E-LIS, Eprints in Library and Information Science Homepage E-LIS, Eprints in Library and Information Science
   home   |   about   |   search   |   browse   |   register   |   registered users area   |   help   |   FAQ   |   JITA   

La evaluación de la alfabetización informacional. Principios, metodologías y retos (The evaluation of information literacy. Principles, methodologies and challenges)


Licea de Arenas, Judith (2007) La evaluación de la alfabetización informacional. Principios, metodologías y retos (The evaluation of information literacy. Principles, methodologies and challenges)


. Anales de Documentación 10:pp. 215-232.

Full text available as:
PDF - Requires Adobe Acrobat Reader or other PDF viewer.

View statistics for this eprint

Abstract

[Spanish abstract]
La evaluación de la alfabetización informacional (ALFIN) es obligada cuando se trata de mejorar programas, utilizar las evidencias recabadas con fines administrativos o tomar decisiones relacionadas con la comunidad a la que sirve la institución donde se desarrollan. Por tanto, se hace una revisión de la literatura relacionada con quién debe hacer la evaluación, cómo hacerla y sugerencias para hacerla. Asimismo se presentan los puntos mínimos para la auto evaluación y preguntas acerca de los retos de la evaluación tanto para los profesionales de la información como para las universidades que los forman.

[English abstract]
The evaluation of information literacy (IL) is a must. Institutions may use results for improving programmes, for management purposes or for decision-making. Therefore, a literature review is carried out to orient information professionals toward topics such as: who has to do the evaluation, how to do it, as well as suggestions on how to perform evaluation activities. Tips for self-evaluation are included as well as questions regarding the challenges of evaluation for librarians and library schools.

Keywords:Alfabetización informacional; Evaluación; Information literacy; Evaluation.

Subjects:B. Information use and sociology of information. > BC. Information in society.
B. Information use and sociology of information.
C. Users, literacy and reading. > CE. Literacy.
ID Code:10774
Deposited By:Revista, Anales de Documentación
Deposited On:06 August 2007
Alternative Locations:http://www.um.es/fccd/anales/ad10/ad1000.html
All fields:Show all fields

BLOOM, BS. Taxonomía de los objetivos de la educación: clasificación de las metas educacionales. Buenos Aires: El Ateneo; 1971.

BOBER, C.; PULIN S. y VILENO, L. Evaluating library instruction in academic libraries: a critical review of the literature, 1980-1993. Reference Librarian 1995; 51-52, 1995.

BRABAZON, T. Bonfire of the literacies? The Internet and challenges to literacy. Social Alternatives 2002; 21.

BROWN, J.; COLLINS, A. y DUGUID, P. Situated cognition and the culture of learning. Educational Researcher 1989; 18: 32-42.

BYSTRÖM, K. y JÄRVELIN, K. Task complexity affects information seeking and use. Information Processing & Management 1995; 31: 191-213.

BYSTRÖM, K. y JÄRVELIN, K. Task complexity affects information seeking and use. Information Processing & Management 1995; 31: 191-213.

BYSTRÖM, K. Task complexity, information types and information sources. Examination of relationships. [Tesis] Tampere: University of Tampere; 1999.

DE JAGER, K. y NASSIMBENI, M. An exploration of the current status of information literacy tuition in South African tertiary institutions and proposals for curriculum design. South African Journal of Library and Information Science 2003; 69: 108-114.

DERVIN, B. y DEWDNEY, P. Neutral questioning: a new approach to the reference interview. RQ 1986: 506-513.

DERVIN, B. An overview or sense-making research: concepts, methods and results to date. En: Internacional Communications Association Annual Meeting. Dallas TX.; 1983.

DERVIN, B. From the mind´s eye of the user: the sense-making qualitative-quantitative methodology. En: Qualitative research on information management. Englewood CO: Libraries Unlimited; 1992. p. 61-84.

DIETERICH, H. Nueva guía para la investigación científica. México; 1996.

DURKHEIM, E. Las reglas del método sociológico. México: Quinto Sol; 19--.

FAGAN, J. C. Selecting test item types to evaluate library skills. Research Strategies 2001; 18: 121-132.

FAGAN, J. C. Selecting test item types to evaluate library skills. Research Strategies 2001; 18: 121-132.

FENSKE, R. y ROSELLE, A. Proving the efficacy of library instruction evaluation. Research Strategies 1999; 16:175-185.

FJALLBRANT, N. y MALLEY, I. User education in libraries. London: Clive Bingley;1984.

GREGORY, V. L. The changing library education curriculum. Encyclopedia of Information Science and Technology 2005; 5: 2799-2802.

HÄBERLE, N. Developing a framework for information literacy interventions. [Tesis] Johannesburg: Cape Technikon, Faculty of Education; 2001.

HENNE F. School libraries. En: Library surveys. New York: Columbia University; 1967. p. 189-211.

IANNUZZI, P. We are teaching, but are they learning: accountability, productivity, and assessment. Journal of Academic Librarianship 1999; 25: 304-305.

INGWERSEN, P. y JÄRVELIN, K. The turn: integration of information seeking and retrieval in context. Dordrecht: Springer; 2005.

INGWERSEN, P. y JÄRVELIN, K. The turn: integration of information seeking and retrieval in context. Dodrecht: Springer; 2005.

JÄRVELIN, K. y VAKKARI, P. The evolution of library and information science 1965-1985: A content analysis of journal articles. Information Processing & Management 1993; 29: 129-144.

KAPITZKE, C. Information literacy: a positivist epistemology and a politics of information. Educational Theory 2003; 53:37.

KENNEDY, C. Teaching information literacy to the advanced writing class in three sessions. Electronic Journal of Academic and Special Librarianship. 2005; 6(1/2).

KENNEDY, C. Teaching information literacy to the advanced writing class in three sessions. Electronic Journal of Academic and Special Librarianship. 2005; 6(1/2).

KIRBY, J.; LIDDLARD, L. y MOORE, K. Empowering the information user: new ways into user education. London: Library Association; 1998.

KUHLTHAU, C. C. Inside the search process: information seeking from the user´s per-spective. Journal of the American Society for Information Science 1991; 42: 361-371.

LIGHTFOOT, W. S. Implementing an online academic evaluation system. Encyclopedia of Information Science and Technology 2005; 3:1402-1407.

LINDAUER, B. G. The three arenas of information literacy assessment. Reference & User Services Quarterly 2004; 44:122-129.

LINE, M. Library surveys: an introduction to their use, planning, procedure and presenta-tion. London: Clive Bingley; 1967.

MAKI, P. L. Developing an assessment plan to learn about learning. Journal of Academic Librarianship 2002; 28:8-13.

MARTIN, J. y LANCASTER, F. W. Investigative methods in information science: an introduction. Arlington VA; Information Resources; 1981.

ORR, D.; APPLETON, M. y TALLIN, M. Information literacy and flexible delivery: creating a conceptual framework and model. Journal of Academic Librarianship 2001; 27:457. 7 p.

ROJAS SORIANO, R. Guía para realizar investigaciones sociales. 34 ed. México: Plaza y Valdés; 2002.

SANBORN, L. Improving library instruction: faculty collaboration. Journal of Academic Librarianship 2005; 31: 477-481.

SCHAMBER, L. Time-line interviews and inductive content análisis: their effectiveness for exploring cognitive behaviors. Journal of the American Society for Information Science 2000; 51: 734-744.

URSIN, L.; LINDSAY, E. B. y JOHSON, C. M. Assessing library instruction in the freshman seminar: a citation analysis study. Reference Services Review 2004; 32: 284-292.

VAKKARI, P. y HAKALA, N. Changes in relevant criteria and problem stages in task performance. Journal of Documentation 2000; 56: 540-562.

WARNER, D. A. Programmatic assessment: turning process into practice by teaching for learning. Journal of Academic Librarianship 2003; 29:169, 8 p.

WEETMAN, J. Osmosis: does it work for the development of information literacy? Journal of Academic Librarianship 2005; 31: 456-460.

WERNER, D. A. Programmatic assessment: turning process into practice by teaching for learning. Journal of Academic Librarianship 2003; 29: 169.

YOUNG, R. M. y HARMONY, S. Working with faculty to design undergraduate information literacy programs: A how-to-do-it manual for librarians. New York: Neal-Schuman; 1999. p. 73-91.

YOUNG, R. M. y HARMONY, S. Working with faculty to design undergraduate information literacy programs. New York: Neal-Schuman; 1999.

Archive Staff Only: edit this record

   home   |   about   |   search   |   browse   |   register   |   registered users area   |   help   |   FAQ   |   JITA   

Send comments and questions to      |     E-LIS is hosted by AEPIC at CILEA      |     Powered by GNU Eprints software