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100 Libros ALFIN PDF
100 Libros ALFIN PDF
100 libros e informes en acceso gratuito sobre
ALFIN
ALFANETIZACION INFORMACIONAL (ALFIN) en inglés "Information
Literacy, es la capacidad de saber cuándo y por qué necesitas
información, dónde encontrarla, y cómo evaluarla, utilizarla y
comunicarla de manera ética. Se considera un prerrequisito para
participar eficazmente en la Sociedad de la Información y es parte de
los derechos básicos de la Humanidad para un aprendizaje de por vida.
LIBROS INFORMES Y TESIS
The IITE specialized training course Digital Libraries in Education has been developed
in the frame of UNESCO crosscutting theme project Methodologies for Digital Libraries. The
project aims to give an overview of current and future technologies and applications for digital
libraries (DL) including ethical, social, pedagogical, organizational, and economic aspects as
well as their impact on learning, cultural, and scientific activities. The course is about the use of
DL in education, including emerging areas of application and current and future technologies for
creating and distributing DL. It shows educators how to build their own digital library collections
for use in the courses they teach. It touches on large-scale national and international DL for
education, but is more strongly oriented towards low-budget methods of building and
maintaining DL by creative individuals and by selforganized communities of educators, ranging
from the personal to institutional levels. The IITE specialized training course Digital Libraries in
Education composed of three parts – this Study Guide and two CD-ROMs with course readings
and auxiliary materials.
L’objectif de cette trousse est de présenter aux enseignants une synthèse de l’état actuel
des connaissances issues d’études rigoureuses, sur l’enseignement de la lecture et de l’écriture.
Les enseignants connaissent peut-être déjà certains des résultats de recherche présentés dans ce
document, mais le contenu de cette trousse peut sans doute contribuer à parfaire leurs
connaissances. Demeurer informé des progrès les plus récents dans le domaine de la lecture et de
l’écriture s’avère un défi de taille pour les enseignants, compte tenu des nombreuses obligations
qui leur incombent. Le but est donc d’encourager les enseignants à se tenir au courant des
dernières études. C’est dans cette perspective que cette trousse présente l’état actuel des
connaissances sur l’apprentissage de la lecture et de l’écriture; elle indique ce qui doit être
enseigné et comment cela doit être fait, pour assurer la réussite de tous les élèves. Elle peut donc
être utilisée comme outil de référence dans la pratique quotidienne.
In 2007 the American Association of School Librarians (AASL) published the Standards
for the 21st Century Learner. According to this document, the definition of information literacy
has become more complex as resources and technologies have changed. Information literacy has
progressed beyond the simple definition of using reference resources to find information.
Multiple literacies, including digital, visual, textual, and technological, have now joined
information literacy as crucial skills for this century. The continuing expansion of information
demands that all individuals acquire the thinking skills that will enable them to learn on their
own. The AASL Standards present a broad perspective, going beyond the teaching of
information literacy skills to focus on the learning process as a whole by including indicators for
the ispositions, responsibilities, and self-assessment strategies that are essential for all learners in
the 21st century. There are several educational philosophies incorporated in the presentation and
organization of these information literacy skills. First, regardless of the grade, it is mportant to
remember that students learn information literacy skills best when introduced at the point of
need, not in isolation. Jamie McKenzie affirms that we should teach students “just in time” not
“just in case” (McKenzie). Constructivist educational theory confirms this; we know that
students are much more likely to retain a skill if they learn it when they need to use it, rather than
if they learn it just because it is the next thing in the curriculum.
(2010). [e-Book] Integrating information literacy into the curriculum, The Open University.
Texto completo:
http://www.open.ac.uk/libraryservices/documents/Integrating_IL_Booklet_2010.pdf
This booklet has been written by Open University Library Services, in collaboration with
colleagues from the Centre for Outcomes-Based Education (COBE), for everyone involved in
writing and teaching Open University (OU) courses. Its purpose is to show how information
literacy (IL) can be successfully built into programmes of study and what support is available
from Library Services to help you to achieve this. It is aimed at programme committees and
module teams, and will also be of interest to Staff Tutors and Associate Lecturers (ALs) involved
in developing and teaching the skills content of OU modules. This booklet contains:practical
guidance to support the integration of ILhelpful tips for module teams and programme
committees.
(2010). [e-Book] Metas Educativas 2021 : La educación que queremos para la generación
de los Bicentenarios, OEI. Texto completo: http://www.oei.es/metas2021/sintesis.pdf
(2011). [e-Book] Information Literacy Framework for Wales: Finding and using
information in 21st century Wales, Welsh Information Literacy Project. Texto completo:
http://librarywales.org/uploads/media/Information_Literacy_Framework_Wales.pdf
Libraries have a centralrole in information literacy delivery and development which is at
the heart of independent learning. This functional framework is intended to provide a clear and
integrated developmental structure for practitioners delivering information literacy at all levels.
This will enable librarians, information literacy practitioners, teachers and trainers to support
learners as they progress through levels of attainment. The framework is not howeverintended to
be prescriptive orrestrictive. It allows for some variation in information literacy emphasis across
courses and subjects within the curriculum. It is not language specific and supports learning
through the medium of Welsh and English. This document is intended for application exclusively
in the Welsh national context.
(2011). [e-Book] Media and Information Literacy Curriculum for Teachers. Paris, United
Nations Educational, Scientific and Cultural Organization. Texto completo:
http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
This Media and Information Literacy Curriculum for Teachers is an important resource
for Member States in their continuing work towards achieving the objectives of the Grünwald
Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) –
all related to MIL. It is pioneering for two reasons. First, it is forward looking, drawing on
present trends toward the convergence of radio, television, Internet, newspapers, books, digital
archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic
manner. Second, it is specifically designed with teachers in mind and for integration into the
formal teacher education system, thus launching a catalytic process which should reach and build
capacities of millions of young people.
(2013). [e-Book] Media and Information Literacy for Knowledge Societies. Moscow,
Unesco Interregional Library Cooperation Centre. Texto completo:
http://www.ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf
In order to raise public awareness of the significance, scale and topicality of the tasks of
media and information literacy advocacy among information, media and educational
professionals, government executives and public at large, the International Conference Media
and Information Literacy for Knowledge Societies was held in Moscow, Russian Federation, on
24 28 June, 2012. The Conference was organised by the Ministry of Culture of the Russian
Federation, the Federal Agency for Press and Mass Communications, the Commission of the
Russian Federation for UNESCO, UNESCO Information for All Programme and UNESCO
Secretariat, the International Federation of Library Associations and Institutions (IFLA), the
UNESCO Institute for Information Technologies in Education, the Russian Committee of the
UNESCO Information for All Programme, and the Interregional Library Cooperation Centre
within the framework of Russia’s chairmanship in the Intergovernmental UNESCO Information
for All Programme.
(2014). [e-Book] 2013 Australian School Library Survey : Findings from Softlink’s 2013
Australian School Library Survey into school library budgets, staffing and literacy levels in
Australian school libraries., Softlink. Texto completo:
http://www.softlinkint.com/softlinkint/wp-content/uploads/2013/11/Softlink-Australian-School-
Library-Survey-2013-Report.pdf
(2014). [e-Book] Framework for Information Literacy for Higher Education, ACRL. Texto
completo:
http://acrl.ala.org/ilstandards/wp-content/uploads/2015/01/Framework-MW15-Board-Docs.pdf
Final Framework Sent to ACRL Board. The task force sent their final Framework to the
IL Standards Cmte Jan 5. It has been reviewed by that group and the Standards Cmte, which
reviewed, approved and sent to the ACRL Board of Directors on Jan 16. The Board will consider
it at the ALA Midwinter Meeting 2015. Read more in an update from the Board. The
Information Literacy Competency Standards for Higher Education, adopted by the Association
of College and Research Libraries (ACRL) in 2000, have become an essential document related
to the emergence of information literacy as a recognized learning outcome at many institutions of
higher education. While they are currently in force, during 2013-14 an ACRL task force is
extensively revising them. The task force membership reflects some of the best minds in the
library profession currently working in the area of information literacy. Importantly, it includes
non-librarians from university departments, higher education organizations, and an accreditor.
The Task Force membership is now at full strength with the addition of two new members from
liberal arts colleges in fall 2013.
(2014). [e-Book] Prospectiva 2020: Las diez áreas que más van a cambiar en nuestras
bibliotecas en los próximos años Madrid, Grupo Estratégico para el estudio de prospectiva
sobre la biblioteca entorno Informacional y social. Texto completo:
http://www.mcu.es/bibliotecas/docs/MC/ConsejoCb/GruposTrabajo/GE_prospectiva/Estudiopros
pectiva2020.pdf
La gestión de las bibliotecas deberá flexibilizarse y sus actuaciones deberán integrarse más en las
finalidades de las instituciones a las que sirven No estamos en una época de cambios,
sino, probablemente, viviendo un cambio de época. Los analistas de nuestra sociedad en
los más diversos aspectos del conocimiento humano coinciden en señalar que el cambio será una
constante en la gestión de todo tipo de organizaciones, incluyendo las culturales, educativas y
científicas. Las bibliotecas servidoras de una sociedad en transformación y con servicios
altamente influidos por las tecnologías) serán de las más afectadas por este cambio constante que
continuará siendo intenso. Los bibliotecarios deberán tener habilidades de gestión que les
permitan flexibilizar al máximo la prestación de servicios y aún más teniendo en cuenta el
entorno rígido de la administración pública en el que la mayoría de las bibliotecas se encuentra.
La pervivencia de las bibliotecas pasará por la capacidad que demuestren tener de aportar valor a
lo que persigue la institución que la acoge, es decir de integrarse en su entidad madre y mostrar
que contribuye a sus finalidades
(2014 ). [e-Book] Top 100 - Innovaciones Educativas. Madrid, Telefónica. Texto completo:
http://www.fundaciontelefonica.com/arte_cultura/publicaciones-listado/pagina-item-publicacion
es/?itempubli=263
Standards for the 21st-Century Learner offer vision for teaching and learning to both
guide and beckon our profession as education leaders. They will both shape the library program
and serve as a tool for school librarians to use to shape the learning of students in the school.
Reading is a foundational skill for learning, personal growth, and enjoyment. The degree to
which students can read and understand text in all formats (e.g., picture, video, print) and all
contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading
goes beyond decoding and comprehension to interpretation and development of new
understandings. To become independent learners, students must gain not only the skills but also
the disposition to use those skills, along with an understanding of their own responsibilities and
self-assessment strategies. Combined, these four elements build a learner who can thrive in a
complex information environment.In this increasingly global world of information, students must
be taught to seek diverse perspectives, gather and use information ethically, and use social tools
responsibly and safely. Today’s students need to develop information skills that will enable them
to use technology as an important tool for learning, both now and in the future. All children
deserve equitable access to books and reading, to information, and to information technology in
an environment that is safe and conducive to learning.
AASL (2008). [e-Book] Standards for the 21st-Century Learner in Action. Draf 2 for
Public Comment Chicago, American Association of School Librarians. Texto completo:
http://formanlibrary.wikispaces.com/file/view/AASL+Implementation+plan.pdf
Learning in the 21P stP Century has taken on new dimensions with the exponential
expansion of information, ever-changing tools, increasing digitization of text, and heightened
demands for critical and creative thinking, communication, and collaborative problem solving.
To succeed in our rapid-paced, global society, our learners must develop a high level of skills,
attitudes and responsibilities. All learners must be able to access high-quality information from
diverse perspectives, make sense of it to draw their own conclusions or create new knowledge,
and share their knowledge with others. In recognition of these demands, the American
Association of School Librarians has developed standards for the literacy, technology, critical
thinking, and information skills that all learners need to acquire. The new standards, entitled
Standards for the 21PstP-Century Learner, take a fresh approach and a broad perspective on
student standards in the school library field by focusing on the learning process, not on the
more limited concept of information literacy. These standards lay out underlying common beliefs
as well as standards and indicators for essential skills, dispositions, responsibilities, and
self-assessment strategies for all learners. These standards represent high expectations for
today’s learners, because they will provide the foundation for learning throughout life. The
standards and indicators will serve as guideposts for school library media specialists and other
educators in their teaching, because these skills and dispositions are most effectively taught as an
integral part of content learning.
AASL (2010). [e-Book] A Planning Guide for Empowering Learners with School Library
Program Assessment Rubric. Chicago, American Association of School Librarians. Texto
completo:
http://aasl.eb.com/aasl-webapp-static-content/PDF/aasl_empowering-planning_v6_spreads.pdf
This white paper explores and articulates three intersections between scholarly
communication and information literacy, arguing that these intersections indicate areas of
strategic realignment for librarians in order for libraries to be resilient in the face of tremendous
change in the scholarly information environment.
This material is especially meant for students that are in their 3rd year of the
Undergraduate Degree of Advertising and Public Relations and will have to defend their TFGs
(final year projects) shortly. It has been inspired by prestigious manuals (Galdón López, 2002;
Giménez Toledo, 2004; Cordón García, 2012) that have been recommended as important
bibliographical references when teaching the subject “Documentación Informativa” in the old
degree (20002012). The subject, being now obligatory in the European Higher Education Area
(EHEA), changed its name to “Information Management in Communication” and it is, as I said
before, crucial for all students taking their final year projects (TFGs). This compilation would
like to be a reference tool to let users know loads of resources and also help them find those
resources that they could remember seeing somewhere, but can’t remember where. Updated
summaries and reviews of information resources have been provided, so they can inspire
students and future researchers to check for themselves the usefulness of the sites. The
information resources that are shown in this paper are reasonably stable and there is some
guarantee that URLs will stay where they are. I have made every possible effort to ensure that
the information contained and presented to you is accurate at the time of printing.ar projects
(TFGs).
Area Moreira, M., A. Gutiérrez Martín, et al. (2012). [e-Book] Alfabetización digital y
competencias informacionales. Madrid, Fundación telefónica. Texto completo:
http://www.fundacion.telefonica.com/es/que_hacemos/conocimiento/publicaciones/detalle/161
Bent, M. and R. Stubbings (2011). [e-Book] The SCONUL Seven Pillars of Information
Literacy Core Model For Higher Education. London, SCONUL. Texto completo:
http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf
Bernabeu, N. and M. J. Illescas (2006). [e-Book] Una investigación de libro: Guía práctica
para docentes. ESO y bachillerato : como hacer un trabajo original, bien documentado y
respetuoso con los derechos de autor. Sevilla, Junta de Andalucía, Consejería de Educación,
Dirección General de Evaluación y Ordenación Educativa. Texto completo:
http://www.iescaepionis.es/pdf/Es_de_libro-guia_profesores.pdf
Good researchers have a host of tools at their disposal that make navigating today’s
complex information ecosystem much more manageable. Gaining the knowledge, abilities, and
self-reflection necessary to be a good researcher helps not only in academic settings, but is
invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will
start you on this route to success. The Information Literacy User’s Guide is based on two current
models in information literacy: The 2011 version of The Seven Pillars Model, developed by the
Society of College, National and University Libraries in the United Kingdom and the conception
of information literacy as a metaliteracy, a model developed by one of this book’s authors in
conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire
State College. These core foundations ensure that the material will be relevant to today’s
students. The Information Literacy User’s Guide introduces students to critical concepts of
information literacy as defined for the information-infused and technology-rich environment in
which they find themselves. This book helps students examine their roles as information creators
and sharers and enables them to more effectively deploy related skills. This textbook includes
relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.
Blanco Murillo, I. and F. González Ballesteros (2009). [e-Book] Elaboración de tutotiales con
Camtasia 2.1.2. Mostoles, Consorcio Madroño. Texto completo:
http://www.ucm.es/BUCM/cps/intranet/doc14762.pdf
This second edition of the 2001 Information literacy standards is entitled the Australian
and New Zealand information literacy framework: principles, standards and practice to reflect
the ways academics and librarians have used the first edition. It incorporates changes developed
at a workshop in Sydney in January 2003. Prior to the workshop, input was received from
university, technical and further education and other librarians from around Australia and New
Zealand. More than fifty academics and librarians who had used the first edition contributed their
experience. Two small groups worked on each standard, and the ideas developed were peer
reviewed by a third group. A steering group evaluated this material, and a representative panel
from the workshop reviewed the penultimate version. This edition is thus consistent with the first
edition, but benefits from input based on experience in use, and peer review. Given the care with
which the standards have been revised, there can be increased confidence in their use, especially
in the tertiary education sector.
Bustos-Gonzalez, A., M. Fernández, et al. (2005). [e-Book] Estrategias Didácticas para el uso
de las TiC´s en la Docencia Universitaria Presencial: Un manual para los ciudadadnos del
Agora, Pontificia Universidad Católica de Valparaiso. Texto completo:
http://eprints.rclis.org/9542/
Este manual se suma a los esfuerzos que la Universidad ha desarrollado para poner a
disposición del cuerpo académico, plataformas informáticas que den soporte al uso de TIC’s en
la docencia presencial, y al desarrollo de contenidos digitales en apoyo de asignaturas
específicas. Especial cuidado se ha puesto en abrir el campo de aplicación de este manual a todas
las plataformas. La hipótesis es que articulando estas tres líneas de actuación, se logrará
incrementar los niveles de aprendizaje significativo en los estudiantes tanto sobre los contenidos
curriculares como en el logro de objetivos transversales. También mejorará significativamente la
adquisición de competencia y habilidades para aprender a aprender, crear conocimiento
colaborativamente en espacios virtuales, articular pensamiento crítico y creativo en forma
escrita, habilidades de acceso y uso de información, entre otras. El manual se divide en dos
apartados. En el primer apartado se presentan los fundamentos de la acción docente universitaria
en la Sociedad del Conocimiento. Analiza los cambios sociales, aborales y educativos que las
TIC’s están generando. Revisa en forma sintética cómo las teorías del aprendizaje se hacen cargo
de estas transformaciones y cómo, ellas, a su vez, generan dentro de las universidades, un
profundo cambio del papel del estudiante, del profesor, de los recursos didácticos y del rol de las
bibliotecas. A esta sección se accede por la tabla de contenidos o por un mapa conceptual
sensible al mouse, lo cual permite una lectura secuencial o directamente del apartado de su
interés. Todas las secciones, las citas, las notas y los ejemplos están enlazados por hipervínculos.
Ello le permitirá experimentar una fluida navegación por el texto, el enlace con el texto completo
de los documentos citados, como la visita a los sitios web de las instituciones y proyecto
analizados a modo de ejemplo. El segundo apartado corresponde a lo que hemos denominado
recetas metodológicas, que son un conjunto de componentes didácticos que abarcan el empleo
docente de herramientas tecnológicas, metodologías de enseñanza activa, actividades docentes e
indicaciones para la generación de materiales de apoyo. Estas cuatro categorías son una de las
formas de acceder a los contenidos de este apartado. La segunda forma corresponde a lo que se
ha denominado línea del tiempo, ofreciendo el acceso a diferentes componentes didácticos de
acuerdo al grado de avance del período lectivo. La tercera forma de acceder a los contenidos es
por grado de dificultad de los diferentes componentes didácticos que se ofrecen. Obviamente, la
cuarta alternativa corresponde a la lectura secuencial de ellos. Todas estas alternativas buscan
ofrecer una forma sencilla, pertinente y oportuna de aproximarse a los diferentes componentes
propuestos.
The purpose of this report is to analyze the concepts related to information literacy (IL),
introducing its main norms and standards, discuss issues on the evaluation and marketing of
information and provide resources to have all the necessary information to know what the
Information Literacy and how it can be implemented in libraries.
Carlsson, U. and S. H. Culver (2013). [e-Book] Media and Information Literacy and
Intercultural Dialogue: MILID Yearbook 2013. Göteborg, University of Gothenburg. Texto
completo:
http://www.nordicom.gu.se/cl/publ/electronic/Media_and_Information_Literacy_and_Intercultur
al_Dialogue.pdf
Since China’s reform and opening-up initiative was introduced, the exchange between
Chinese and international LIS community has become more frequent. Stepping into the
twenty-first century, the global information environment has changed rapidly and digital native
has emerged. People’s information needs, information literacy competency, and information
search behavior are constantly changing, which poses challenges and at the same time, brings
opportunities to LIS profession. In order to explore these challenges and opportunities, and
further develop LIS education, Wuhan University established the National Key Discipline Forum
on LIS in 2008. This Forum puts emphasis on the past, present, and future of LIS education and
theories. Quite a few established experts, educators and theorists have been invited to the forum,
providing valuable insights in the development, trends and research of LIS areas. Our readers
have witnessed the steady efforts of the DIK, developing from China to the world, and from
Chinese version to English version, and some other language versions, in the past 30 years. The
speeches and presentations delivered by experts and scholars on at the Forum and Wuhan
University’s joining iSchools has created favorable conditions for the development and
progresses.
Cobo Romani, C. and J. W. Moravec (2011). [e-Book] Aprendizaje Invisible. Hacia una
nueva ecología de la educación, Prácticas Culturales y Digitales. Texto completo:
http://books.openlibra.com/pdf/AprendizajeInvisible.pdf
Contreras Contreras, F. and J. Á. Paz Delgado (2012). [e-Book] Las competencias y las
bibliotecas en la formación académico profesional de la educación superior, Universidad
Nacional Mayor de San Marcos. Texto completo: http://eprints.rclis.org/22936/
Two cornerstone programs of the academic library are poised to bring new life to each
other as librarians look to close the gap between information literacy and scholarly
communication. It has been easy for these two library-based programs, designed and created
along different paths and for different purposes and audiences, each with highly specialized skills
and knowledge, to develop without intersecting. Now, however, the connections are starting to
be explored by librarians, as demonstrated in the essays in this volume. The time is right to make
these connections. The early part of the twenty-first century has been characterized as both the
Information Age and the Digital Age, its economy as both the creative economy and the
knowledge economy. Whatever label one prefers, clearly creativity has become highly valued for
its economic, educational, personal, and communal benefits. It is encouraged by an expanding
array of tools readily available to everyone, not just the privileged, as are the channels and
venues for sharing creative outpourings. Moreover, the lines between the acts of creation and use
are now quite blurry and permeable. Use can be a form of creation, creation can be an act of
destruction and remaking, and rapid and open sharing and transformative use of information can
lead to amazing new works and insights. foreover, design thinking is employed as a catalyst for
innovation within and across disciplines; the network economy is energized by social media that
connects people, regardless of location, and that both encourages existing and potential new
relationships; the marketplace of ideas is a valued component of the public sphere, as well as the
commercial sector; and many academic institutions are employing interdisciplinary approaches
to research, teaching, performance, and practice.
Doumont, J.-L. (2014). [e-Book] English Communication for Scientists. Cambridge, NPG
Education. Texto completo:
http://www.nature.com/scitable/ebooks/english-communication-for-scientists-14053993/contents
What information should you include in an abstract, and in what order? How can you get
your message across in an oral presentation with or without slides? How much text is
acceptable on a poster? Communication is an integral part of the research you perform as a
scientist and a crucial competence for a successful career, yet it is an activity you may not feel
prepared for. English Communication for Scientists is a brief guide on how to communicate
more effectively in English, no matter how much previous experience you have. Although it was
developed with non-native speakers of English in mind, it should prove useful for native
speakers, too. Organized as six self-contained units, it will help you understand basic
communication strategies and address various audiences (Unit 1); design and draft not only
scientific papers (Unit 2) but also e-mail, résumés, and short reports (Unit 3); structure, support,
and deliver oral presentations (Unit 4); create and present posters, chair sessions, and participate
in panels (Unit 5); and prepare, run, and evaluate classroom sessions (Unit 6). Created by
seasoned communicators, English Communication for Scientists provides no-nonsense, directly
applicable guidelines, illustrated with examples of written documents, oral presentations, and
more. Improving your scientific communication is only a click away: start today
Durban Roca, G., A. Cid Prolongo, et al. (2012). [e-Book] Programas para el desarrollo de la
competencia informacional articulados desde la biblioteca escolar. Sevilla, Junta de
Andalucía, Consejería de Educación, Dirección General de Evaluación y Ordenación Educativa.
Texto completo:
http://www.juntadeandalucia.es/educacion/webportal/ishare-servlet/content/41c9c0e8-473b-48e5
-82e7-bee9d0d72d82
Los programas formativos para el desarrollo de la competencia informacional articulados
y apoyados por la biblioteca escolar son una propuesta curricular específica.. Los programas
formativos para el desarrollo de la competencia informacional articulados y apoyados por la
biblioteca escolar son una propuesta curricular específica para que los centros educativos puedan
abordar de forma sistematizada el desarrollo de dicha competencia e incorporarlos al proyecto
educativo y a las programaciones didácticas. Se precisa para ello iniciar un proceso de trabajo
corresponsable en torno a esta cuestión que vincule los objetivos y contenidos de los programas
con los objetivos y contenidos de las áreas, dotando de utilidad la puesta en marcha de este tipo
de actividades en el centro. Esta publicación pretende facilitar diversos instrumentos
(curriculares y metodológicos) para que cada centro, en función de su contexto y de la situación
específica de su biblioteca, pueda llevar a cabo los programas para el desarrollo de la
competencia informacional de forma graduada. Cada programa está constituido por un conjunto
de componentes que permitirá al centro la planificación realista considerando a la biblioteca
escolar como el eje vertebrador de los mismos. El objetivo es dotar a los centros de un mapa
curricular que trace de forma clara las metas que se pretenden alcanzar. Asimismo, se pretende
encauzar en una hoja de ruta todos los esfuerzos que se generen en relación a un tema tan
complejo como es el desarrollo de la competencia informacional. Con ello se favorecerá la
realización de una programación integrada en las áreas, así como la singularización de la
competencia informacional en las programaciones de cada etapa o nivel educativo.
Durban Roca, G., J. I. Lara Escoz, et al. (2012). [e-Book] Nuevas dinámicas para la biblioteca
escolar en la sociedad red. Resituar sus acciones y acompañar la transformación de la
escuela. Sevilla, Junta de Andalucía, Consejería de Educación, Dirección General de Evaluación
y Ordenación Educativa. Texto completo:
http://www.juntadeandalucia.es/educacion/webportal/ishare-servlet/content/ebfea49c-7f28-48da-
8f91-95c26f9b2e43
En esta publicación se presentan las acciones que deben acometer las bibliotecas
escolares para poder desarrollarse en la sociedad contemporánea. El curso 2010/2011 se
publicaron los documentos de referencia para las bibliotecas escolares de Andalucía números 1 y
2 que abordaban aspectos relacionados con la organización de la propia biblioteca, los elementos
para la elaboración del plan de trabajo y los procesos de autoevaluación. En el curso 2011/2012
la Consejería de Educación editó los documentos de referencia 3 y 4 -Contribución de la
biblioteca escolar al fomento de la lectura y Programas para el desarrollo de la competencia
informacional desde la biblioteca escolar- que dieron pautas para el uso educativo y pedagógico
de la BECREA (Biblioteca Escolar, Centro de Recursos para la Enseñanza y el Aprendizaje).
Durante el curso 2013/2014 los responsables de la biblioteca escolar y su equipo de apoyo
disponen de un nuevo documento de referencia que actualiza los parámetros por los que se rige
el quehacer de la BECREA en una sociedad red cambiante y que hemos titulado Nuevas
dinámicas para la biblioteca escolar en la sociedad red, pues ha llegado el momento de iniciar un
proceso de renovación en las dinámicas de actuación de las bibliotecas escolares.
Se trata de una experiencia realizada por el profesorado del Colegio Público de Falces en
la biblioteca escolar, bajo la experta coordinación de su profesor Francisco Soto.La biblioteca
escolar del colegio de Falces funciona como un centro de recursos que apoya el aprendizaje
activo de todas las áreas del currículo y pone a disposición de su alumnado fuentes bibliográficas
que se presentan en diversos soportes (libro, CD-ROM, DVD, etc.).Desde hace años, la
biblioteca es el lugar de encuentro con la lectura a través de exposiciones, conferencias, visitas
de autores, etc. pero, especialmente, es para su alumnado un lugar agradable en donde poder
disfrutar de las fuentes del conocimiento.
Farmer, L. and I. Stricevic (2011). [e-Book] Using research to promote literacy and reading
in libraries: Guidelines for librarians. La Haya, IFLA. Texto completo:
http://www.ifla.org/files/assets/hq/publications/professional-report/125.pdf
Convinced that “literacy is crucial to the acquisition, by every child, youth and adult, of
essential life skills,” UNESCO designated 2003 to 2012 as the decade of literacy. They recognize
that everyone needs to develop the ability to access, assess, and use information in a variety of
ways. This campaign encourages agencies to implement activities that foster literacy and lifelong
learning, particularly for those populations with less access to formal education. In response,
librarians may say, at least to themselves, “I’d love to do more to promote literacy and reading,
but it’s not a priority need.” On the other hand, as librarians recognize their growing role in
literacy, reading research can help them gather facts and suggest good solutions. Furthermore,
when librarians use a systematic data-driven method to address literacy and reading promotion,
they can make a useful contribution to the professional field.
It’s tough work teaching a class called Information Literacy for Teaching and Learning
when the implementation of information literacy remains uncertain. That we need librarians and
teachers who are savvy navigators of resources and can help others become critical thinkers,
synthesizers, and evaluators is not in doubt. Yet the number of schools, colleges, universities,
and libraries that have effectively created information literate students, across the board, is
limited. hat’s a professor to do? Make information literacy implementation and acquisition too
simplistic in the classroom, and the enrolled preservice teachers and librarians will enter the field
over-confident and underprepared. Call it a movement that hasn’t gained mainstream adoption in
the 30+ years since the term was coined, and it deflates enthusiasm for the course’s relevance.
Striking an effective balance is a challenge. My solution is to move the course, more and more
each year, into an inquiry learning course, blending course readings, class discussion, a variety of
hands-on field experiences, and an end-of-term reflective piece of writing. We build on our
class’s diversity of preservice secondary teachers from the University of Michigan (UM) School
of Education and future archivists, academic librarians, public librarians, and school librarians
from the UM School of Information as we struggle with the questions that our mentors continue
to wrestle with: What is information literacy? How does it compare to other literacies such as
media or digital literacies? What are the institutional opportunities and consraints in universities,
libraries, schools, and informal learning settings? What works and why? How can lessons
learned in one environment impact another? How can we improve upon past practice?
El paso de una sociedad industrial a una sociedad cuyos procesos y prácticas se basan en
la producción, la distribución y el uso del conocimiento es lo que se conoce como la
transformación de la sociedad industrial en la sociedad del conocimiento. Esta transformación
viene dada por múltiples factores, entre los que destacan el proceso de globalización, el impacto
de las tecnologías de la información y la comunicación y la administración del conocimiento.
Pero la transformación de la era industrial a la era del conocimiento supone un cambio de
paradigma, de manera de pensar y de actuar. Y en ese cambio de paradigma, el aprendizaje y la
educación, además de la innovación, son los procesos esenciales que determinan el éxito y la
riqueza en la economía y en las sociedades del futuro. La Sociedad del Conocimiento genera
nuevas demandas tanto a los profesionales como a los jóvenes en formación. A los profesionales,
porque exige una actualización de conocimientos, el desarrollo de nuevas habilidades
relacionadas con el cambio tecnológico y de destrezas relacionadas con un aprendizaje continuo
a lo largo de la vida, así como con la creación de una cultura del aprendizaje.Los jóvenes en
formación, a su vez, deberán adquirir nuevas competencias, relacionadas también con una
cultura del aprendizaje en un entorno cada día más tecnológico, donde la capacidad de decisión,
la iniciativa, la responsabilidad en su propio desarrollo profesional y la adecuación a nuevos
conocimientos serán fundamentales.
Gaunt, J., N. Morgan, et al. (2009). [e-Book] Handbook for Information Literacy Teaching
(HILT), University Library Service. Texto completo:
http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilt/HILT%202011%20-%20FINAL.
pdf
Gaunt, J., N. Morgan, et al. (2009 ). [e-Book] Handbook for Information Literacy Teaching
(HILT). Cardiff Cardiff University. University Library Service. Texto completo:
http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilt/HILT%202011%20-%20FINAL.
pdf
El texto pretende dar a conocer las nuevas necesidades formativas generadas en el actual
contexto de la sociedad del conocimiento y la información, y explicar las propuestas que se están
realizando para instruir a los ciudadanos en la alfabetización informacional, principalmente por
las instituciones mediadoras en los procesos de comunicación del conocimiento y la información,
las bibliotecas, los archivos, los servicios de documentación, así como el sistema educativo como
responsable de la educación formal desde la Educación Infantil hasta la Universidad.
Graham, N. and J. Secker (2012). [e-Book] Librarians, information literacy and open
educational resources: report of a survey, Information Literacy Group. Texto completo:
http://delilaopen.files.wordpress.com/2012/04/findingsharingoers_reportfinal1.pdf
In April 2012 a short survey was distributed to librarians and information professionals
to explore their knowledge of and practice around the sharing of information literacy teaching
materials as open educational resources (OER). This was a joint initiative by two information
professionals with support from the CILIP Information Literacy Group and UNESCO. The
survey received over 100 responses mainly from practitioners in the UK, but a smaller number of
international responses were received. This short report highlights findings from the survey
including awareness and willingness to share resources, barriers to sharing and interest librarians
have in helping build a ‘community of practice’ in this field.
Gregory, L. and S. Higgins (2013). [e-Book] Information Literacy and Social Justice:
Radical Professional Praxis. Sacramento, CA, Library Juice Press. Texto completo:
http://libraryjuicepress.com/ILSJ-front.pdf
Information Literacy and Social Justice: Radical Professional Praxis extends the
discussion of information literacy and its social justice aspects begun by James Elmborg, Heidi
L.M. Jacobs, Cushla Kapitzke, Maria T. Accardi, Emily Drabinski, and Alana Kumbier, and
Maura Seale. Chapters address the democratizing values implicit in librarianship’s professional
ethics, such as intellectual freedom, social responsibility, and democracy, in relation to the
sociopolitical context of information literacy. Contributors, ranging from practicing librarians to
scholars of related disciplines, demonstrate how they construct intentional connections between
theoretical perspectives and professional advocacy to curriculum and pedagogy. The book
contributes to professional discourse on libraries in their social context, through a re-activation of
the library neutrality debate, as well as through an investigation of what it means for a global
citizen to be information literate in late capitalism.
Grizzle, A., P. Moore, et al. (2014). [e-Book] Media and Information Literacy: Policy and
Strategic Guideliness. Paris, Unesco. Texto completo:
http://unesdoc.unesco.org/images/0022/002256/225606e.pdf
Society changes, but some of its fundamentals do not. Among these fundamentals is the
freedom to express our ideas, to read, to listen, to write and to produce information and
communicate with others. The ability to speak, read, write and communicate is a human right. In
21st century, societies driven by media and technology, this basic human right can be extended
to the ability to effectively engaged with information and media content. Democracy and
freedom of expression cannot be contemplated without thinking about the media - a public
sphere so vital to the function of democracy. The ongoing process of digitization has altered the
function of the media as well as the structures of governance and the nature of markets. Our
communication system is changing in terms of time and space, and modes of social behaviour. In
sum, it is transforming the public sphere. The knowledge society of today has a tremendous
democratic potential, especially for young people. Media, including online media, represent
social and cultural resources that can empower people, in both their personal development and
their development as members of society. But these potentialities also have implications. Today,
when we live our lives both offline and online, it is not always easy to draw a distinct line
between life on the web and real life.
Head, A. J. and M. B. Eisenberg (2011). [e-Book] How College Students Manage Technology
While in the Library during Crunch Time. Washington, The Information School, University
Of Washington. Texto completo:
http://projectinfolit.org/pdfs/PIL_Fall2011_TechStudy_FullReport1.1.pdf
Hernández Ortega, J. and M. Pennesi Fruscio (2011). [e-Book] Experiencias educativas en las
aulas del siglo XXI: innovación con TIC. Madrid, Fundación Telefónica. Texto completo:
http://www.fundaciontelefonica.com/arte_cultura/publicaciones-listado/pagina-item-publicacion
es/?itempubli=87
Apartir de la última década del siglo XX se han hecho proclamas mundiales relacionadas
con un nuevo tipo de aprendizaje que incluye procesos de pensamiento, habilidades y
competencias que les permitan a los seres humanos vivir una vida bien informada, y que esta
información le posibilite plantearse objetivos dignos; vivir juiciosamente y en armonía con los
demás; y tener prosperidad. Entre los ejemplos más sobresalientes está la quinta reunión de la
Unesco/CONFINTEA (Conferencia Internacional sobre Educación de Adultos) realizada en
Hamburgo en 1997, en la que se establece que las bibliotecas, los museos y las instituciones
culturales se deberían fortalecer para convertirse en lugares que promuevan el aprendizaje para
toda la vida, acordes con una ciudadanía moderna (CONFINTEA: Adult Education: The
Hamburg Declaration: The agenda for the future, 1997). En el ámbito en el que se han
profundizado más estasposturas es en el educativo, desde 1998 a la fecha se han realizado
Conferencias Mundiales sobre Educación Superior, cuyos propósitos han sido que la educación
tienda a: - Transformar más que a transmitir. - Facilitar el aprendizaje progresivo, reflexivo y
crítico. - Seguir paradigmas responsables para vivir, ser y para llegar a ser, tanto individual como
colectivamente. El fin último de estos propósitos es generar un bien público que conceda valor a
la sociedad, educación a las personas para que sean ciudadanos productivos, y el arribo o la
consolidación de las Sociedades de la Información o del Conocimiento. (Conferencia Mundial
sobre la Educación Superior: La educación superior en el siglo XXI: Visión y acción, 1998,
disponible en: http://www.unesco.org/education/educprog/wche/declaration_spa.htm, [consulta:
10 de enero del 2011). Se pretende lograr que los sujetos profundicen sobre el concepto de
conocimiento como la base para construir una sociedad ética, equitativa, con acceso a todos los
recursos que existan y con calidad de vida. Se busca también que perciban a la información
como el inicio y el producto de ese conocimiento: quien tiene acceso a la información podrá
generar conocimiento. El acceso a la información requiere un conjunto de habilidades y procesos
de pensamiento tal que les permite resolver problemas de cualquier índole. Una de las propuestas
para que las personas adquieran dichas habilidades está representada por la Alfabetización
Informativa (en lo sucesivo AI), a este respecto instancias nacionales e internacionales han
lanzado proclamas (Unesco, 2000; IFLA, 2002; The Prague Declaration, 2003; The Alexandria
Proclamation, 2005; Declaración de Toledo, 2006), en las que determinan que la AI debe verse
como un tema nacional, ya sea como parte de los sistemas educativos formales o los informales,
lo importante es que llegue a todos los sectores de una población. Para que esto se logre las
comunidades de profesionales de la bibliotecología y la información debemos trabajar en forma
conjunta, para que la AT sea incluida en las agendas nacionales de las instancias de todos los
sectores: educativos, empresariales, de producción, industriales, políticos, culturales y sociales, y
trabajar con las instituciones que pueden beneficiarse. Esto se logrará cuando tengamos claro que
los resultados de aAIdeben ser concretos y visibles a corto, mediano y largo plazos.
During the last decade, UNESCO has been actively promoting the concept of Knowledge
Societies in which Information Literacy (IL) plays a fundamental role in building inclusive,
pluralistic, equitable and participatory societies. By enabling people to interpret and make
informed judgments as users of information, as well as to become producers and distributers of
information and knowledge in their own right, Information Literacy empowers citizens to better
make critical decisions to achieve their full potential, and it enables countries to sustain their
political, economic and social development. UNESCO fully acknowledges that nowadays
societies and citizens require multiple competencies in order to succeed in a constantly changing
environment. Therefore, the new concept of Media and Information Literacy (MIL) was
introduced by UNESCO with the aim of raising public awareness and drawing the attention of
various stakeholders to its importance, and the need for joint plans and collaborative actions. The
Alexandria Proclamation of 2005, and the Moscow Declaration on Media and Information
Literacy of 2012 both underscore the idea that citizens, communities and nations require a new
set of attitudes, skills and knowledge to create, access, organize, evaluate, use, and communicate
data, information and knowledge so as to achieve their personal, social, professional and
educational goals. In addition, the Fez Declaration on Media and Information Literacy of 2011
highlights the importance of MIL in enhancing the quality of human life, sustainable country
development, and proactive governance and citizenship, particularly in this digital age in which
we live, wherein information resources availability and accessibility have exploded, as have
communication technologies, and theyhave also converged and become fully interactive with
users.
Horton, F. W. J. (2014). [e-Book] Overview of Information Literacy Resources Worldwide
2nd ed. 2014-2015. Paris, Unesco. Texto completo:
http://infolit.org/wp-content/uploads/2014/10/UNESCO-IL-ResourcesEd.2.pdf
To deal with multilingual issue, it was felt that a simple inventory of some of the most
important, but at the same time selected, information literacy resources in many, if not most of
the world’s major languages, as well as many of the less widely used languages, could be useful
not only to LIS and other professionals, but especially to ordinary people, students and
non-specialists as well, especially those with lower educational achievements. It could be useful,
too, to people who do not have any, or very few opportunities to attend workshops, seminars, or
other similar gatherings where information literacy is taught, learned and discussed, because of
geographic, financial, government entitlement, or for other reasons. Also, those living in remote
rural and isolated communities are at a distinct disadvantage, as mentioned earlier
Horton, W. (2014). Career and Professional Opportunities and Challenges for Librarians
and Other Information Professionals Specializing in Information Literacy and Lifelong
Learning. Library and Information Sciences: Trends and Research. Berlin, Springer Verlag: 3-8.
http://link.springer.com/content/pdf/10.1007%2F978-3-642-54812-3_1.pdf
This article reviews the new career and occupational opportunities for librarians and
other information professionals as a result of dramatic and pervasive developments in IT
technologies in the last several decades. In particular, a case is made for a new information
counsellor position which would be analogous to financial counsellors but operating in the
information arena. Traditional library and information positions are being very widely expanded
by new challenges which every social and economic sector, both public and private, is
experiencing as they confront the twenty first century’s rise in Google search engines, mobile
devices like smart phones, and the spread of broadband and the Internet.
Skills and techniques learned and practiced in the library will lead our students towards
information literacy, i.e., the wherewithal needed to collect, evaluate, process and appropriately
utilize information of all sorts throughout their lives. While the library may be at the center of the
“web of learning,” the long-term mission of the Pittsburgh Public School’s (PPS’s) library
program is to provide our students with the resources and skills needed to succeed in today’s
information-based society. Methods and strategies for information retrieval and processing – as
well as the love of literature and reading – promulgated by the PPS’s library program cannot
stand in isolation, and should not be considered ends in themselves. The teacher-librarians of the
District are fully cognizant of this, and expend a great deal of time and energy working
collaboratively with other teachers in the learning community. In other words, the entire library
experience should supplement – not supplant – any learning done within other curricula. This
scope and sequence – created for PPS’s library program – provides teacher-librarians with the
roadmap needed to plan our students’ library experiences, thus ensuring students an exposure to
the range of information literacy and library-specific skills needed for life-long learning.
Karnad, A. (2013). [e-Book] Embedding digital and information literacy into undergraduate
teaching. London, Centre for Learning Technology (CLT),. Texto completo:
http://eprints.lse.ac.uk/51221/1/__libfile_REPOSITORY_Content_Centre%20for%20Learning%
20Technology_Embedding%20digital%20information%20literacy.pdf
A dual approach is required, for Information Literacy and Digital Literacy skills to be
successfully embedded into undergraduate teaching at the LSE. As explored in the CASCADE
programme, student change agents provide contextualised, peer-to-peer support, but also
important feedback on the kinds of issues faced by students, and the tools and technologies being
used to overcome them and gain IL skills.The ‘top down’ approach advocated by McGuinness
(2007) is also needed to complement and support change agents. There needs to be increasing
communication between academic faculty, academic support staff and librarians to better
understand each other’s roles and remits, and find areas for effective collaboration.
Lee, A., J. Lau, et al., Eds. (2012). Conceptual Relationship of Information Literacy and
Media Literacy in Knowledge Societies Paris, United Nations Educational, Scientific and
Cultural Organization (UNESCO).
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/wsis/WSIS_10_Event/WSI
S_-_Series_of_research_papers_-_Conceptual_Relationship_between_Information_Literacy_and
_Media_Literacy.pdf
The 21st century is an era of change. The globe is under the influence of three major
world trends: the revolutionary development of information and communication technologies,
the transition to a knowledge society and the new learning mode of the Net Generation. These
trends have generated a shift in the educational paradigm, giving rise to the need to cultivate new
competencies for citizens in knowledge societies. The aim of this report is to explore the literacy
and competencies required for citizens, communities and nations to participate in future
knowledge societies, with specific reference to the implementation of WSIS Action Lines C3
(Access to Information and Knowledge) and C9 (Media). Many novel literacy concepts have
been put forward in response to the new social and technological environments. Some are
independent and novel, such as digital literacy and information fluency, whereas others are
compound concepts such as multiliteracies, transliteracy and media and information literacy
(MIL). Recent studies have indicated that future society will comprise the semantic Web, Big
Data, cloud computing, smart phones and apps, the Internet of things, artificial intelligence and
various new gadgets. In short, it will be an information and communications technology
(ICT)-based society. Given the complexity of the next society, this report adopts an integrated
approach towards new literacy training by establishing a literacy framework of “21st Century
Competencies”.
Liddy, E. D. (2014). iSchools & the iSchool at Syracuse University. Library and Information
Sciences: Trends and Research. Berlin, Springer Verlag: 31-37.
http://link.springer.com/content/pdf/10.1007%2F978-3-642-54812-3_4.pdf
An overview of the origin, development, and current status of the iSchool movementboth
the organization which began as the iSchool Caucus, which now leads the much larger iSchool
Organization, as well as the profile of one particular iSchoolthe School of Information Studies at
Syracuse University, in Syracuse, New York. As the rate of change in who, how, when, and
where information is being sought and produced is both evolving and accelerating, along with
the need for reliable, high quality information, the demands on the information professions are
both challenging and exciting. Today, the iSchool Organization is comprised of 55 leading
iSchools, from 17 countries, spanning 4 continents, and is actively working with additional
top-ranked Schools of Library and/or Information Science in multiple other universities and
countries who are interested in joining. The iSchool at Syracuse, which was one of the original
members of “Gang of Three” that conceived of a membership organization to promote the
information profession, is presented with detail on programs, particularly their most recent
focuses on social media, data science, and information entrepreneurship.
Mackey, T. P. and T. E. Jacobson (2011). [e-Book] Information Literacy Online. New York,
London, Neal-Schuman Publishers, Inc. Texto completo:
http://www.neal-schuman.com/uploads/pdf/0477-teaching-information-literacy-online.pdf
La web ha cambiado muchas cuestiones, ha cambiado el papel y la función de los
profesores y académicos, la función de las bibliotecas, y el trabajo de los bibliotecarios. Los
expertos web, tales como Clay Shirky (2010) han argumentado que la Red permite la creación de
un “excedente cognitivo” que ha creado y creará las herramientas más potentes y contextos que
ampliar de forma exponencial la creatividad humana y la productividad. Sin importar como se
percibe este excedente de conocimiento , todos coinciden en que la producción de información,
almacenamiento y distribución está sufriendo un cambio radical. De ello se desprende, entonces,
que la necesidad de aprovechar las herramientas y técnicas de las nuevas tecnologías de
aprendizaje requiere de nuevas competencias correspondientes y nuevas maneras de ayudar a
cada uno a adquirir estas alfabetizaciones.
Martin, J. L. (2013). [e-Book] Learning from Recent British Information Literacy Models:
A Report to ACRL’s Information Literacy Competency Standards for Higher Education
Task Force. Mankato, Minnesota State University. Texto completo:
http://mavdisk.mnsu.edu/martij2/acrl.pdf
Information literacy is a fluid concept, shaped by our experiences, and changes in our
information rich society. Guidelines articulating information literacy need modification to reflect
the current form of this evolving concept. This report highlights the work of four groups in the
United Kingdom to create innovative guidelines to assist practitioners in the promotion and
teaching of information literacy.The findings outline prevalent concepts from newly revised, or
recently created,British information literacy models. Each model provides some level of
guidance for higher education. This report is not a definitive examination of British information
literacy for higher education. The depth of British information literacy research and expertise is
too expansive. Instead this report highlights the work of four groups in the United Kingdom to
develop new guidelines to advance information literacy development and learning.1 This study
outlines prevalent or innovative concepts and learning outcomes for information literacy
guidelines, while reiterating important ideas found in other models such as ACRL’s Information
Literacy Standards for Higher Education. Collectively the four groups strived to build holistic,
flexible frameworks that integrate information literacy into the learning process. Several themes
emerged to shape how the authors realized this paradigm. The themes include: · External
collaboration · Information and information literacy landscapes · Multidimensional learning ·
Academic literacies · Expanding participation · Addressing transitions. The appendices provide
additional information by identifying external consultants and mapping the ACRL Standards to
the British models.
Noronha, F. and J. Malcolm (2010). [e-Book] Acceso al Conocimiento: Una guía para todos.
Kuala Lumpur, Malasia, Consumers International. Texto completo:
http://www.consumersinternational.org/media/457953/a2k-spanish.pdf
El programa mundial de Consumers International denominado A2K (acceso al
conocimiento) se inició en 2008 para garantizar que los intereses de los consumidores estén
debidamente representados en los debates nacionales e internacionales en torno a la propiedad
intelectual (PI) y los derechos de comunicación. Esto supone explorar la creación de bienes
públicos y reforzar el dominio público, así como fomentar un sistema más justo de gestión de la
propiedad intelectual en las instituciones y en los acuerdos bilaterales y multilaterales. Los tres
objetivos principales del programa son: 1. Promover leyes de propiedad intelectual y prácticas de
aplicación más equilibradas, que tengan en cuenta los intereses de los consumidores.2. Ayudar a
la generación de capacidades de todos los grupos interesados en el área del consumo en relación
con la propiedad intelectual y el acceso al conocimiento. 3. Promover los derechos humanos en
la sociedad de la información, en particular en las áreas de comunicación, educación y salud.
Este manual, Acceso al conocimiento: una guía para todos, es parte de ese amplio programa.
Dirigido a un público no especializado, su objetivo es proporcionar una introducción clara a la
propiedad intelectual, al A2K y a una selección de temas relacionados en torno a los derechos de
comunicación y al acceso a las tecnologías de la información y las comunicaciones (TIC). Su
público lector incluye a las asociaciones de consumidores y organizaciones no gubernamentales
(ONG) que deseen conocer mejor esta área, docentes, investigadores y activistas que pueden
beneficiarse de una guía sencilla sobre losmuchas cuestiones relacionadas con el A2K, así como
a los consumidores en general que se ven afectados por leyes y prácticas de propiedad intelectual
injustas
In the six years since I first researched university research rankings and bibliometrics,
much of the world suffered an economic downturn that has impacted research funding and open
access journals, research institution repositories and selfpublished material on the web have
opened up access to scholarly output and led to new terminology and output measurements.
University rankings have expanded beyond the national end-user consumer market to a research
area of global interest for scientometric scholars. Librarians supporting scholarly research have
an obligation to understand the background, metrics, sources and the rankings to provide advice
to their researchers and their institutions. This chapter updates an article in Taiwan’s Evaluation
in Higher Education journal (Pagell 2009) based on a presentation at Concert (Pagell 2008). It
includes a brief history of scholarly output as a measure of academic achievement. It focuses on
the intersection of bibliometrics and university rankings by updating both the literature and the
rankings themselves. Librarians should find it relevant and understandable.
Pedró, F. (2011). [e-Book] Tecnología y escuela: lo que funciona y por qué Fundación
Santillana. Texto completo:
http://www.fundacionsantillana.com/upload/ficheros/noticias/201111/documento_bsico.pdf
El objetivo de este documento de trabajo consiste en ofrecer una visión de conjunto sobre
qué es lo que funciona en materia de tecnología1 y educación escolar2, mediante el análisis de
los datos disponibles, ofreciendo un marco teórico que permita interpretar por qué determinados
planes, estrategias y actividades funcionan y otros no y, fialmente, realizando algunas
recomendaciones que permitan informar la toma de decisiones tanto en el aula y en el centro
escolar como en el sistema escolar en su conjunto. En el seno de un aula se suceden un
sinnúmero de actividades a lo largo de la jornada escolar. La sola idea de intentar resumir todos
los usos posibles de la tecnología en el aula, tomando en consideración las distintas necesidades
y expectativas en relación con las características de los alumnos (contexto social, edad, aptitudes,
motivación…) y áreas curriculares, parece en sí misma un verdadero despropósito destinado al
fracaso. Resultaría imposible dar cuenta de la enorme variabilidad que cabe encontrar3 y, por si
aún fuera poco, de la volatilidad de muchas prácticas que, con frecuencia, son ensayos que
pugnan por consolidarse y que solo en contadas ocasiones se extienden en el tiempo o, aún más
raramente, se generalizan a otras aulas o centros escolares.
Phelps, J., S. Van Tuyl, et al. (2014). A Group Discussion on Information Literacy. Library
and Information Sciences: Trends and Research. Berlin, Springer Verlag: 21-28.
http://link.springer.com/content/pdf/10.1007%2F978-3-642-54812-3_2.pdf
Main ideas presented in the information literacy seminar held in Wuhan University was
reviewed. Core thoughts of the group discussion was manifested by seven leading speakers.
Primary conclusions deducted from the discussion are: information literacy brings more efficient
organizations; data curation should be highlighted in information literacy; librarians shall
undertake the duty of teaching information literacy; the related education needs reform especially
the curriculum set; deductively test existing theories and inductively generate concepts are two
orientations for future China information literacy research.
Pico, L. and C. Rodríguez (2011). [e-Book] Trabajo colaborativo. Buenos Aires, Presidencia
de al Nación. Texto completo:
http://bibliotecadigital.educ.ar/uploads/contents/epub/trabajos_colaborativos0.epub
http://bibliotecadigital.educ.ar/uploads/contents/trabajos_colaborativos0.pdf
El valor del trabajo colaborativo responde a un modelo pedagógico que pone el acento en
la interacción y la construcción colectiva de conocimientos, que sin duda se optimizan cuando se
combinan con el trabajo en red. La colaboración en el contexto del aula invita a docentes y
estudiantes a caminar juntos, sumando esfuerzos, talentos y competencias. Incentiva el aprender
haciendo, el aprender interactuando, el aprender compartiendo.
Pizarro Contador, C. (2014). [e-Book] Las TIC en la educación digital del Tercer Milenio.
Madrid, Fundación telefónica. Texto completo:
http://www.fundaciontelefonica.com/arte_cultura/publicaciones-listado/pagina-item-publicacion
es/?itempubli=267
Esta obra pretende contribuir al debate sobre el papel de las TIC en la mejora de la
educación. En este sentido se sostiene que las TIC podrían ser instrumentales en la generación de
conocimientos innovadores y la disminución de las desigualdades sociales.El III Foro
Internacional de Valparaíso tuvo como punto de partida cuatro investigaciones en las que se
abordaron el impacto que el uso de las TIC puede tener en el aprendizaje, las transformaciones
que la tecnología está haciendo posibles en la educación superior, y las relaciones que se
establecen entre revolución tecnológica y transformaciones políticas, sociales y
culturales.Asimismo, se presentó el análisis de la experiencia recogida en el proyecto Aulas
Fundación Telefónica, que entre otros resultados ha impulsado la creación de una red de
innovación de 17.000 profesores en trece países de América Latina.
Books and articles on instructional design in online learning abound but rarely do we get
such a comprehensive picture of what instructional designers do, how they do it, and the
problems they solve as their university changes. Power documents the emergence of an adapted
instructional design model for transforming courses from single-mode to dual-mode instruction,
making this designer’s log a unique contribution to the fi eld of online learning.
Anunciábamos hace un tiempo el libro que hoy, día de Internet, salía al mercado. Se trata
de un trabajo firmado por Luis F. Vílchez y yo misma, prologado por Agustín Blanco para la
Fundación Encuentro y Fundación Telefónica en el que analizamos cómo está influyendo lo que
podemos denominar la era 2.0 o era de la hiperconectividad en las siguientes esferas del
desarrollo: La descripción de todo fenómeno complejo exige un análisis desde múltiples
perspectivas. En este informe hemos seleccionado dos que nos parecen relevantes y
complementarias: la del experto y analista de tendencias y la de los propios sujetos o actores. El
texto de Dolors Reig nos acerca al estado de la cuestión, nos informa de lo que está pasando por
encima o por debajo de la experiencia cotidiana de los usuarios, de las investigaciones y estudios
que marcan la pauta a nivel internacional, de los modelos interpretativos que se van
consolidando, de las tendencias que se apuntan, de los retos y las oportunidades que se plantean.
Por su parte, Luis Fernando Vílchez nos relata cómo viven y cómo cuentan su experiencia en la
vida cotidiana en este contexto de hiperconectividad y presencia constante de las tecnologías de
la información y la comunicación los actores directamente implicados en la educación: los
propios alumnos, los profesores y los padres.La mirada de padres y profesores parece
mayoritariamente prisionera de una visión reactiva que les dificulta articular un pensamiento
estratégico de aprovechamiento de las grandes potencialidades –no exentas de riesgos– que,
desde un punto de vista cognitivo, emocional, moral y cívico, este nuevo contexto nos aporta.
Sabemos que el cambio es inexorable; podemos aprovecharlo o sufrirlo.
The ACRL Information Literacy Competency Standards remain the prevailing means of
understanding information literacy, particularly within higher education. There is undoubtedly
value in a clearly articulated and institutionalized conceptualization of information literacy, but
the Standards are inadequate, incomplete, and inculcate complacency. The careful use of
user-generated content in information literacy instruction offers a means of addressing gaps as
well as incorporating antiracist, feminist, and queer perspectives.
Secker, J. and E. Coonan (2011). [e-Book] A New Curriculum for Information Literacy:
transitional, transferable, transformational. Cambridge, Arcadia Project, Cambridge
University Library. Texto completo: http://ccfil.pbworks.com/f/ANCIL_final.pdf
The New Curriculum differs from existing information literacy frameworks and models
in specifically including transitional and affective elements, as well as endeavouring to articulate
the broad spectrum of skills, competencies, behaviours and attitudes that comprise the IL
continuum and are the foundation of autonomous learning. As such, the curriculum is not
intended to be a library owned product. Simply in practical terms of teaching time it is likely to
challenge library resourcing, but in addition it is crucial to the holistic nature of information
literacy that it is perceived as permeating every aspect of information, and not viewed
reductively as synonymous with bibliographic instruction. Implementing the curriculum is
therefore likely to call on the resources of a number of colleagues including librarians, but also
study skills advisors, learning developers, supervisors and lecturers, and careers and admissions
staff
Smith, S. S. (2010). [e-Book] Web-based instruction : a guide for libraries. Texto completo:
http://www.alastore.ala.org/pdf/9780838990797_excerpt.pdf
Expanding on the popular, practical how-to guide for public, academic, school, and
special libraries, technology expert Susan Sharpless Smith offers library instructors the
confidence to take Web-based instruction into their own hands. Smith has thoroughly updated
Web-Based Instruction: A Guide for Libraries to include new tools and trends, including current
browsers, access methods, hardware, and software. She also supplies tips to secure project
funding and provides strategic guidance for all types of libraries. This completely revised edition
also Builds Web instruction advice on a foundation of the latest research in how learning takes
place Translates technical Web-speak into plain English, so even nonexperts can make effective
use of the Web in their teaching Includes an accompanying Web gallery, providing examples of
screen shots and links to exemplary programs Shows instructors best practices for incorporating
the Web into teaching
Solomon, A., G. Wilson, et al. (2013). [e-Book] 100% Information Literacy Success. chapter
1. Wadsworth, Cengage Learning. Texto completo:
http://www.nelsonbrain.com/content/solomon13774_0495913774_02.01_chapter01.pdf
Uribe-Tirado, A., M. Arroyave Palacio, et al. (2008). [e-Book] Libro: Acceso, conocimiento y
uso de Internet en la universidad. Modelo de diagnóstico y caracterización: Caso
Universidad de Antioquia, Universidad de Antioquia (Colombia). Texto completo:
http://eprints.rclis.org/12543/
Based upon the research project Access to and Knowledge and Use of the Internet in the
University of Antioquia, this paper presents a model that will enable any university to diagnose
and analyze its situation relative to the utilization of the Internet as a support medium for
instruction, research, extension and administrative management and, consequently, to determine
the possible actions that would be necessary in order for the Internet to become a "digital
opportunity" in every university. This model would also enable each university to address the
four great threats or limitations to which universities are often exposed: the digital divide,
information and digital illiteracy, the poor quality of the digital information that is so often used
(information asymmetry), and information overload (infoxication). The methodology utilized in
this study included the following steps: creation of a matrix for the information compiled,
definition of the macroconcepts-macrovariables of analysis, the state of the art on the subject, the
contextualization of the situation of the university, the selection of the sample group, and, finally,
the recommendations to the agencies. As a general conclusion, this study notes the urgent
necessity for all of the universities to assume, as one of their principal strategies for action, the
incorporation of the TIC and the Internet into their tools and services as well as their mission
statements. This incorporation must include the integration of plans, programs, and projects and
ongoing evaluation.
Valle, T. G. M. d. (2012). [e-Book] Aprendizagem e desenvolvimento humano: avaliações e
intervenções, Editora UNESP. Texto completo: http://books.scielo.org/id/krj5p
Os textos que compõem esta obra analisam importantes temas na área da Psicologia do
Desenvolvimento e Aprendizagem. Abordam diferentes aspectos e faixas etárias, tais como:
estímulos textuais e palavra digitada na infância; variáveis demográficas e desenvolvimento
infantil de crianças contaminadas por chumbo; treinamento de habilidades sociais em
pré-escolares; contato físico em pré-escolares nas interações e relações sociais; percepções de
mães e crianças sobre as relações familiares permeadas por violência sexual do pai contra a filha;
conceito de família segundo adolescentes de zona rural e urbana; estereótipos sexuais no
discurso de mães na educação de seus filhos; a relação entre ex-cônjuges e entre pais e filhos
após a separação conjugal; processos de ensino e de aprendizagem profissionais da docência nas
séries iniciais; concepções dos professores do ensino fundamental sobre TDAH. Os estudos são
embasados em tratamentos metodológicos atualizados e discutem questões relevantes sobre
processos de desenvolvimento humano em face dos avanços da pesquisa cientifica.
Wise, S. L., L. Cameron, et al. (2009). [e-Book] The Information Literacy Test (ILT) : Test
Manual. Texto completo:
http://www.madisonassessment.com/uploads/ILT%20Test%20Manual%202010.pdf
Today’s researchers have access to vast information, whether within the library or any
place that provides access to the Internet, and frequently the access is free of charge. Such places
can include school, home, office, restaurants or coffee houses. Access to information is available
from smart and handheld devices such as Smartphones, as well. But now, more than ever a
researcher must have a discerning sense of authoritative information. Information seeking has
become a rapidly growing trend across society. And as technology continues to evolve, how we
seek information and determine its authenticity will present challenges for teaching users how to
remain information literate. Additionally, one cannot be information literate without the
development of related skills such as critical thinking. Since the United States Department of
Labor’s well-know SCANS report (Secretary’s Commission on Achieving Necessary Skills)
published in 1991, other organizations have emphasized the need for information literate
workers. Such organizations include the National Forum on Information Literacy and Project
Information Literacy
Digitalia: http://sabus.usal.es/docu/
Universo abierto: http://www.universoabierto.com/