Developing translation-oriented research competence: what can we learn from professional translators?

Gough, Joanna

doi:10.1080/1750399x.2019.1656404

Cited by 9 publications

(6 citation statements)

References 22 publications

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“…Information literacy is key to the professional performance of translation and interpreting and therefore among the competences required in the training of translators and interpreters it is essential to foster information competence, that is, the whole set of knowledge, skills and ethical values connected with the efficient and responsible use of information. Indeed, most of the pedagogical proposals for translation and interpreting training reflect the relevance of information competence and include it as part of the degree curriculum (Kelly, 2005), and several studies (Austermühl, 2013;Gough, 2019;Massey and Ehrensberger-Dow, 2011;Olalla-Soler, 2018;Paradowska, 2021b;Sales, 2007, 2008;Pym, 2013;Sales, 2006Sales, , 2008Sales, , 2022aSales, , 2022bSales and Pinto, 2011;Sales, Pinto and Fernández-Ramos, 2018) stress the importance of information competence in the continuing education of translators and interpreters.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Nonetheless, research on information competence and translation is not abundant. Previous studies have mainly focused on information search behaviour and the use of sources, either by professionals (Alonso, 2015a(Alonso, , 2015bGough, 2016Gough, , 2019Hvelplund, 2017;Teixeira and O'Brien, 2017;Volanen, 2015;White, Matteson and Abels, 2008), by students (Enríquez-Raído, 2011;Hirci, 2012;Kuznik and Olalla-Soler, 2018;Lu, Xiangling and Shuya, 2022;Paradowska, 2021b;Pinto and Sales, 2007;Sales, 2008;Sales, Pinto and Fernández-Ramos, 2018;Shih, 2019;Sycz-Opoń, 2021;Yildiz, 2022) or both (Enríquez-Raído, 2014;Massey and Ehrensberger-Dow, 2011;Olalla-Soler, 2018. These studies have been approached employing diverse methodologies: qualitative, quantitative, mixed approaches and quasiexperimental approaches, and using a variety of data collection options, such as proposed tasks (Enríquez-Raído, 2011, 2014Gough, 2016Gough, , 2019Hirci, 2012;Hvelplund, 2017;Kuznik and Olalla-Soler, 2018;Lu, Xiangling and Shuya, 2022;Massey and Ehrensberger-Dow, 2011;Olalla-Soler, 2018Paradowska, 2021b;Sales, Pinto and Fernández-Ramos, 2018;Shih, 2019;Sycz-Opoń, 2021;Volanen, 2015;…”

Section: Literature Reviewmentioning

confidence: 99%

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Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context

Salvador

2023

Journal of Librarianship and Information Science

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Information competence is essential in professional translation and interpreting. This paper gathers the views of professional translators and interpreters in Spain on information competence, by means of an exploratory qualitative study. A questionnaire composed essentially of open-ended questions was applied to gather data and the qualitative analysis software ATLAS.ti was used to code the results using thematic content analysis methods. The views provided by a sample of professional translators and interpreters ( n = 156) on the importance of information competence were collected, together with their recommendations on this key competence for those who are starting their training in translation and interpreting. The study also explores the main information needs highlighted by professionals, the sources of information they use most frequently and how they verify information, and their opinions on the gender perspective (with explicit mention of inclusive language) as part of information competence in professional practice. The results show that professionals consider information competence to be absolutely essential in the framework of translation competence, and recommend reinforcing information literacy training in university undergraduate degree programmes. They have multiple information needs (from terminological to contextual) that make them turn to a wide range of information resources (mainly personal sources and online documentary resources), but they need to strengthen their knowledge for information evaluation. Regarding the gender perspective, professionals practically limit their answers to their opinions on inclusive language and, although most of them are in favour, some resistance is detected. From the diagnosis carried out in this research, opportunities for supporting information literacy instruction in undergraduate degrees and in continuing professional development are identified.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context

Salvador

2023

Journal of Librarianship and Information Science

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“…IL for TI also means becoming aware of the flexibility and diversity of information needs depending on the assignment. IL training of those who translate and interpret is a key factor for the interlinguistic and intercultural mediation of information that all translation and interpreting entails, and thus IL should be more explicitly and comprehensively reinforced in training (Gough, 2019).…”

Section: Information Competence As Part Of Translation and Interpreti...mentioning

confidence: 99%

Threading metaliteracy into translation and interpreting undergraduates’ information literacy training: A reflective active learning approach

Salvador¹

2022

An. Documentación

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Information competence is an essential component of translation competence and the basis for the lifelong learning of Translation and Interpreting trainees. This work describes the author’s updated approach to an information literacy course for Translation and Interpreting undergraduate students implemented at the Universitat Jaume I (Spain), which, due to the health situation generated by the COVID-19 pandemic, had to be taught entirely online. The article gives an account of how metaliteracy has been integrated as a guiding thread to encourage reflection and critical thinking throughout the course and awareness of its importance. The students’ feedback and the assessment results demonstrate that learning has been significant. Hopefully, the perspective, curricular proposal and experience analyzed here could be transferable to other discipline-based information literacy training programs. La competencia informacional es un componente esencial de la competencia traductora y la base del aprendizaje permanente del estudiantado de Traducción e Interpretación. Este trabajo describe el enfoque actualizado de un curso de alfabetización informacional para estudiantado del grado en Traducción e Interpretación implementado en la Universitat Jaume I (España), que, debido a la situación sanitaria generada por la pandemia de COVID-19, tuvo que impartirse íntegramente en línea. El artículo da cuenta de cómo se ha integrado la meta-alfabetización como hilo conductor para fomentar la reflexión y el pensamiento crítico a lo largo del curso y la toma de conciencia de su importancia. El seguimiento del estudiantado y los resultados de la evaluación demuestran que el aprendizaje ha sido significativo. Se confía en que la perspectiva, la propuesta curricular y la experiencia aquí analizadas puedan ser transferibles a otros programas de formación en alfabetización informacional para disciplinas concretas, y que pueda ser adaptada a titulaciones específicas.

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“…started with known resources and then moved on to search engine queries. Gough's (2017) study examined the online behaviour of 16 freelance translators in their natural work environment, translating into their native language from English. One third of the searches involved a top-down approach, i.e.…”

Section: Expert Use Of Ormentioning

confidence: 99%

Information behaviour in bidirectional translators: focus on online resources

Whyatt

Witczak

Tomczak

2021

The Interpreter and Translator Trainer

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Effective information behaviour is crucial in all translation competence models but our understanding of how information skills develop and how translators interact with information found in online resources is still limited. In this article we focus on information behaviour (needs and use) of bidirectional translators who frequently translate into their native (L1) and their non-native language (L2). The theoretical underpinnings come from information studies: (1) information is needed when cognitive uncertainty arises and -when found -it allows the translator to make an informed decision; (2) translators are driven by economy of effort and will minimise the cost of searching for information. The empirical evidence comes from a study of 30 professional bidirectional translators who translated two texts into their native language of low diffusion (Polish) and into their non-native major language (English). A close analysis of their information behaviour included data obtained by keylogging, eye-tracking and screen recording, and showed that using online resources adds more cognitive effort when translators work into their L2. We use the results to draft a model of information behaviour which shows how the use of online resources is affected by the translation direction.

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Developing translation-oriented research competence: what can we learn from professional translators?

Cited by 9 publications

References 22 publications

Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context

Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context

Threading metaliteracy into translation and interpreting undergraduates’ information literacy training: A reflective active learning approach

Information behaviour in bidirectional translators: focus on online resources

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