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

Diagnosing the basic information literacy skills of bachelor students on Spanish Letters

PDF (Español)
  • Rita Cid,
  • Juan D. Machin-Mastromatteo,
  • Javier Tarango
Rita Cid
Universidad Autónoma de Chihuahua, México
Bio
Juan D. Machin-Mastromatteo
Universidad Autónoma de Chihuahua, México
Bio
Javier Tarango
Universidad Autónoma de Chihuahua, México
Bio
DOI: https://doi.org/10.33010/recie.v5i2.997

Published 2021-12-10

Keywords

  • Information literacy,
  • information competence,
  • students,
  • undergraduate studies
  • Alfabetización informacional,
  • competencia informacional,
  • estudiantes,
  • licenciatura

How to Cite

Cid, R., Machin-Mastromatteo, J. D., & Tarango, J. (2021). Diagnosing the basic information literacy skills of bachelor students on Spanish Letters. RECIE. Revista Electrónica Científica De Investigación Educativa, 5(2), 45-58. https://doi.org/10.33010/recie.v5i2.997

Copyright (c) 2021

Creative Commons License

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

Abstract

This research implemented the Research Competency Guidelines for Literatures in English (ACRL, 2007) for designing and implementing a diagnostic questionnaire about basic information literacy (IL) skills to study the development of such skills by 42 students from the bachelor program in Spanish Letters from the Universidad Autónoma de Chihuahua. This 40-item questionnaire included questions about students’ self-perception of their information skills and a test for evaluating their basic IL skills. The average number of correct answers ranged from regular to low; moreover, we compared self-perception results before and after the test, proving that such test negatively affected their self-perception. Despite the low results, half of the students did not show interest for improving their IL skills. Finally, we discuss IL’s positive influence in students’ performance, as well as the implications of integrating IL within the undergraduate studies on Spanish Letters.

PDF (Español)

References

  1. ACRL [Association of College and Research Libraries] (2007). Research competency guidelines for literatures in English. Recuperado de: http://www.ala.org/acrl/standards/researchcompetenciesles.
  2. ACRL (2016). Marco de referencia para habilidades para el manejo de la información en la educación superior. Recuperado de: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/Framework_Spanish.pdf.
  3. Bruce, C., y Hughes, H. (2010). Informed learning: A pedagogical construct attending simultaneously to information use and learning. Library and Information Science Research, 32(4), A2-A8. DOI: https://doi.org/10.1016/j.lisr.2010.07.013.
  4. Badke, W. (2017). What is this thing called ‘scholarship’ and whay does it matter? En Research strategies: Finding your way through the information fog (6a. ed.). Estados Unidos: iUniverse.
  5. Carlino, P. (2003). Alfabetización académica: un cambio necesario, algunas alternativas posibles. Educere, 6(20), 409-420. Recuperado de: https://www.redalyc.org/pdf/356/35662008.pdf.
  6. Davidson, S., y Mikkelsen, S. (2016). Assessing the value of course-embedded information literacy on student learning and achievement. College and Research Libraries, 77(2), 164-183. DOI: https://doi.org/10.5860/crl.77.2.164.
  7. Dawes, L. (2017). Faculty perceptions of teaching information literacy to first-year student: A phenomenographic study. Journal of Librarianship and Information Science, 51(2), 545-560. DOI: https://doi.org/10.1177/0961000617726129.
  8. Eisenberg, M. (2008). Information literacy: Essential skills for the Information Age. Desidoc: Journal of Library & Information Technology, 28(2), 39-47. DOI: https://doi.org/10.14429/djlit.28.2.166.
  9. Grafstein, A. (2002). A discipline-based approach to information literacy. The Journal of Academic Librarianship, 28(4), 197-204. DOI: https://doi.org/10.1016/S0099-1333(02)00283-5.
  10. Lanning, S., y Mallek, J. (2017). Factors influencing information literacy competency of college students. The Journal of Academic Librarianship, 43(5), 443-450. http://doi.org/10.1016/j.acalib.2017.07.005.
  11. Licea, J. (2007). La evaluación de la alfabetización informacional: principios, metodologías y retos. Anales de Documentación, 10, 215-232. https://revistas.um.es/analesdoc/article/view/1161.
  12. Marzal, M. (2012). Definición de conceptos relacionados con la alfabetización informacional. En J. Tarango y G. Mendoza-Guillén (eds.), Didáctica básica para la alfabetización informacional (pp. 177-200). Buenos Aires, Argentina: Alfagrama.
  13. Quesada, R. (2012). Cómo planear la enseñanza estratégica. México: Limusa.
  14. Woitte, S., y McCay, K. (2019). How cyclical assessment can guide information literacy instruction to best serve first-year students. The Journal of Academic Librarianship, 45(3), 315-317. https://doi.org/10.1016/j.acalib.2019.01.006.