Talk:Information literacy

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Possible Edit-a-Thon Participation

Tomorrow, April 10, 2015, librarians at the Information Literacy Summit 2015 may be editing this page as part of a mini-edit-a-thon. If you see a flurry of edits that is why! Feel free to join in around 3pm CDT. Message me if you have any questions. Brookfre (talk) 16:03, 9 April 2015 (UTC)[reply]

English language talk page?

Is there an English language talk page for editing this topic?DGG 01:01, 25 September 2006 (UTC)[reply]

Yes, you are looking at it. Scroll down below the Spanish entry. --DThomsen8 (talk) 00:08, 26 August 2009 (UTC)[reply]

Alfabetización informacional (Information literacy ) en el contexto de la formación continua.

Autora: Liliam María Delis Alfonso

Resumen:

Se expresa la importancia de la Alfabetización informacional ( Information literacy ) en el contexto de la formación continua, que ha de desarrollarse de forma integral, con el fin de concientizar a todos en el uso de la información, para de esta forma contribuir a desarrollar habilidades prácticas necesarias que a largo plazo permita a las personas comportarse de forma autónoma en el manejo de la información a lo largo de su vida. Se ejemplifican programas de Alfabetización informacional online.

Palabras clave: Alfabetización informacional ,Information literacy , Desarrollo de habilidades informativas, Formación continua

Introducción

El desarrollo de habilidades informativas, que incluye una buena alfabetización tecnológica, junto a capacidades de comprensión y reelaboración de la información, es un componente fundamental de la capacidad investigadora y de resolución de problemas que todo universitario debe tener.

Las TIC permiten acceder a un gran número de fuentes de información de manera rápida, dinámica. Ante este avance tecnológico arrollador se hace necesaria la implementación de programas de alfabetización que propicien la participación activa y desarrollo de las personas y de sus propias competencias.

En los últimos diez años el surgimiento de nuevas tecnologías para el manejo de información, como los discos compactos y la integración de INTERNET, configuraron un universo de posibilidades para consultar información digitalizada. Sin embargo, este desarrollo no se ha acompañado de un esfuerzo suficiente para que los usuarios finales—razón de ser de las bibliotecas—obtengan los conocimientos y habilidades suficientes para aprovechar los beneficios de la información tanto en soporte impreso como en su forma electrónica.

Con las tecnologías de la información (INTERNET, WEB, Bibliotecas virtuales, digitales y electrónicas), el progresivo aumento de bases de datos en línea, la continua evolución del conocimiento, el aumento exponencial de publicaciones y revistas tanto en papel como digitales , son entre otros factores, los responsables de un renovador comportamiento y actitud formativa de los profesionales universitarios.

En este artículo estaremos hablando de Alfabetización informacional - Information literacy - Desarrollo de habilidades informativas, para referirnos a la persona que "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."(1)

Por formación continua profesional se entenderá, “ el conjunto de acciones formativas que se lleven a cabo por las empresas, los trabajadores o sus respectivas organizaciones, dirigidas tanto a la mejora de las competencias y cualificaciones como a la recualificación de los trabajadores ocupados, que permitan compatibilizar la mayor competitividad de las empresas con la promoción social, profesional y personal de los trabajadores” (2)

La formación continua profesional.

La importancia creciente del conocimiento como elemento de competitividad hace que la formación continua sea una actividad estratégica para las organizaciones.

Se entiende como Formación Continua toda actividad de aprendizaje realizada a lo largo de la vida con el objetivo de mejorar los conocimientos, las competencias y las aptitudes con una perspectiva personal, institucional, política relacionada con la profesión.

Entendida como una acción global la Formación Continua, rompe con las concepciones tradicionales. Con su implantación dejan de tener sentido las diferenciaciones convencionales entre educación / formación y está dirigida a conseguir los siguientes propósitos básicos:

“Reforzar el nivel de cualificación de los profesionales en los diferentes sectores, evitando así el estancamiento en su cualificación y mejorando por tanto su situación laboral y profesional.

Responder a las necesidades específicas de las organizaciones y empresas.

Potenciar la competitividad de las instituciones y empresas.

Adaptar los recursos humanos a las innovaciones tecnológicas y a las nuevas formas de organización del trabajo.

Propiciar el desarrollo de nuevas actividades económicas. “ (3)

La formación continua constituye un valor estratégico ante los procesos de cambio económico, tecnológico y social en el que estamos inmersos en definitiva, la Formación Continua propicia la puesta al día de los conocimientos y la adquisición de nuevas capacidades por los profesionales, es por sí misma, una tarea que se ha de prolongar a lo largo de toda la vida.

Desarrollo de Habilidades informativas en el contexto de la formación profesional continua.

Desarrollar habilidades informativas no es sólo enseñar habilidades informáticas o técnicas de búsqueda, sino entender y evaluar la información, emplearla y comunicarla de forma adecuada.

Las dimensiones en que puede operar el Desarrollo de Habilidades informativas se orienta:

Como servicio de las instituciones de información: Formación de usuarios Instrucción y orientación sobre los servicios Referencia, etc.

Como objetivo del Sistema Educativo Oferta de Cursos, Seminarios, Posgrados en las modalidades Presencial, semipresencial y a distancia, en temas relacionados con el acceso y uso de la información.

Como objetivo de las políticas relacionadas con la Sociedad de la Información Conferencias y presentaciones relacionadas con la informatización de la sociedad.

Como problema de investigación: Habilidades, carencias, metodologías de enseñanza-aprendizaje... Desarrollo de habilidades informativas en mujeres emprendedoras Diseño experimental de un programa de alfabetización informacional.

Desde el punto de vista de las personas el Desarrollo de Habilidades informativas se justifica dado:

El crecimiento de la información La complejidad creciente de la información La necesidad de elevar capacidades para el aprendizaje permanente El Dominio de los procesos de información como clave para el conocimiento, la toma de decisiones personales y profesionales

Desde el punto de vista de las instituciones de información el Desarrollo de Habilidades informativas se justifica dado:

El nuevo rol de los profesionales de la información, nuevas formas de mediación en los procesos de aprendizaje La evolución de la formación de usuarios: Simplificación de los instrumentos informacionales y de la organización de la información para una mejor recuperación: amigabilidad, acceso directo Ayuda a la rentabilidad de las instituciones y a la adquisición de tecnología Elemento de compensación de la brecha digital

Con el surgimiento de tecnología que permite el interconectar personas (Internet, agentes, etc.), es posible el crear comunidades virtuales de aprendizaje, así como el ser posible acceder a bases de conocimiento digitales ubicadas en lugares remotos y accederlas desde cualquier lado en cualquier momento.

Por lo que la implementación de programas de formación para el desarrollo de habilidades informativas con el empleo de estas tecnologías, redundará en beneficios tanto para las personas interesadas en recibir la formación , como para las instituciones que se ocupan de ofrecerla.

Las vías y los soportes pueden ser variados; vía correo electrónico, CD-Rom multimedial, tutoriales en red sobre el uso de Bases de datos, Tutoriales sobre estrategias de uso de la información, Páginas referenciales ( Preguntas más frecuentes) etc., como instrumentos interactivos de aprendizaje que permiten una formación autodirigida y adaptada a los ritmos de asimilación del estudiante.

El contenido, pueden ir desde la simple orientación en el uso de la biblioteca y sus servicios, hasta el manejo de las bases de datos y las técnicas de investigación y redacción de trabajos, citas, evaluación de recursos, etc.

Los enlaces siguientes son una demostración de lo que se puede hacer en materia de alfabetización informacional para el desarrollo de habilidades informativas en las organizaciones.

Direcciones electrónicas:

Form@net - http://www.ebsi.umontreal.ca/formanet/

TONIC - http://www.netskills.ac.uk/TONIC/download2.html

COMPETENCIA BASICA http://www.xtec.es/escola/tec_inf/tic/index.htm

HOW TO USE THE LIBRARY http://boxmind.leeds.ac.uk/lectures/howtousethelibrary/

Conclusiones:

Las habilidades de información, son la base para aprender a aprender en la sociedad de la información. Es notable la importancia de las habilidades básicas y de la alfabetización en información, que obliga a replantearse los contenidos a impartir, las destrezas a formar y los niveles a alcanzar en diferentes estadios del desarrollo profesional.

La alfabetización en información da una dimensión educativa a las instituciones de información que debe desarrollar de modo presencial y a través de los servicios digitales.

Es necesario potenciar y normalizar los servicios relacionados con la alfabetización en información como valor añadido de los servicios de información y como forma de contribución a la formación continua de los profesionales.

La tendencia mundial actual es la alfabetización en información de toda la sociedad, a todos los niveles de la enseñanza y especialmente en la enseñanza superior.

Bibliografía:

Bawden , David . TRADUCCIONES. REVISIÓN DE LOS CONCEPTOS DE ALFABETIZACIÓN INFORMACIONAL Y ALFABETIZACIÓN DIGITAL. Department of Information Science. City University London. ANALES DE DOCUMENTACIÓN, N.º 5, 2002, PÁGS. 361-408

Delis Alfonso, Liliam María. “Desarrollo de Habilidades Informativas en mujeres emprendedoras”. Ponencia presentada en Seminario Técnicas Gerenciales Modernas. METANICA ( Cuba 2004) 17 p.

ERIC Digest. Information Literacy in an Information Society. ERIC Clearinghouse on Information and Technology Syracuse NY. (ED372756 ) Disponible en: http://www.ericdigests.org/1995-1/information.htm

Gómez Sustaita, Rocío (2001). La enseñanza de las habilidades informativas. Nexo en línea. Universidad Autónoma de Guadalajara, marzo 2001. http://www.uag.mx/NEXO/mar01/laense.htm [consultado en marzo 2003]

Hubbard, Susan (1987) Information Skills for an Information Society: A Review of Research. Syracuse NY.: ERIC Clearinghouse on Information Resources. ( ED327216)

Kuhlthau, C. C. (1987). Information skills for an information society: A review of research. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ED 297 740

Menou, Michel “La alfabetización informacional dentro de las políticas nacionales sobre tecnologías de la información y comunicación (TICs): la cultura de la información, una dimensión ausente", Julio 2002, Informe preparado para la UNESCO y para la National Commission on Libraries and Information Science y el National Forum on Information Literacy de los Estados Unidos, para uso en la Reunión de Expertos en Alfabetización informacional de Praga, República Checa. Disponible en: http://www.um.es/fccd/anales.

Milán Licea, María Rosa. Raúl de la Peña Silva. Angel Luis La O Michel. Contribución a la formación docente a través de una biblioteca virtual especializada. [ Centro Universitario de Guantánamo] . [ En línea] http://www.ult.edu.cu/innoed/2003/Formación del Profesorado/FOP-11.pdf. [ Consultado 10 de febrero 2004 ]

Presti, Patricia. Incorporating information literacy & distance learning within course management software: : a case study . En LOEX News. Volume 29, Numbers 2 & 3. Summer/Fall 2002. Disponible en: http://www.emich.edu/public/loex/news/ln290202.pdf

Rader, Hannelore H.“User Education and Information Literacy for the Next Decade: an International Perspective”.Ponencia presentada en la Reunión Anual de la IFLA.(Turkía:1995) 10 p.

Valdés, Miguel. Alfabetizaciones: La experiencia cubana en el contexto de las Bibliotecas Públicas. Ponencia presentada en: World Library and Information Congress: 70th IFLA General Conference and Council "Libraries: Tools for Education and Development" August 22th - 27th 2004, Buenos Aires, Argentina. Programa preliminar [ en línea] http://www.ifla.org/IV/ifla70/papers/090s-Valdes.pdf [Consultado 1 de julio 2004]

(1) American Library Association. Presidential Committee on Information Literacy. Final Report.(Chicago: American Library Association, 1989.)

(2) 5..- OBJETIVOS DE LA FORMACION CONTINUA. CAPITULO V http://www.mtas.es/empleo/formacion/CAP5/CAP5.htm

(3) ¿Qué es la formación continua?. Martin, J. http://forteza.sis.ucm.es/profes/jmartin/formacioncontinua/queeslaformacioncontinua.html

definitions

Good definition, but we now have two, one on top of the inforbox and one beneath it. Any ideas?DGG 05:12, 23 October 2006 (UTC)[reply]

I've re-arranged things slightly. It's not a complete solution, but it seems a little better. I've moved all the definitions above the ToC, and I've demoted a number of the section headings under Components of Information Literacy, as I suspect the original contributor intended. I suspect these extra definitions appeared where they did due to the subsection title "Defining". The article still feels haphazard to me, but I don't know enough about the subject to try to fix it up.—Ketil Trout 17:39, 23 October 2006 (UTC)[reply]

I have just been thru the edit history of this page from the beginning, and it at various times included a great many different good things, and then removed them. or rearranged them

The "method" is either:- Koechlin, C., & Zwaan, S. (2003). Build your own information literate school Salt Lake City, UT: Hi Willow Research & Publishing. or - Ryan, J., & Capra, S. (2001). Information literacy toolkit. Chicago: American Library Association, (I suspect the latter.)

I will work on the whole thing , getting an eclectic text--and also working on "Library education" an embryonic page i found by accident. DGG 05:23, 24 October 2006 (UTC)[reply]

source for steps.

Does anyone know where the multistep research process so prominent in the article was published? DGG 07:57, 1 November 2006 (UTC)[reply]

In the meantime, I have rearranged it, putting the history first & then the 2 schemata that were at different places. I would like to use a better word than "One program" and "another program" but I am not really completely sure where they came from. DGG 03:49, 2 November 2006 (UTC)[reply]

this page remains a problem

Does anyone know the date of the< "seminal American Library Association's Presidential Committee on Information Literacy whose final report ..." and does anyone have reference to the text? --Sorry, the date is in the lead paragraph, but we still need a source. --found it in the article's refs--sorryDGG 05:06, 22 December 2006 (UTC)[reply]

And again, does anyone know the actual source of the schemes discussed in the article? If not, WP Verifiability standards would require us to remove them. DGG 05:01, 22 December 2006 (UTC) As far as I know, this is from Kuhltau. Don't know the exact reference, though.82.81.157.7 13:40, 10 February 2007 (UTC)[reply]

Big6

The material is asserted to be used with permission and a copyright notice included. See WP:Copyright. this is not sufficient. The copyright holder, apparently "© 2001-2005 Big6 Associates, LLC. " must do more than just give you permission to put it into WP--they must release the material under the GFDL license. You must assert this here, specifically saying the license (which permits further reuse & even modification by anyone for any purpose, even commercial), and then prove it by a communication to the Foundation, as explained on that age. When you can do so, the material can be restored. Otherwise, say it in your own words. It's the obligation of librarians even more than people in general to know and follow copyright requirements. DGG (talk) 11:06, 29 September 2007 (UTC)[reply]

Filing with computers?

I like to ask people 3 simple questions:

have you ever lost a document on your computer? (most laugh nervously)
how much training as a catalog librarian do you have? (many are confused since they don't know what a catalog librarian is/does)
how would you like to give a presentation on how you file things on your computer to your peers? (by now they're terrified)

Is there anything in the domain of librarianship regarding how to effectively organize one's personal computer's folders & files? DEddy (talk) 18:33, 16 February 2009 (UTC)[reply]

Sources

The sources for this page are still effed up, and they appear to have been that way for some time now (the citation style tag was added in 2008, but this appears to have been an issue since at least 2007, possibly even earlier). There are two reference sections (Notes and References, which in this case are basically the same thing). I saw a couple at the top that were amiss, and attempted to fix them, but in doing so I noticed this entire page basically needs an overhaul. This is ironic, considering the subject matter. NVSBL (talk) 00:59, 30 January 2011 (UTC)[reply]

Re-arrangment

"Information Literacy is a most important part of education.Sunita,DLIS.It is also a vital part of university-level education (Association of College Research Libraries, 2007)." This was previously part of the article's introduction, but I decided it is a biased statement. In staying with contribution rules of Wikipedia, the article needs to be neutral, and as this statement can be argued against it is not neutral- not that I do not agree, but it is biased to the author's opinion. Also, it seems a little common, and therefore mostly unneeded.

I also moved a paragraph from the "history of the concept" section into the intro. The paragraph starting with "a number of efforts were made to better define..." has been moved to the intro, as it is more of an introduction statement than part of the concept's history. — Preceding unsigned comment added by F.michelle (talk • contribs) 22:32, 22 October 2011 (UTC)[reply]

I have created a new heading: Presidential Committee on Information Literacy. I moved some of the information from the History to this new section, as it fully developed enough for its own section. The history will now read as more of a detailed timeline of Information Literacy, and the two most important moments for the concept, the Presidential Committee and the National Forum, now have their own section.

I moved the section "Specific aspects of information literacy" to below sections on the Presidential Committee and the National Forum, in an attempt to keep historical aspects of the concept together, and different interpretations of the concept together.

(F.michelle (talk) 22:42, 22 October 2011 (UTC))[reply]

New Section in Article: Presidential Committee on Information Literacy

The 1989 Presidential Committee on Information Literacy was a pivotal moment for information literacy, and I decided it deserved it's own section. Some information on the Committee came from the history section, it was just moved, and other information was created from the ALA's website on the Final Report produced by the committee. I also added content on the Progress Report of the Presidential Committee on Information Literacy, in both the History and Presidential Committee on Information Literacy sections of the article.

(F.michelle (talk) 23:37, 22 October 2011 (UTC))[reply]

The intro looks a lot better now, and I really like your new section. This page flows a lot better this way.

Sixbynine42 (talk) 21:56, 23 October 2011 (UTC)[reply]

Global Information Literacy

I've added another international organization that deals with information literacy. I am also thinking about changing the title or merging it somehow with the US information literacy information, as I'd like to add sections on some of the individual information literacy organizations from other countries/regions.

Sixbynine42 (talk) 21:56, 23 October 2011 (UTC)[reply]

I like this section a lot better now, it definitely makes the article much more well-rounded in terms of geography. One small, probably aesthetic, suggestion: do you want to move this section up toward the top of the article? Maybe just underneath the National Forum section? Personally, I think its more prevalent to the overall concept of Information Literacy than a discussion on different views (which is currently the section right after the National Forum). Just a suggestion!

(F.michelle (talk) 13:53, 24 October 2011 (UTC))[reply]

One more small suggestion is an introduction sentence to this section? I'm not sure if this would be redundant, but its something to consider, just to emphasize the importance of looking at Information Literacy at a global level (as well as from the US perspective). (F.michelle (talk) 14:48, 24 October 2011 (UTC))[reply]

Moved! I like it better here. Also, regarding the intro sentence...I am still trying to figure out how to integrate information literacy in other countries into this article. There is a really large section on education that is very US-centric, and I was thinking that could go under a section called "Information Literacy in the United States" or something. Or, under the heading Global Information Literacy, there could be a subheading "International Organizations" and then subheadings for information literacy in different countries. Thoughts? Sixbynine42 (talk) 22:02, 24 October 2011 (UTC)[reply]

I think in terms of content about the US, it could go into its own section. That way, you would be able to acknowledge that information literacy seems to be most prevalent in the US (I hope I'm not making that up, but it seems that way), but also exists in its own right in other countries. Separating the two, US and International, demonstrates the dominance of American Information Literacy, and perhaps a slight reliance from other countries on the US in this sense. Again, just a suggestion, but I think it would work. It would also help keep the article as a whole easy to read I think. (F.michelle (talk) 20:06, 25 October 2011 (UTC))[reply]

That's a good point. I have noticed actually that a lot of the information literacy organizations from other countries take information from the national forum and other american organizations. Sixbynine42 (talk) 22:47, 25 October 2011 (UTC)[reply]

Information Literacy conferences

It would be nice for conferences dedicated to Information Literacy, such as LILAC (Librarians' Information Literacy Annual Conference) to be included on this page.Melody81 (talk) 14:56, 30 April 2012 (UTC)[reply]

I agree with you. Would you like to start writing something and ask for contributions from the conferences' committees? --digilit Digilit (talk) 17:45, 21 November 2012 (UTC)[reply]

I've been feeling for a while I ought to help edit this page, I'll start off with the suggestion above if no-one minds? Will just add two or three to start things off. Am meeting with the organising committee for LILAC in a couple of days, so can ask them to add to it. Not sure what US conferences are appropriate - general library instruction ones like LOEX perhaps? --Andrew Walsh 19:26, 17 September 2013 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

I've an interest in this as I'm a co-facilitator of a Wikipedia editing session at the LILAC 2014 conference. I'm mentioning this as I feel it would be useful to mention the LILAC conference but wouldn't want this to be seen as not being provided from a neutral point of view. It would therefore be useful to include other significant IL conferences. Can anyone suggest others? --BrianKelly (talk) 10:29, 6 January 2014 (UTC)[reply]

dead link

This is dead link: \Prague Declaration: “Towards an Information Literate Society” - http://www.infolit.org/2003.html Cahpcc (talk) 21:30, 7 July 2012 (UTC)[reply]

Fixed to point at the URL where the actual declaration can be downloaded from. Andrew Walsh 19:30, 17 September 2013 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

Proper overhaul

I notice its been pointed out several times over a period of years (!) that there are multiple problems with the page. I'd like to suggest a complete overhaul if contributors are willing to let me and some colleagues loose ;-) Perhaps move certain sections out completely to new pages (Information Literacy Models? Some of the very US centric stuff like the National Forum on IL?) and leave a smaller page that could more readily be rijigged? I can get a few people from the UK information literacy group who are also involved with UNESCO (Media Information Literacy stuff) and IFLA (Information Literacy committee) to give more of a worldwide view to balance the article out Or would people prefer to try and leave everything under this one article?Andrew Walsh 20:00, 17 September 2013 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

At the recent LILAC conference we started an Information Literacy in the UK page - we will aim to finish this over the next few weeks. I then propose to move much of the existing content on this page to an "Information Literacy in the US" page and redo the page much more concisely as an overview of information literacy, linking to the "new" pages. So we won't lose any of the content, but it will be redistributed somewhat and this key page will be a tad easier and more inclusive :) Please comment if you aren't happy with this!--Andrew Walsh 10:27, 27 April 2014 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

May I ask what were the results of this conversation and overhaul plans? Did you establish a UK page? Hubbasink (talk) 22:28, 21 June 2019 (UTC)[reply]

Introduction

Added information literacy definition from the American Libray Association, in the introduction of the article http://www.ala.org/acrl/standards/informationliteracycompetency#f1 Elimary (talk) 15:30, 9 June 2016 (UTC)[reply]

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External links modified

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I have just modified 6 external links on Information literacy. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:

Added archive https://web.archive.org/web/20121021192357/http://www.whitehouse.gov/assets/documents/2009literacy_prc_rel.pdf to http://www.whitehouse.gov/assets/documents/2009literacy_prc_rel.pdf
Added {{dead link}} tag to http://portal.unesco.org/ci/en/ev.php-URL_ID%3D15886%26URL_DO%3DDO_TOPIC%26URL_SECTION%3D201.html
Added archive https://web.archive.org/web/20120602115853/http://net.educause.edu/apps/er/review/reviewArticles/31231.html to http://net.educause.edu/apps/er/review/reviewArticles/31231.html
Added archive https://web.archive.org/web/20120807061955/http://www.lesley.edu/journals/jppp/4/shor.html to http://www.lesley.edu/journals/jppp/4/shor.html
Corrected formatting/usage for http://archive.ifla.org/III/wsis/BeaconInfSoc.html
Corrected formatting/usage for http://www.ifla.orgwww.ifla.org/files/information-literacy/publications/high-level-colloquium-2005.pdf
Added archive https://web.archive.org/web/20121021192357/http://www.whitehouse.gov/assets/documents/2009literacy_prc_rel.pdf to http://www.whitehouse.gov/assets/documents/2009literacy_prc_rel.pdf

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External links modified

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I, David koech, am an employee of Kabarak University, am dedicated to edit articles on Wikipedia title Information literacy and add references on an article entitled: Librarian. I always strive to strictly abide by Wikipedia's accepted practices on conflicts of interest, neutrality, and notability. I do, from time to time, insert links or create articles based on library resources. I will modify my editing behaviour based on problems cited by other editors or if my editing conflicts with other Wikipedia guidelines. I ask that other editors do not hesitate to contact me, via my user talk page, if I appear to be going against this declaration. Thak you.