Metaliteracy and conceptual evolution in virtual education
DOI:
https://doi.org/10.33010/ie_rie_rediech.v10i18.165Keywords:
information literacy, concept formation, teacher librarianAbstract
Although the importance of the ability to access, use and distribution of the information on learning of new concepts in a university environment has been emphasized internationally, it is necessary to encourage the integration of its instruction into the curriculum and research their educational scopes. Therefore, in this mixed-exploratory study, we sought to understand the way in which the development of metaliteracy skills contribute to the conceptual evolution in students of virtual postgraduate, finding instructional elements that show a certain relationship between the development of the metaliteracy skills with the development of knowledge, in addition to the value of the participation of the teacher librarian as a tutor assistant that supports the students in the acquisition and improvement of a reflective process of informative tracking.
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Delaney, G. y Bates, J. (2017). How can the university library better meet the information needs of research students? Experiences from Ulster University. New Review of Academic Librarianship, 24(1), 63-89. https://dx.doi.org/10.1080/13614533.2017.1384267
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Díaz Barriga, A. y Luna Miranda, A.B. (2014). Metodología de la investigación educativa: aproximaciones para comprender sus estrategias. México: Ediciones Díaz de Santos.
Edwards, M.E. y Black, E.W. (2012). Contemporary instructor-librarian collaboration: A case study of an online embedded librarian implementation. Journal of Library y Information Services in Distance Learning, 6(3-4), 284-311. https://dx.doi.org/10.1080/1533290X.2012.705690
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Fodor, J.A. y Pylyshyn, Z.W. (2015). Minds without meanings. U.S.A: MIT Press.
Ford, N. (2015). Introduction to information behavior. Great Britain: Facet Publishing.
Fraser, S.P. (2016). Pedagogical content knowledge (PCK): Exploring its usefulness for science lecturers in higher education. Research in Science Education, 46(1), 141-161. https://dx.doi.org/10.1007/s11165-014-9459-1
Fulkerson, D., Ariew, S. y Jacobson, T. (2017). Revisiting metacognition and metaliteracy in the ACRL framework. Communications in Information Literacy, 11(1), 21-41. https://dx.doi.org/10.15760/comminfolit.2017.11.1.45
Gilbert, S. (2017). Information literacy skills in the workplace: Examining early career advertising professionals, Journal of Business y Finance Librarianship, 22(2), 111 134, https://dx.doi.org/10.1080/08963568.2016.1258938.
Giroux, S. y Treblay, G. (2004). Metodología de las ciencias humanas. México: Fondo de Cultura Económica.
Godfree, H. y Neilson, O. (2018). School libraries matter! The missing piece in the education puzzle. Access e-Journal, 1, 28-41. Recuperado de http://www.asla.org.au/site/DefaultSite/filesystem/documents/school_libraries_matter_access.pdf
Goodiera, S., Field, C. y Goodman, S. (2018). The need for theory evaluation in global citizenship programmes: The case of the GCSA programme. Evaluation and Program Planning, 66, 7-19. https://dx.doi.org/10.1016/j.evalprogplan.2017.08.011
Hawes, S.L. y Adamson, J.M. (2016). Flipping out over Online Library Instruction: A case study in faculty-librarian collaboration. Journal of Library y Information Services in Distance Learning, 10(3-4), 254-267. https://dx.doi.org/10.1080/1533290X.2016.1219202
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación (6a. ed.). México: McGraw-Hill.
Hepworth, M. (2015). Developing academic information literacy for undergraduates through inquiry-based learning. Innovation in Teaching and Learning in Information and Computer Sciences, 8(2), 2-13. https://dx.doi.org/10.11120/ital.2009.08020002
Hicks, S., MacDonald, S. y Martin, E. (2017). Enhancing scientific literacy by targeting specific scientific skills. Teaching Science. The Journal of the Australian Science Teachers Association, 63(3), 26-37. ERIC Number: EJ1154812.
Hoffman, N., Beatty, S., Feng, P. y Lee, J. (2017). Teaching research skills through embedded librarianship. Reference Services Review, 45(2), 211-226. https://dx.doi.org/10.1108/RSR-07-2016-0045
Jacobson, T.E. y Mackey, T.P. (2016). Metaliteracy in practice. E.U.A: Neal-Schuman, American Library Association.
Kuhn, T.S. (2006). La estructura de las revoluciones científicas. México: Fondo de Cultura Económica.
Leliwa, S., Scangarello, J. I. y Ferreyra, Y.F. (2016). Psicología y educación (3a. ed.). Córdoba, Argentina: Editorial Brujas.
Luffiego, M., Félix, M., Ramos, F. y Soto, J. (1994). Systemic model of conceptual evolution. International Journal of Science Education, 16(3), 305-313. https://dx.doi.org/10.1080/0950069940160305.
Mackey, T.P. y Jacobson, T.E. (2011). Reframing information literacy as a metaliteracy. College y Research Libraries, 72(1), 62-78. Recuperado de https://crl.acrl.org/index.php/crl/article/view/16132/17578
Mackey, T.P. y Jacobson, T.E. (2014). Metaliteracy. E.U.A: Neal-Schuman, American Library Association.
Majetic, C. y Pellegrino, C. (2014). When science and information literacy meet: An approach to exploring the sources of science news with non-science majors. College Teaching, 62, 107-112. https://dx.doi.org/10.1080/87567555.2014.916650
Margolis, E. (2016). The conceptual mind: New directions in the study of concepts. USA, Massachusetts: MIT Press.
Marín Martínez, N. (1999). Delimitando el campo de aplicación del cambio conceptual. Enseñanza de las Ciencias, 17(1), 80-92.
Marzal, M.Á. y Borges, J. (2017). Modelos evaluativos de metaliteracy y alfabetización en información como factores de excelencia académica. Revista Española de Documentación Científica, 40(3), 1-17. http://dx.doi.org/10.3989/redc.2017.3.1410
Mayor, J., Suengas, A. y González Marqués, J. (1993). Estrategias metacognitivas. Aprender a aprender y aprender a pensar. España: Editorial Síntesis.
McAdoo, M.L. (2010). Building bridges. Connecting faculty, students, and college library. U.S.A: American Library Association.
McPhearson, P.T., Gill, S.P.D., Pollack, R. y Sable, J.E. (2008). Increasing scientific literacy in undergraduate education: A case study from “frontiers of science” at Columbia University. En F. Darbellay, M. Cockell, J. Billotte y F. Waldvogel (eds.), A vision of transdisciplinarity: Laying foundations for a world knowledge dialogue (pp. 148-161). Lausanne, Switzerland: EPFL Press.
Montiel-Overall, P. (2006). Teacher and Teacher-Librarian Collaboration: Moving toward Integration. Teacher Librarian, 34(2), 28-33.
Moreira, M.A. y Greca, I.M. (2003). Cambio conceptual: análisis crítico y propuestas a la luz de la teoría del aprendizaje significativo. Ciência e Educação, 9(2), 301-315. Recuperado de https://www.if.ufrgs.br/~moreira/cambioconceptual.pdf
Oliva Martínez, J.M. (1999). Algunas reflexiones sobre las concepciones alternativas y el cambio conceptual. Enseñanza de las Ciencias, 17(1), 93-107.
Ortiz Uribe, F.G. (2012). Diccionario de metodología de la investigación científica (3a. ed.). México: Limusa.
Ozdem-Yilmaz, Y. y Cavas, B. (2016). Pedagogically desirable science education: Views on inquiry-based science education in turkey. Journal of Baltic Science Education, 15(4), 506-522.
Özdemir, G. y Clark, D.B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematical, Science y Technology Education, 3(4), 351-361.
Perkins, D. (2008). La escuela inteligente. España: Gedisa.
Piaget, J. (2015). La equilibración de las estructuras cognitivas: problema central del desarrollo. México: Siglo XXI Editores.
Piloiu, R.G. (2016). Rethinking the concept of “information literacy”: A German perspective. Journal of Information Literacy, 10(2), 78-93. https://dx.doi.org/10.11645/10.2.2126
Posner, G., Strike, K.A., Gertzog, A. y Gertzog, W. (1982). Accommodation of scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Pozo, J.L. y Gómez Crespo, M.A. (2006). Aprender y enseñar ciencia: del conocimiento cotidiano científico. España: Morata.
Pozo, J.I. (2008). Aprendices y maestros (2a. ed.). España: Alianza Editorial.
Porter, B. (2011). Millennial undergraduate research strategies in web and library information retrieval systems. Journal of Web Librarianship, 5, 267-285. https://dx.doi.org/10.1080/19322909.2011.623538
Reale, M. (2015). Becoming an Embedded Librarian: Making Connections in the Classroom. U.S.A: American Library Association.
Richardson, J.E., Bouquin, D.R., Tmanova, L. y Wright, D. (2015). Information and informatics literacies of first-year medical students. Journal of the Medical Library Association, 103(4), 198-202.
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Published
2019-04-29
How to Cite
Jasso Peña, F. de J., Tamez Solis, J. P., & Torres Reyes, J. A. (2019). Metaliteracy and conceptual evolution in virtual education. IE Revista De Investigación Educativa De La REDIECH, 10(18), 23 - 42. https://doi.org/10.33010/ie_rie_rediech.v10i18.165
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