Metahabilidades en información y evolución conceptual en la educación virtual
DOI:
https://doi.org/10.33010/ie_rie_rediech.v10i18.165Palabras clave:
habilidades en información, formación de conceptos, profesor bibliotecarioResumen
Aunque internacionalmente se ha destacado la importancia que tiene la habilidad para el acceso, uso y distribución de la información en el aprendizaje de nuevos conceptos en un ambiente universitario hace falta fomentar la integración de su instrucción en el currículo e investigar sus alcances didácticos. Por ello, en este estudio de corte mixto-exploratorio se buscó comprender la manera en que el desarrollo de las metahabilidades en información (MTHI) coadyuvan con la evolución conceptual en estudiantes de posgrado virtual, encontrándose elementos instruccionales que muestran cierta relación entre el desarrollo de las MTHI con el desarrollo de conocimientos, además del valor de la participación del profesor bibliotecario como un cotutor que apoye a los alumnos en la adopción y perfeccionamiento de un proceso reflexivo de rastreo informativo.
Citas
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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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Flavell, J.H. (1976). Metacognitive aspects of problem solving. En L.B. Resnick (ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.
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
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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
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2019-04-29
Cómo citar
Jasso Peña, F. de J., Tamez Solis, J. P., & Torres Reyes, J. A. (2019). Metahabilidades en información y evolución conceptual en la educación virtual. 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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