436 research outputs found
Empleo de las tecnologías en los programas de alfabetización informacional
Full text linkDiscuss the use of Information and Communication Technologies -ICT- in information literacy (or information skills, information fluency, etc. according to their various denominations) involves considering various perspectives and levels. This chapter conceptualize on these perspectives and levels, and presents a descriptive list of ICT used or used in information literacy programs
Experiencia IntegraTIC 2021 : Alejandro Uribe Tirado
No full textResumen: La inteligencia artificial se basa en redes, al igual que nuestro cerebro y los árboles de un bosque, nodos de información conectados entre sí. ¿Qué nos enseña la metáfora de la red sobre esas tecnologías? ¿Cómo pensarlas más allá de lo prometeico o lo apocalíptico? Estas son algunas de las preguntas que guían la nueva versión de IntegraTIC.
Acompáñanos entre el 5 y el 7 de septiembre a escuchar distintas voces alrededor de las inteligencias en red, desde un enfoque pedagógico, ético, político y humanista. Además, podrás participar en actividades de cocreación desde la imagen, el sonido y la escritura.COL007490
Alfabetización informacional para el contexto académico-científico: el reto de los APCs para las bibliotecas y las ciencias de la información, experiencia desde la Universidad de Antioquia
Full text linkInformation Literacy (INFOLIT) is a training process that has been assumed as key service, especially university libraries, for several decades, in order to respond to the challenges involved in acquiring the necessary competencies for the effective management of information in the academic-research context. Despite being a service for many years of experience, in recent years, due to different changes in the academic-scientific context, this service has been required to innovate and thus update its thematic training offer, to respond to new needs and users. One of these topics is everything related to scientific communication, and specifically, the current publication considering the interrelation between: open access, impact journals, relevance of the publication and economic resources available for certain publication models (APCs), among other contents. This text develops an approach to these changes and challenges of scientific communication (milestones) and how they imply that innovation and thematic updating in training in information literacy, in the acquisition
of information competencies at the university level, and presents the successful experience that is being building from a process of training researchers at the University of Antioquia (Medellín-Colombia), which can serve as a model experience for INFOLIT training in other universities and libraries
Manual de recursos humanos y de evaluación organizacional para la Biblioteca del Departamento de Física, Facultad de Ciencias Exactas, Universidad Nacional de La Plata
Full text linkThe evaluation of the quality is one of the most difficult topics to put into effect, all over the world. Today is a key issue on all the organizational schedules. It had begun to arise on this strategic sector of the higher education circa of the 80’s. Today, there are a few organizations in The United States and the United Kingdom, which are dedicated on institutional evaluations. Most of them had evaluated the plans of the universities careers. Countries like France, Spain and other of Latin America -Chile and Argentina, had implemented the analysis of some quality index since the 90’s that can obtain the necessary information to make decisions. In Argentina, the evaluation of the teaching quality is considered one of the most adequated methods to regulate the educational system. It includes two phases; the auto-evaluation and the organizational evaluation. The implementation had begun by agreement between the Comisión Nacional de Evaluación y Acreditación Universitaria (CONEAU) that belongs to the Ministerio de Educación de la República Argentina and the university that wants to be evaluate. This is the starting point of a process that is founded on the trust, the transparency and the common motivation on the improvement of the higher quality education. This manual contains ten chapters where it had been developed the goals, the background, the evaluation plan and its elements, the strategic sectors and its structure. That can help us to understand the origin of this process that had begun at the Academic Libraries. At last, we have the final conclusions about its implementations
Búsqueda y análisis de la producción científica de alfabetización informacional en Iberoamérica 2013-2018
Full text linkRESUMEN: En la presente investigación se busca analizar la producción científica en materia de alfabetización informacional publicada en Iberoamérica entre los años 2013-2018, con el fin de determinar las tendencias en cuanto a teorías, modelos y prácticas que se llevan a cabo en los territorios objeto de investigación. Teniendo en cuenta el espacio virtual de la Wiki ALFIN/Iberoamérica creada por Alejandro Uribe Tirado en 2011, se desarrollan los objetivos con el fin de nutrir el sitio y dar cuenta sobre el incremento en la producción científica en materia.
Por ello, por medio de una búsqueda documental se busca extraer de diferentes bases de datos publicaciones producidas en Iberoamérica entre los años 2013-2018 y de esta forma clasificarlas según las categorías que se presentan en la Wiki, para posteriormente ingresar y referenciar los documentos en el sitio. Lo anterior, representa la primera parte de la investigación, la segunda por su parte consiste en el análisis de los documentos recuperados con el fin de identificar tendencias en cuanto a modelos, prácticas o referentes teóricos en materia de ALFIN durante los últimos años. Dicha investigación representa un avance significativo y da cuenta de diferentes aspectos, patrones o muestras en cuanto a los temas que se desarrollan en diferentes territorios Iberoamericanos.PregradoBibliotecólog
Information literacy competency standards for higher education and their correlation with the cycle of knowledge generation
Full text linkThis article considers the cycle of knowledge generation proposed by Nonaka and Takeuchi and sets out how the different indicators and expected results within the information literacy (IL) standards used in higher education contribute to this cycle. After analyzing each standard and its interrelation with the four options to generate knowledge of Nonaka's cycle, it was identified that these standards are more geared to the generation of explicit knowledge, and therefore, it is necessary to work on other activities, and new proposed standards of IL that promote the generation of tacit knowledge and information processes needed
Information Literacy State-of-the Art Report - Colombia
Full text linkThis report has been developed following a number of strategies (methods and
technical/research instruments), namely documentary research, web content analysis,
qualitative fieldwork and online surveys. This research was conducted in two contexts: in university libraries, public library networks and compensation funds libraries (mixed) and in research groups within the areas of information science, education and psychology in different cities. It focuses on the current state of information literacy in Colombia from the perspective of implementing educational programmes and projects at different types of libraries, educational levels as well as from the teaching and research perspectives
Alfabetización informacional e inclusión digital. Hacia un modelo de infoinclusión social
No full textResumen
Esta nueva publicación, que se une a los otros títulos publicados durante los últimos años sobre el tema de la alfabetización informacional –ALFIN– , por la editorial Trea, de España (Biblioteca universitaria, CRAI y alfabetización informacional y Lectura, alfabetización en información y biblioteca escolar) muestra, en primer lugar, la gran acogida y la urgente necesidad actual, en las prácticas bibliotecológicas, de esta orientación integral y holística de la formación (el paradigma de ALFIN), en toda Iberoamérica, y también el crecimiento exponencial de estas publicaciones, no solo en el contexto internacional, mayoritariamente en inglés (Pinto, Cordón y Gómez Díaz, 2010; Pinto, Uribe-Tirado, Cordón y Gómez Díaz, 2011), sino también en español y en portugué
Open science since COVID-19 : open access + open data
No full textRESUMEN: La crisis del coronavirus ha generado diferentes iniciativas para promover el acceso a
publicaciones y datos en abierto, resolviendo de manera colaborativa y desde distintos
lugares, siendo un ejemplo de los beneficios de la ciencia abierta.
A partir de la versión inicial de la Recopilación sobre Ciencia Abierta desde el COVID-19:
Acceso Abierto + Datos Abiertos (Versión I: abril 3 de 2020) publicada por Alejandro
Uribe-Tirado (http://eprints.rclis.org/39864/), nos pareció una buena práctica actualizar
de manera abierta y colaborativa este primer insumo, utilizando la plataforma:
https://etherpad.wikimedia.org/p/covid19.
Esta nueva versión ha sido actualizada hasta junio (Versión II: junio 3 de 2020 ), es el
resultado de este trabajo conjunto.ABSTRACT: The coronavirus crisis has created different initiatives that promote access to open
publications and open data, solve collaboratively and from different places, being an
example of the benefits of open science. From the initial version of the Compilation on
Open Science since COVID-19: Open Access + Open Data (Version I: April 3, 2020)
published by Alejandro Uribe-Tirado (First version in
Spanish: http://eprints.rclis.org/39864/), it seemed to us, a good practice to update this
first input openly and collaboratively, using the
platform: https://etherpad.wikimedia.org/p/covid19. This new version (Version II: June
3, 2020), is the result of this joint work.COL007490
75 lições aprendidas de programas de competencia em informação em universidades da Ibero-america: 2009-2013
Full text linkThe 75 lessons are for the most important result from the PhD research: "Lecciones aprendidas en programas de alfabetización informacional en universidades de Iberoamérica" carried by Uribe-Tirado (2013), from an analysis process that combined different methods and data triangulation techniques, to obtain the most comprehensive and integrative perception of reality and the practice of information literacy in the context of Ibero-American universities. The total number of cases on which effectively applied the lessons learned from the analysis carried out by means of triangulation methods were 289, which: 113 cases through interviews, 139 through a questionnaire and 37 through literature analysis from the exhaustive qualitative analysis of the obtained content was possible to systematize 75 lessons learned, organized into four categories incorporating the three proposed contexts by Gratch-Lindauer (2004) and incorporates evaluation as a continuous process of a cycle. Lessons learned are presented in a sequence number for easy reading, but don’t imply any kind of priority, as the wording of infinitive should be understood as actions that are recommended for best results in the information literacy programs on social and organizational context and the teaching-research processes, learning and assessment of continuous quality improvement. This has been achieved through the active participation of the coordinators and/or professors in information researched and thus, it is expected that with these 75 lessons, advanced programs in information literacy can use them to review them and self-evaluate them, checking which keeps and which do not keep, and that keeps, which would be relevant review, adapt and apply aimed at improving programs. On the other hand, for universities and libraries who want to start and/or boost information literacy are lessons with an extremely useful knowledge base to advance more quickly, saving time and resources, since the experience is learning that adapts to the context and permanently follows on analysis and thus can always offer the best results for an information literacy program
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