Integrazione di programmi di information literacy e visual literacy nel curriculum universitario: una proposta di corso

ABSTRACT (eng)This study is based on the hypothesis that higher education in the 21st century must be developed in the context of the semantic web and knowledge, for this reason the educational model must define precisely what knowledge is and what knowledge is needed, it must define what are the skills to generate knowledge and innovation, it must identify which are the way to developing the skills required by a rapidly evolving of Web to finally determine the best possible educational environment.The aim of the research is to present a proposal for an educational program in information literacy, but with a solid visual (visual literacy) and communicative dimension, consistent with the value that the image, in its different contexts, has acquired in knowledge on the web, such as demonstrates the success of data visualization.The aim of the research is to present the didactic planning of a training course, based on a selection of visual literacy rules of ACRL (2011), the appropriate educational methods, the objectives and the teaching program.From a methodological point of view, the study uses a method based on the analysis of best practices to offer the development of a teaching unit for conceptual training, skills (illustrations) through the development of appropriate exercises, skills (practices) through the proposal of activities designed for classroom processing, a forum for the development of communication skills. The course also offers the development of a self-assessment system based on the type of skills to be assessed, a set of indicators and questions that measure the degree of achievement of the skills through a questionnaire. The result is the presentation of a course of education that can be carried out, as a model, by specialists and professionals. This study is based on the hypothesis that higher education in the 21st century must be developed in the context of the semantic web and knowledge, for this reason the educational model must define precisely what knowledge is and what knowledge is needed, it must define what are the skills to generate knowledge and innovation, it must identify which are the way to developing the skills required by a rapidly evolving of Web to finally determine the best possible educational environment. The aim of the research is to present a proposal for an educational program in information literacy, but with a solid visual (visual literacy) and communicative dimension, consistent with the value that the image, in its different contexts, has acquired in knowledge on the web, such as demonstrates the success of data visualization.The aim of the research, furthermore, is to present the didactic planning of a training course, based on a selection of visual literacy rules of ACRL (2011), the appropriate educational methods, the objectives and the teaching program. From a methodological point of view, the study uses a method based on the analysis of best practices to offer the development of a teaching unit for conceptual training, skills (illustrations) through the development of appropriate exercises, skills (practices) through the proposal of activities designed for classroom processing, a forum for the development of communication skills. The course also offers the development of a self-assessment system based on the type of skills to be assessed, a set of indicators and questions that measure the degree of achievement of the skills through a questionnaire. The result is the presentation of a course of education that can be carried out, as a model, by specialists and professionals.Questo studio si basa sull’ipotesi che l’istruzione superiore nel XXI secolo debba essere sviluppata nel contesto del web semantico e della conoscenza, per questa ragione il modello educativo di riferimento deve definire precisamente cos’è la conoscenza e quali sono i saperi necessari, deve definire quali sono le competenze per generare conoscenza e innovazione, deve individuare quali sono le specializzazioni che sviluppano le competenze richieste da un web in rapida evoluzione per determinare infine il miglior ambiente educativo possibile. Obiettivo della ricerca è presentare una proposta di un programma educativo in information literacy, ma con una solida dimensione visiva (visual literacy) e comunicativa, coerente con il valore che l’immagine, nei suoi diversi contesti, ha acquisito nella conoscenza nel web, come dimostra il successo della visualizzazione dei dati.L’obiettivo della ricerca, inoltre, è presentare la progettazione didattica di un corso di formazione, per il quale, sulla base di una selezione delle norme di visual literacy dell’ACRL (2011), si propongono le modalità educative appropriate, gli obiettivi e il programma didattico. Dal punto di vista metodologico, lo studio utilizza un metodo basato sull’analisi delle migliori pratiche così da offrire lo sviluppo della programmazione di un’unità didattica per la formazione concettuale, le abilità (illustrazioni) attraverso lo sviluppo di esercizi appropriati, le competenze (pratiche) attraverso la proposta di attività progettate per l’elaborazione in classe, un forum per lo sviluppo delle capacità comunicative. Il corso offre anche lo sviluppo di un sistema di auto-valutazione in base al tipo di competenze da valutare, un set di indicatori e domande che misurano il grado di raggiungimento delle competenze attraverso un questionario. Il risultato è la presentazione di un corso di educazione che può essere svolto, come modello, da specialisti e professionisti

Sociedad de la información e inclusión digital en España. Antecedentes. Primera parte

Se inicia con el cuestionamiento sobre el beneficio directo y tangible de las TIC en los países del "Sur", derivado de un modelo de desarrollo económico hecho en el "Norte", como elemento más constituyente de la brecha digital. El concepto brecha se aborda de acuerdo con los indicadores de la OCDE, por lo que se aportan datos estadísticos referidos a la proyección social de Internet y las potencialidades hacia la inclusión digital. Una de las medidas más eficaces en el esfuerzo inclusivo se considera la Educación y, particularmente, el e-learning, como su más eficaz instrumento para la alfabetización digital, . Las acciones necesitan modelos de actuación, por lo que se analizan las iniciativas europeas sobre la brecha digital, tanto en su ámbito interior (eEurope 2002 y 2005), como externo (CumbreMundial de la Sociedad de la información de Ginebra, 2003), así como también se registran las normas vigentes, basadas en desarrollo de experiencias, como el proyecto EL4EI, y orientadas hacia sectores en riesgo de exclusión, como es el caso de la mujer. El análisis del panorama europeo da paso al escenario español del desarrollo de la sociedad digital en sus antecedentes y en sus principales líneas, para llegar así al desarrollo del e-learning en España, cuyo concepto desde la óptica documentalista y sus beneficios"infonómicos" se destacan, para poder enfatizar sobre la implantación del e-learning en España en sectores como los contenidos, tecnologías y servicios, como también las tendencias del elearning, en el modelo de desarrollo económico y social español.The work begins with the issue about the direct and tangible benefit of the information and communication technologies in the so called countries of the “south ”, which is based on a economic development model elaborated in the “North”, as an element of the digital breach. Herein the concept breach is given according to de the indicators of the Organization for the Cooperation and Economical Development (OCDE in Spanish), for this reason are given statistical data about Internet’s social projection and potentialities for digital inclusion. Education, and particularly e-learning, is considered one of the most efficient steps towards digital inclusion, as the most efficient tool for digital literacy. Taking in account that actions need performance patterns, are analyzed European initiatives about the digital breach, internally (Europe 2002 and 2005) and externally (World Information Society Summit, held in Geneva, 2003), also are registered the existing standards, based in experiences, such as EL4EI, and oriented to sectors in risk of exclusion, such as women. After the analysis of the European countries, is reached the Spanish scenario regarding the development of the digital society and then reach the e-learning development in Spain, here are highlighted its “infonomic” benefits, so it could be possible emphasize e-learning implementation in Spain in areas like the contents, technologies and services, also are given the e-learning trends for the economic and social Spanish development pattern