La formación de bibliotecarios, archiveros y documentalistas en una revista de la UNESCO. Bibliografía anotada.

Sin resume

Uncovering information literacy’s disciplinary differences through students’ attitudes: An empirical study

This paper uses a self-assessment questionnaire (IL-HUMASS) with a wide sample of university students. The questionnaire puts forward a scale of attitudes that aim to measure ‘belief in importance’ and ‘skills self-assessment’ regarding diverse information competences. We use a group of 26 information sub-competences gathered in four categories (searching, evaluation, processing and communication-dissemination). The results show some considerable differences in these categories when statistically comparing 17 university degrees related to five branches of knowledge. It is proved that attitudes appreciably vary between branches, in reverse relation to the interdisciplinary differences we have found. An improvement regarding students’ informational attitudes will help reduce the interdisciplinary differences. The results of this study suggest the feasibility of shared training actions for some information competences in the branches of Sciences, Engineering & Architecture, and Health Sciences. The branches of Arts & Humanities and Social & Legal Sciences show considerable widespread attitudinal differences that advise against that shared training

Infolitrans: A model for the development of information competence for translators

Purpose: Since every community of practice generates, seeks, retrieves and uses information resources and sources related to the cognitive structure being researched or studied and the tasks being performed, the need arises to undertake studies focused on real user communities, which in our case is the group of translators. Approach: In this arena of application, it is important to remember that translators are not only information users, but also information processors and producers. Thus, their documentary competence has to evolve in three dimensions: the informational, the methodological and the strategic. The conceptual model we propose is based on information literacy (INFOLIT) standards and also our knowledge of translation practice and the competencies it demands, where INFOLIT plays a starring role. Findings: This paper is part of a broader research currently in progress, whose main goal is to provide translators and interpreters with a solid instruction in information literacy. As a first step, here we introduce a model for information literacy specifically intended to develop the information competence of this community of users. The model is a gathering of skills, competences, knowledge and values, and it is based on the cooperation between the authors’ expert knowledge of Information Science and professional translation practice

The professional translator and information literacy: perceptions and needs

This paper is part of a broader research project, the main goal of which is to provide translators with solid instruction in Information Literacy (IL). For this, it is important to know the views of the community of professional translators. The results of the ongoing research which we analyze in this paper provide this view, by means of a qualitative case study (using a semi-structured questionnaire for data gathering). These results highlight the strengths and weaknesses indicated by professional translators regarding the information competences they need

Formación del bibliotecario como alfabetizador informacional

It is expected that one of the topics that will have a greater impact in this 21st century will be the training of graduate students, information professionals and users in general on information skills. This will underscore the value that universities and libraries offer to citizens. According to recent scientific literature the main trends that currently affect and will affect information trainers and professionals in the near future include: learning based on competencies and multi-literacy; pedagogic and didactic changes; technological developments; and all the aspects related to education, information, economic and technology policies and movements. Training in these matters and awareness of the theoretical and practical advances in information literacy are needed so that information professionals can achieve better information literacy and consequently be better information literacy trainers

Las bibliotecas públicas híbridas en el marco de la Alfabetización Informacional

This paper puts forward a critical reflection on the need for public libraries to meet requirements for collections and services in order to become hybrid libraries, specifically in order to develop information literacy programs capable of integrating multiple users, the potential of Web 2.0 tools, and the opportunities or threats depending on governmental and/or social support they receive as cultural and educational spaces in the context of Ibero-America. Beginning with the documentary methodology of a content analysis of specialized literature, this paper then looks at the milestones marking the development of information literacy over the past 30 years as well as the main benefits of Web 2.0. The result is a selection of training experiences from various Ibero-American public libraries, analyzing how they are managing the relationship between the Web 2.0 and computer/information competencies, and highlighting the progress and challenges of meeting users’ training, information and technology needs

Local versus Global Information Relevance in Website Use: A Case Study with the Information Literacy Portal AlfinEEES

Introduction: A model to explore the relations among local and global relevance-based information behaviour is proposed that is based on objective and subjective measures of the relevance of the Website contents. Method: Global interest for the Website was researched using data on visits, while local use was explored with two surveys on the motivations and self-assessed knowledge of a group of fifteen students, administered to them before and after being exposed to the information site. Results: Results suggest that improvement in competence perception and the number of visits are, in general, measures of the site relevance that offer similar results. Regarding general data, the most visited competences are those of a more general interest (such as learning to learn), and the students show a big pre-test confidence in their knowledge of most of the studied competences. Conclusions: The increase in the subjective level of competence in an e-learning site is a good predictor of the whole success of a site, when working with their primary intended audience. In the future, to have independent measures, it would be interesting to carry out expert evaluation of the real competences of the students.This article has been produced as a result of a project initially granted by the Spanish Ministry of Education (Studies and Analysis Programme, EA2005-43)

An educational resource for information literacy in higher education: visibility and usability of the e-COMS academic portal

As in today’s knowledge society the Internet is playing an important role in the information literacy of university students the goal of this paper is to analyse, after its first year on the Web, the informational impact of an e-learning resource developed by Granada’s University lecturers (the e-COMS educational portal), a pioneer in Spain for training in information literacy. From the objective and subjective data provided by the own portal and by it users, two different and complementary kinds of analysis (functional and users’) are performed. Assessment of various capabilities, among which visibility and usability stand out, is provided. The highly positive but improvable results offer a detailed analysis of the functional aspects of the portal itself and of the users’ relations with this information resource. From these analyses strengths and weaknesses are extracted and some proposals for improvement are derived

Evaluating Research: assessment criteria in Humanities and the profession of Translation and Interpretation

En este artículo abordamos los criterios de evaluación que determinan la calidad de la productividad investigadora en el campo de las Humanidades con el objetivo de comprobar su aplicación al área de conocimiento de la Traducción e Interpretación. Partimos de un análisis de los criterios establecidos por dos de los organismos encargados de evaluar la producción científica española: aneca y cneai. Uno de los principales problemas en la aplicación de los criterios que afecta a todos los campos de las Humanidades es la utilización de indicadores de calidad procedentes del ámbito de las ciencias experimentales, centrados en la producción publicada en revistas científicas incluidas en determinados índices y bases de datos. Por este motivo, nos proponemos indagar cuáles son los problemas que representa esta manera de evaluar las publicaciones para la investigación producida habitualmente en Traducción e Interpretación y qué alternativas pueden darse para incrementar la visibilidad de la producción investigadora.This paper examines the criteria used to assess the quality of research productivity in the Humanities with the aim of testing how these gauges are applied to the field of Translation and Interpretation. Researchers first made an analysis of the assessment criteria in use in aneca and cneai, the agencies charged with evaluating the scientific production of scholars in Spain. The central problem of applying such criteria to Humanities subject areas stems from using quality assessment indicators designed to measure the scientific productivity largely focused on publications in journals listed in specific indexes and databases. The study aims to gain further insights into the problems arising from this assessment approach to the field of Translation and Interpretation and to propose alternatives to increase its visibility