A taxonomic proposal for multiliteracies and their competences

The aim of this study is to analyze information and communication competences and their alphabets, both of which are necessary for effective knowledge-based content management. The evolution of the associated specialties or techniques, i.e., literacies, which have emerged to address this task more effectively are considered. The hypothesis that a taxonomic model can be used to order and coordinate literacies, in combination with an application metamodel within the framework of the Voremetur research project, was investigated. The methodology used to complete this analysis adopts an evolutionary approach comprising: (1) a first divergent phase describing the era of literacies and multiple literacies, in which field-specific competences and tools prevail; (2) a second convergent phase of information and digital literacy, whose associated competences become the targets of knowledge; and (3) a third divergent phase, based on multiliteracies, as a consequence of Big Data and its effects, to address which data literacy, together with "digital competences" emerged as new and complex ways of processing web content. Based on this premise, the classifications introduced by Bawden, Stordy, Secker & Coonan, and Mackey & Jacobson are proposed as a taxonomic model, using the metamodel definition from the Voremetur project. This results in the proposal of a multiliteracy including implementations that range from visual literacy and new media literacy, strategies for the selection of keywords as taxonomic labels, semantic control to define taxonomic categories, to a metamodel definition based on the categories obtained in the taxonomy. The development of the metamodel is presented through a program oriented at higher education within the framework of academic literacy, as a means for incorporation into curricula, including a definition of its paradigmatic and conceptual framework, the factors relevant to its programming and instructional design, educommunication as a didactic methodology approach, and digital educational objects as didactic materials, followed by an appropriate evaluation.This article is a result of the project "Vocabularies for a Network of Media Art Archives and Collections and its effects: Metaliteracy and Knowledge Tourism" (HAR2016-75949-C2-1-R) funded by the Ministry of Economy and Competitiveness of Spain

Virtualidad y educación: una perspectiva desde la documentación hacia la sociedad del conocimiento

Actas de las Segundas Jornadas Imagen, Cultura y Tecnología celebradas entre el 1 y el 3 de julio de 2003 en la Universidad Carlos III de MadridPublicad

LA IRRESISTIBLE ASCENSIÓN DEL CRAI EN UNIVERSIDAD

A partir de los prejuicios que en ambientes profesionales existe respecto al CRAI frente a la biblioteca, se analizan las razones de que el CRAI no obedece a razones de táctica tecnológico, sino a una estrategia necesaria de adaptación al modelo educativo de la Sociedad del conocimiento y a la dimensión que la web 2.0 ofrece en los entornos de aprendizaje. Se analizan las claves de transformación que produce el desarrollo de la biblioteca digital, para reflexionar sobre los motores de la transformación de la biblioteca digital al CRAI: los nuevos instrumentos para gestión de contenidos digitales educativos, el aprendizaje colaborativo, las potencialidades de la web 2.0 y el EEES. Se procede, entonces, a conocer la gestación del concepto de CRAI en España, los referentes modélicos, el método de transformación impulsado por las asociaciones profesionales y el proceso de conversión, para describir los modelos de CRAI diseñados en España. Finalmente, se fundamenta la verdadera “revolución” del CRAI en la Educación para la Sociedad del conocimiento, su dimensión formadora mediante la alfabetización en información, con un apunte de experiencias recientes

Analysis of information use in agricultural science PhD theses at Central University of Venezuela

Purpose – To analyze information use in agricultural science PhD theses submitted between 1986 and 2002 in the Faculty of Agronomy, Central University of Venezuela (UCV). Design/methodology/approach – The source of information was the UCV Faculty of Agronomy, Library's database, “Tesis”. The unidimensional production and use indicators analyzed included: scientific production, reference density, self-citations, document contemporaneousness and type of documents cited, reference scattering and accessibility of the journals cited. Findings – The analysis of the data obtained from 4,646 bibliographic references in 42 agricultural science PhD theses provides insight into information use in a Venezuelan agricultural science community. The mean number of references per thesis found was 113?±?21. The number of women earning a PhD in agriculture was observed to grow. The percentage of self-citations varied widely. The half-life was 11 years and the Price's Index 22 per cent. According to the distribution by document type, most of the publications cited were articles in journals, while references to technical standards and internet publications were rare. UCV Faculty of Agronomy PhD students tended to seek information primarily in the Anglo Saxon literature. The Celestino Bonfanti Library periodicals section met a high proportion (92 per cent) of the demand for journals located in the first and second concentration-scattering zones. Originality/value – This is the only paper on the evaluation of PhD theses in Venezuela. The findings will be useful for education planners in Venezuela and other developing countries.Publicad

Virtualidad como material educativo web y estrategia didáctica: indicadores evaluativos competenciales

Ponencia presentada en la Jornada de Innovación Docente 2018: nuevos modelos, nuevas competencias, celebrada el 11 de junio de 2018 en la Universidad Carlos III de Madrid

El documento como imagen: la indización simbólica

Actas de las Primeras Jornadas Imagen, Cultura y Tecnología celebradas del 1 al 5 de julio de 2002 en la Universidad Carlos III de Madri

15 años de alfabetización en información: investigación internacional recogida en LISA, ERIC y SSCI entre 1990 y 2005

Se presenta el alcance de la investigación internacional en Alfabetización en Información (ALFIN)entre los años 1990 y 2005 a partir del análisis de las publicaciones recogidas en tres de las principales bases de datos internacionales que cubren el tema: LISA, ERIC y SSCI. Se ha analizado la actividad investigadora del periodo, la tipología documental, idioma, autores más productivos y revistas más utilizadas. Por otro lado, y a través de una metodología de análisis de contenido, se han categorizado los trabajos de los diez autores más productivos, encontrando en ellos la progresión temática lógica de un área en desarrollo. Otros resultados indican el predominio de trabajos anglosajones así como el incremento exponencial de la producción a lo largo del periodo estudiadoPublicad

Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents

The growing importance of data in society in general and scientific domains in particular, mirrored in the Open Data initiative and in the advent of eScience, requires public, school and academic libraries to contribute to both data and information literacy, as part of their mission to further knowledge and innovation in their respective fields of action. No specific library standards have been proposed to date, however, and most research studies conducted adopt a partial view of data literacy, stressing only the components needed in any given context. The present paper aims to contribute to the advancement of data literacy with the proposal of a set of core competencies and contents that can serve as a framework of reference for its inclusion in libraries' information literacy programs. The various definitions of data literacy are discussed, the coverage of the competencies listed in information literacy standards is described, and the competencies considered in the experiments conducted to date in education and libraries are identified. The conclusion drawn is that the model proposed can favour the development of data literacy support resources and services. Topics for further research are also specified

Evaluation the software tools quality to thesaurus in the implementation of a controlled media art vocabulary

In this project, he develops the evaluation of seven thesaurus software tools, in the implementation of a controlled vocabulary, for the CAAC (Collections and Archives of Contemporary Art of the Faculty of Fine Arts of Cuenca, UCLM) in collaboration with UC3M; framed in the "Media Art vocabulary" project. For the conservation of artistic products as digital objects of the museum of Cuenca, Spain. The Construction and application of the thesaurus, Web implementation, publication of its terms as Linked Data, using TemaTres Software. A customized method is used combining quality, usability and semantic web techniques. A method was designed to evaluate the characteristics of each of the tools. Such as the availability of download, easy of access, use, learning, deployment on the server, sharing, and exchange of data, and free use. This study is a part project to Vocabularies for a Media Art Archives and Collections Network. This project establishes the scientific and methodological convergence of two research teams, one from Humanities, Art and Fine Arts, the other from Documentation, with a support of Computer Science and Audiovisual Communication. The importance of project progress lies in metadata labeling, identification by descriptors of the specific thesaurus, guarantee of semantic reuse of content, interoperability for a network of Media Art archives and collections, its digital continuity and dissemination in virtual spaces Wide projection. Winning the TemaTres tool, the thesaurus was implemented in the period from April to July 2019.The Minister of Economy and Competitiveness (Spain) for the funding of the project "Vocabularies for a Network of Archives and Media Art Collections and its effects: metaliteracy and knowledge tourism" whose reference is HAR2016-75949-C2-1-R. The Fundación Carolina (Spain), in the program: "Estancias cortas postdoctorales" in colaboration The Exerior Relations Secretary (México)

Bibliotecas universitarias y educación digital abierta: un espacio para el desarrollo de instrumentos de implementación en web, de competencias en información e indicadores para su evaluación.

Education, as a principle of comprehensive education, acquires a relevance and a primary role in cyberspace. This is why the pedagogical models for learning in web environments and the implications of open access in education are analyzed. Likewise, it is argued the decisive function that play and can play the university library, which has become centers of learning and research resources (CRAI), to be a decisive factor in the new educational model. Information competencies for learning and research become the digital competencies that higher education students should acquire for the development of successful learning experiences in new learning environments. For this reason, librarians and teachers need indicators that show, from the competency model, the learning outcomes that must be developed to be considered competent in the use of information