV/ifla67/papers/073-126e.pdf
120. Tang Shanhong, "The Information Literacy of Chinese Citizens and the Development and Utilization of Government Information". IFLA Council and General Conference, Vol. 70, 2004.
Descriptores
: Formación de usuarios/Democracia/China /Publicaciones oficiales/Alfabetización informacional
Resumen:
The connotation of information literacy and main factors affecting the information literacy of the Chinese citizens are analyzed. The main contents of the government information resources are briefly discussed. The development and utilization of government information resources are introduced briefly and precisely. And the future of the Chinese government informationization is forecasted from the perspectives of systematization of making public government information, reducing uneven development among different regions, increasing service items and information contents, strengthening IT application, and increasing the information literacy of public servants. Texto completo: http://www.ifla.org/IV/ifla70/papers/072e-Shanhong.pdf
121. Thompson, H., "The library’s role in distance education". C&RLNewsNet, Vol. 63, No. 5, 2002.
Descriptores
: Bibliotecas universitarias/Enseñanza a distancia/Alfabetización informacional
Resumen:
In 1998, ACRL instituted the Academic Library Trends and Statistics, an annual survey that attempts to capture data from all institutions of higher learning in the United States and Canada. The survey instrument is based on the Association of Research Libraries form, but it also includes a survey of current trends that changes each year. For example, in 1999 data was collected on faculty status for academic librarians, in 2000 the survey looked at distance learning, and for 2001 it will cover information literacy. Texto completo: http://www.ala.org/acrl/trendsnstats.html
122. Thompson, J. E., "Information literacy - collaboration between the University of Pretoria and the Potchefstroom University for Christian Higher Education". IATUL Proceedings, Vol. 10, 2000.
Descriptores
: Formación de usuarios/Programas/Cooperación bibliotecaria/Bibliotecas universitarias/Alfabetización informacional
Resumen:
In 1998, a decision was taken by the University of Pretoria to implement a campus-wide information literacy program. There had been various initiatives by the Academic Information Service (Library) at the University of Pretoria to promote information literacy, but none which addressed the issue on an almost university-wide basis. The problem was teaching the course, as there are 26,000 students at the University, 19,000 of whom are undergraduates. Texto completo: http://educate.lib.chalmers.se/IATUL/proceedcontents/qutpap/thompson_full.html
123. Todd, R., "Information Literacy in electronic environments : fantasies, facts and futures". IATUL Proceedings, Vol. 10, 2000.
Descriptores
: Bibliotecas digitales/Formación de usuarios/Alfabetización informacional
Resumen:
The practice of librarianship has changed dramatically over the last few years, particularly with developments in access to networked information technology, and the shift from a pper-based toa digital information environment. The development of the 'digital library' or 'virtual library' in particular has created an information environment that is complex and fluid, connective and interactive, and diverse and unpredictable. It is an environment that now places considerable responsibility on information users to be able to navigae this complex and often ambiguous information space. This does not happen by chance, and calls for considerable attention to be given to reshaping the role of information professionals in enabling users to effectively interact with this information. Against this backdrop, this paper will examine current research on information user behaviour in digital environments, particularly in relation to using web-based information services. It will highlight substantive issues in relation to information literacy, and implications for approaches to information literacy development in digital environments.Texto completo: http://educate.lib.chalmers.se/IATUL/proceedcontents/qutpap/todd_full.html
124. Vives i Gràcia, J., "Formación en el uso de la información en las bibliotecas de la Universitat Politècnica de Catalunya". Foro Biblioteca y Sociedad, 2004.
Descriptores
: Formación de usuarios/Bibliotecas universitarias/Alfabetización informacional
Resumen:
En este trabajo de presentarán las bases teóricas del programa general de formación de las bibliotecas de la UPC, las diferentes tipologías de cursos y estadísticas generales sobre asistencia, etc. Las bibliotecas de la Universitat Politècnica de Catalunya han tenido tradicionalmente una atención especial en la organización de actividades formativas dirigidas a los miembros de la universidad. En los últimos años, la formación en el uso de la información se ha ido incrementando y diversificando a medida que las necesidades de los usuarios han ido cambiando. Conscientes de la importancia del papel que la biblioteca universitaria puede jugar en la formación en el uso de información de sus alumnos, profesores y personal de administración y servicios, se dispone actualmente de una oferta formativa consolidada y con perspectiva de crecimiento. La oferta formativa de las bibliotecas de la UPC se ha visto reforzada los últimos años por la adopción de las recomendaciones sobre alfabetización en información; de esta manera, buena parte de los cursos que se imparten desarrollan diferentes habilidades de los modelos informacionales más aceptados (BIG6, recomendaciones ALA, etc.).. Texto completo: http://www.anabad.org/foro/index.php?b=3&c=19
125. Vives i Gràcia, J., "La investigación sobre alfabetización en información en España: el grupo de trabajo 'Alfincat' del Col·legi Oficial de Bibliotecaris-Documentalistes de Catalunya". Foro Biblioteca y Sociedad, 2004.
Descriptores
: Formación de usuarios/España/Investigación/Alfabetización informacional
Resumen:
En octubre de 2003 se constituyó en Barcelona un grupo de trabajo estable sobre la formación en el uso de información en las organizaciones (documentales o no). Este grupo, denominado Alfincat es uno de los grupos de trabajo del Col· legi Oficial de Bibliotecaris-Documentalistes de Catalunya. En esta presentación se hace un bosquejo de las actividades actuales del grupo y de las lineas de trabajo que se han comenzado a trabajar. El grupo de trabajo Alfincat es el resultado de los diferentes contactos mantenidos con anterioridad con algunos profesiones de toda España que se interesaban por esta cuestión y que eran conscientes de la necesidad de articular los esfuerzos de estudio que se habían realizado hasta el momento, tanto a nivel teórico como práctico. Así, del “Grup de Treball Alfincat” forman parte profesionales de toda la geografía estatal y de diferentes ámbitos (bibliotecas públicas, bibliotecas escolares, bibliotecas universitarias, empresas, etc.). Esta diversidad, tanto geográfica como profesional, permite actualmente tener una perspectiva global de la alfabetización en información en el Estado español. Alfincat nace con una doble voluntad: difundir y estudiar las habilidades informacionales en las organizaciones, ya sean del ámbito bibliotecario como de otras organizaciones en general y esta abierto siempre a cualquier persona que se quiera incorporar.. Texto completo: http://www.anabad.org/foro/index.php?b=3&c=19
126. Webber, S., "An International Information Literacy Certificate: opportunity or dead-end?". IFLA Council and General Conference, No. 69, 2003.
Descriptores
: Bibliotecarios /Formación profesional/Certificación/Formación de usuarios/Alfabetización informacional
Resumen:
This paper presents the case against developing an International Information Literacy Certificate. After defining information literacy (IL) the author identifies that there is diversity amongst those who need to learn about IL, that they have diverse needs and will be in diverse contexts. An individual’s IL needs also change through that person’s lifetime. The author identifies IL as a complex subject and discusses the implications of this complexity for learning, teaching and assessment. The “standards” approach to IL, ennumerating qualities and activities, is criticised. Three examples of a context-sensitive approach to IL education are given (in a university, a workplace and a school). Taking the example of the European Computer Driving Licence, the author argues that IL is like neither driving nor computer competency. It is questioned whether an IL certificate would help to raise the prestige of IFLA and librarians, and problems of consensus and practicality are discussed. The author concludes that the certificate would be a “dead-end”. However, she finishes by confirming that there could still be a role for an IL foundation. She proposes that it starts with an agenda of “IL for the child”, and she confirms the importance of IL in today’s information society. Texto completo: http://www.ifla.org/IV/ifla69/papers/199e-Webber.pdf
127. Zhang Hongxia, "Serious Challenge, Historic Opportunity: Information Literacy Education in China". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Sociedad de la información/Países en desarrollo/Asia/Brecha digital/Formación de usuarios/China/Alfabetización informacional
Resumen:
It has been three decades since 1974 when the concept Information Literacy was put forward firstly by Paul Zurbowski. In the past thirty years, the research and practice on information literacy education has gained a great deal of achievements, especially in developed countries. But in China, before 1994, few people knew the concept and nature of information literacy. Fortunately, in the recent ten years, more and more Chinese people increasingly have been paying much more attention to it. On January 7-9, 2002, the national Conference of College and University Information Literacy Education Research was taken place at Heilongjiang University in China, many LIS professionals and China’s Education Ministry officials participated the conference. That was the milestone on IL research and practice in china, because it was the first time for Chinese LIS profession to hold a national conference formally named information literacy, also it was the first time that the traditional course term Literature Retrieval was replaced by information literacy. Nowadays in china, there is no nationally agreed syllabus on information literacy education, but Developing information literacy education was put forward to be one of the college and university library’s five core institutional missions formulated by China’s Ministry of Education in 2002. It is a historic opportunity for China’s LIS profession to raise the prestige of library and to contribute to our society. Although we are behind in the information literacy research and practice compared with the developed countries, we are fully awareness of that we are facing the serious challenges, the author try to express the idea that as a LIS professional we will never shirk our responsibility and will never lose the courage to adjust ourselves, we will challenge challenges in order to converge the international conventions. Texto completo: http://www.ifla.org/IV/ifla70/papers/148e-Zhang.pdf
128. Zohreh Mirhosseini, "Information Literacy Activities that meet changes in Iranian Society". IFLA Council and General Conference, No. 70, 2004.
Descriptores
: Sociedad de la información/Países en desarrollo/Asia/Brecha digital/Formación de usuarios/Países árabes/Alfabetización informacional
Resumen:
This paper will discuss how information literacy skills can be increased among neo & semiliterates sections of Iranian population. Initially practical suggestions for promoting IL skills are made, based on a national survey carried out in 2003 by the Iranian Literacy Movement Organization (LMO), affiliated to the Ministry of Education. These suggestions will include: - Producing activity oriented materials. - Organising reading circles in the libraries of community learning centres (CLCs) for analysing and evaluating information. CLCs in Iran are supervised by LMO. - Applying new participatory methods in educational programmes, such as brain storming and group discussions. The above experiences have achieved much of the LMO's aims. It is hoped that through this paper our experiences gained in this filed in Iran will be introduced and shared with our international colleagues. Texto completo: http://www.ifla.org/IV/ifla70/papers/138e-Mirhosseini.pdf