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Las Directrices Internacionales para el desarrollo de habilidades informacionales han sido compiladas a nombre de la Sección de Alfabetización Informacional de la International Federation of Library Association and Institutions (IFLA), con el propósito de proveer un esquema práctico para aquellos profesionales que necesiten o estén interesados en implementar un programa de desarrollo de competencias informacionales, partiendo desde los aspectos más básicos. Estas directrices ayudarán a las bibliotecas para orientar su trabajo a la satisfacción de las necesidades informativas actuales de quienes están involucrados en programas educativos; es decir, en escuelas y en educación superior. Sin embargo, la mayor parte de los conceptos, principios y procedimientos pueden aplicarse, con alguna adaptación, a cualquier entorno bibliotecario. Por tanto, las bibliotecas de todas los tipos necesitan enfocar la mayor parte de sus esfuerzos a facilitar las competencias informacionales en sus usuarios.
Monthly E-Newsletter. Started publication May 2005. Free, but donations are gratefully accepted. To view the outline of each issue, please visit: http://www.pelicanweb.org/solisust.html
* Foreword . * Information Literacy Instruction for Educators: A Global Perspective on Needs and Opportunities. *Technology and the Concept of Information Literacy for Pre-Service Teachers. * Whither They Go: An Analysis of the Inclusion of School Library Programs and Services in the Preparation of Pre-Service Teachers in Canadian Universities. * Teaching, Learning and Information Literacy: Developing an Understanding of Pre-Service Teachers�?? Knowledge . * A Flying Start for Our Future Teachers: A Comprehensive Information Literacy Program for Pre-Service Education Students at the University of Wollongong, Australia . * Teaching Teachers to Teach: Collaborating with a University Education Department to Teach Skills in Information Literacy Pedagogy . * Survey of the Influence of Mississippi School Literacy Programs on Academic Achievement: Implications for Administrator Preparation Programs . * Information Literacy Integration in a Doctoral Program. Information Literacy in Pre-Service Teacher Education: An Annotated Bibliography. * Index. * Reference Notes Included.
in eight chapters and 215 pages, Change and Challenge: Information literacy for the 21st centuryprovides perspectives of current information literacy approaches in the UK and Australia, focused on higher education but contextualized in diverse educational settings. Change and Challenge reflects thematically the strategies required to push the boundaries of information literacy beyond its interpretation as a skills-set or as knowledge about the 21st century information environment. Information literacy is defined and promoted as a fundamental part of a critical and reflective pedagogy which requires accelerated change in institutional, faculty and library recognition of it and non-territorial partnership in addressing the challenge it presents to all educators. The chapters in Change and Challenge are Information literacy: the functional literacy for the 21st century Susie Andretta Three decades of information literacy: redefining the parameters Sharon Markless and David Streatfield Six frames for information literacy education: a conceptual framework for interpreting the relationship between theory and practice Christine Bruce, Sylvia Edwards and Mandy Lupton Models for reflection and learning: a culturally inclusive response to the information literacy imbalance Hilary Hughes, Christine Bruce and Sylvia Edwards Communicative competence in the information age: towards a critical pedagogy Andrew Whitworth Exploring the challenges of developing digital literacy in the context of special educational needs Peter Williams and Andy Minnion Does advocacy help to embed information literacy into the curriculum? A case study Ruth Stubbings and Ginny Franklin Facilitating information literacy teaching and learning in a Level 1 sport and exercise module by means of collaborative online and reflective learning Greg Walton, Jamie Barker, Mark Hepworth and Derek Stephens
Table of Contents Part I: Getting Started * Information Literacy and Why It Matters * Identifying and Refining a Research Topic * Using Essential Questions * Creating Research Plans and Keeping Research Logs * Conquering Library Anxiety * Finding and Using Help (Or, Help for the Helpless) Part II: Searching for Information * The Art and Science of Keyword Search * Who Holds the Keys to the Kingdom? Keyword vs. Subject Searching * Choosing Periodical Databases and Locating Periodical Articles * Standard Features of Electronic Databases * Internet Applications and Their Use for Research * Web Searching Basics * Going beyond the Web Search Engines: From Library Catalogs to Deep Web Subscription Databases Part III: Evaluating Sources * Scholarly, Popular, or Special Interest/Trade? How to Tell the Difference Online * What Makes a Journal Scholarly? * Web Analysis & Assessment * Evaluating Non-Web Sources; Or, Why You Can't Trust Everything You Find in Newspapers, Periodicals, and Books Part IV: Working with Information Sources * Integration of Research Sources and In-Text Citations * Citing Sources Using APA and MLA Style * Introduction to Copyright * Like a Thief in the Night-The Perils of Plagiarism * Ethics, the Law and Information Seeking: What Everyone Needs to Know Part V: Exploring Special Topics * Locating and Evaluating Historical Primary Source Materials on the Web * Finding and Using Economic Data
Figures Acknowledgments Introduction Chapter 1 Information Explosion Chapter 2 Getting Ready for Research Chapter 3 The Chain of Information Chapter 4 Issues of the Information Age Chapter 5 Books and Catalogs Chapter 6 Periodicals and Indexes Chapter 7 The Web and Scholarly Research Chapter 8 Other Tools for Research Chapter 9 The Paper Trail Project Appendix A Information Literacy Competency Standards for Higher Education Appendix B For Further Reading Index
Introduction Chapter 1. Assessing Information Literacy Instruction Elizabeth Fuseler Avery Chapter 2. Planning for Assessment Gabriela Sonntag and Yvonne Meulemans Chapter 3. Selecting and Developing Assessment Tools Bonnie Gratch-Lindauer Chapter 4. Analyzing Data Cynthia H. Comer Chapter 5. Reporting Results Cynthia H. Comer Chapter 6. First Year Experience Research Skills Survey Alison Armstrong Chapter 7. Information Competency as Historian�??s Craft Michael Barrett Chapter 8. Assessing Liberal Arts Classes Lori E. Buchanan Chapter 9. Assessing Student Learning Outcomes: Training Academic Librarians Barbara Burd Chapter 10. Assessing Student Learning in Sociology Cynthia H. Comer Chapter 11. Information Literacy Assessment Tool Jennifer Dorner Chapter 12. Midlands Technical College: Information Literacy Assessment Project Catherine Eckman Chapter 13. Information Literacy Assessment at a Small Commuter Campus Janet Feldmann Chapter 14. Assessing Student Learning for Information Literacy in a Core Business Class Ann Fiegen and Bennett Cherry Chapter 15. Using Rubrics to Assess Information Literacy Attainment in a Community College Education Class Dana Franks Chapter 16. Assessing Information Literacy in an English Composition Class Marcia Freyman Chapter 17. Webliography Assignment for Lifetime Wellness Class Nancy Gauss and Kathleen Kinkema Chapter 18. Assessing Student Learning Outcomes in Political Science Classes Elizabeth O. Hutchins Chapter 19. Montana State University: Information Literacy Assessment Project Ken Kempcke Chapter 20. Institutionalizing a Graduation Requirement Andy Kivel Chapter 21. Assessing Student Learning through the Analysis of Research Papers Lorrie A. Knight Chapter 22. Information Literacy in Community College Communications Courses Barbara Kobritz Chapter 23. Integrated Information Literacy Impact Study Patrick McCarthy and Gregory Heald Chapter 24. Assessing Information Literacy in Community College Human Services Courses Robert Schroeder Chapter 25. Assessment of Student Learning in ENGL 101 Composition Risë L. Smith Chapter 26. Information Literacy Assessment for Introduction to Music Course Ann Viles Chapter 27. Assessing Abilities of Freshman to Reconcile New Knowledge with Prior Knowledge Marjorie M. Warmkessel Chapter 28. Past Lives: An Exercise in Historical Research with an Annotated Bibliography Requirement Clay Williams and Anita Ondrusek Chapter 29. Ethnography and Information Literacy: An Assessment Project Steve Witt and Rebecca Gearhart Appendix 1. Information Literacy Competency Standards for Higher Education About the AuthorsAppendix 1. Information Literacy Competency Standards for Higher Education About the Authors
This statement describes the professional knowledge, skills and commitment demonstrated by teacher librarians working at a level of excellence. It represents the goals to which all Australian teacher librarians should aspire, and provides inspiration for quality teaching and ongoing professional practice.
La presente investigación tiene el propósito de aportar información, criterios, conocimientos y experiencias, donde innovar es un proceso en constante demanda, que parte de una reflexión en torno a aquello que debe cambiar, posibilitando de esta forma situar nuestra realidad académica como insumos para la gestión universitaria, confrontando esta realidad con las necesidades futuras en relación con las Tecnologías de la Información y la Comunicación (Tic�??s)ftn1 y las nuevas habilidades y destrezas que requiere nuestro ámbito universitario.
Targeted faculty will be invited to building-level professional development programs by focusing on electronic database subscriptions and print resources in each of our facilities, we hope to underline the message that the Internet is not a library.
This implies a commitment on the part of the teacher to the motivation of students so their learning can occur more naturally, by placing the activities of information use and information access in the context of realistic problem-solving exercises, and not in abstractions or in generalisations.
Proporcionar a la comunidad universitaria todos los medios necesarios para el desarrollo de sus objetivos docentes, de apoyo a la investigación, de formación complementaria, etc., sea cual sea el soporte documentos en formato papel, documentos electrónicos, bases de datos, etc.) e independientemente del lugar donde estén ubicados (catálogos propios, catálogos colectivos, etc.), y hacerlos accesibles para el usuario mediante el préstamo, los servicios de obtención de documentos o el envío al buzón electrónico de cada usuario.
El objetivo del trabajo es hacer una revisión de la alfabetización informacional en las bibliotecas públicas. Se describe la alfabetización informacional como una competencia básica de las personas para saber encontrar y usar la información adecuada a sus necesidades, independientemente del lugar, soporte o medio utilizado para su transmisión.
This page contains an overview of some key definitions and models of information literacy.
Examines the developments in information literacy in Europe and provides an overview of the concepts used and discussed by European authors. Some examples of information literacy initiatives in schools and the higher education sector, as well as of institutions and organizations, projects and conferences concerned with information literacy, are given. Some research initiatives are also introduced. The overview is based on literature reviews and personal observations and involvement and presents a selective review.
La investigación trata de dar respuesta interrogante, y de la cual se da un breve informe de los resultados en este artículo, presentando algunos elementos fundamentales como: los objetivos de la investigación, el acercamiento a una conceptuación del término formación de usuarios de la información, se anota acerca del origen y desarrollo de los programas de formación en América Latina, desde el año 1960 hasta el año 2004.
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.
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