Sales, Dora, Cuevas-Cerveró, Aurora and Gómez-Hernández, Jose-Antonio Perspectives on the information and digital competence of Social Sciences students and faculty before and during lockdown due to Covid-19. Profesional de la Información, 2020, vol. 29, n. 4. [Journal article (Unpaginated)]
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English abstract
We analyze the perceptions of Social Sciences faculty about their own information and digital competence and that of their students, as well as the changes that have occurred as a consequence of the virtualization of learning caused by the coronavirus pandemic (Covid-19). The methodology used is qualitative, being based on the application of two techniques: discussion groups carried out with experienced faculty from three Spanish universities, and interviews carried out with the same sample after the suspension of face-to-face teaching. The results show that the faculty members participating in this study have a critical vision of the information and digital competence of the student body, indicating that they lack capacity for evaluation, critical use, and communication of information despite their mastery of technological tools and extensive use of mobile devices. In addition, they doubt their own ability to train students in this competence, and attribute the difficulty in achieving and promoting such learning to various factors of the university culture: a lack of coordination among teaching staff, who are sometimes in situations of job insecurity, or the way in which the European Higher Education Area has been applied in universities. Faculty recognize the basic and transversal nature of this competence and advocate its incorporation into the real work methodology of all subjects, not in a segregated way. Finally, the effort made towards the “virtual” development of teaching as a consequence of the Covid-19 pandemic has been a shock for faculty, who declare a positive attitude towards reviewing their own digital-informative practices to adapt their teaching, but believe that this has hardly resulted in any improvement in the information and digital competence of their students so far.
Spanish abstract
Analizamos las percepciones del profesorado universitario de Ciencias Sociales acerca de la competencia informacional y digital propia y de su estudiantado, así como los cambios que se han producido como consecuencia de la virtualización del aprendizaje motivada por la pandemia del coronavirus (Covid-19). La metodología empleada es cualitativa, y está basada en la aplicación de dos técnicas: el grupo de discusión, realizado con profesorado experimentado de tres universidades españolas, y la entrevista, que se aplicó a la misma muestra tras la suspensión de la docencia presencial. Los resultados muestran que el profesorado participante en este estudio tiene una visión crítica de la competencia informacional y digital del estudiantado, atribuyéndole falta de capacidad de evaluación, uso crítico y comunicación de la información a pesar del dominio de las aplicaciones tecnológicas y el uso masivo de los dispositivos móviles. Además, duda de su propia capacidad para formar al estudiantado en esta competencia, y atribuye a diversos factores de la cultura universitaria la dificultad para conseguir e impulsar este aprendizaje: la descoordinación entre el personal docente, en ocasiones en situaciones de precariedad laboral, o la forma en que se ha aplicado en las universidades el Espacio Europeo de Educación Superior. El profesorado reconoce el carácter básico y transversal de esta competencia, y aboga por su incorporación en la metodología real de trabajo de todas las asignaturas, no de forma segregada. Finalmente, el esfuerzo hecho para el desarrollo “virtual” de la enseñanza como consecuencia de la pandemia Covid-19 ha sido un revulsivo para el profesorado, que declara una disposición positiva por revisar sus propias prácticas informativo-digitales para adaptar su docencia, pero cree que apenas ha supuesto por ahora mejora en la competencia informacional y digital de sus estudiantes.
| Item type: | Journal article (Unpaginated) |
|---|---|
| Keywords: | Information competence; Digital competence; Information literacy; Higher education; Curriculum; Social Sciences student body; Students; Social Sciences faculty; Teachers; Motivation for learning; Teaching and learning strategies; Spanish universities; Spain; Covid-19; Coronavirus; Pandemics; E-learning; Distance learning. |
| Subjects: | C. Users, literacy and reading. C. Users, literacy and reading. > CE. Literacy. |
| Depositing user: | José-Antonio Gómez-Hernández |
| Date deposited: | 16 Aug 2020 08:32 |
| Last modified: | 16 Aug 2020 08:32 |
| URI: | http://hdl.handle.net/10760/40261 |
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