Vol. 5 No. 2 (2021): Enero-diciembre
Contenido

Towards informed learning. Information literacy in university students during COVID-19

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  • Armando Ávila-Carreto,
  • Alberto Ramírez Martinell
Armando Ávila-Carreto
Centro de Investigación Educativa de la Universidad Autónoma de Tlaxcala, México
Bio
Alberto Ramírez Martinell
Centro de Investigación e Innovación en Educación Superior, Universidad Veracruzana, México
Bio
DOI: https://doi.org/10.33010/recie.v5i2.1328

Published 2021-12-10

Keywords

  • Information literacy,
  • information and communication technology,
  • information needs,
  • information search,
  • information retrieval
  • Alfabetización informacional,
  • tecnologías de la información y de la comunicación,
  • necesidades de información,
  • búsqueda de información,
  • recuperación de información

How to Cite

Ávila-Carreto, A., & Ramírez Martinell, A. (2021). Towards informed learning. Information literacy in university students during COVID-19. RECIE. Revista Electrónica Científica De Investigación Educativa, 5(2), 299-311. https://doi.org/10.33010/recie.v5i2.1328

Copyright (c) 2021

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

The analysis presented here comes from the partial results of the doctoral work “Informed learning and teaching: Information literacy in Education Sciences students”. To begin, during COVID-19 university students went through the assumption that technologies reduce the consequences of isolation. However, such an event came to highlight the problem of students finding and using the information. The proposal reflects how university students use information literacy and the mechanisms and strategies for handling data. To achieve the purpose and complement the theory’s interpretation, virtual ethnography was chosen through in-depth interviews to examine students from Education Sciences of the Universidad Autónoma de Tlaxcala. Finally, the results show that the relationship between the information and the student is a personal correlation and show the different representations of reasoning, perception, preferences, needs and interests between these two entities. The results also state that each reader is particular to each text interpretation and presents a unique response. Besides, they show that handling information is an act whose norms are developed and established only while that act is being carried out. Therefore, university students must develop information skills in the classroom.

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