Information literacy competency standards for higher education and their correlation with the cycle of knowledge generation

Tirado, Alejandro Uribe; Muñoz, Wilson Castaño

doi:10.18352/lq.8167

Cited by 10 publications

(1 citation statement)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On this issue, some authors (Brand-Gruwel, Wopereis, & Vermetten, 2005;Uribe-Tirado & Castaño-Muñoz, 2012) suggest the notion of meta-competency in their models of information literacy, referring to the skills required to regulate the information research process in an iterative manner as the meaning is constructed from the retrieved information.…”

Section: Information Literacymentioning

confidence: 99%

A Quantitative and Qualitative Inquiry into Future Teachers’ Use of Information and Communications Technology to Develop Students’ Information Literacy Skills | Enquête quantitative et qualitative auprès de futurs enseignants portant sur l’utilisation des technologies de l’information et de la communication pour développer les compétences informationnelles des élèves

Simard¹,

Karsenti²

2017

CJLT / RCAT

View full text Add to dashboard Cite

This study aims to understand how preservice programs prepare future teachers to use ICT to develop students' information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future teachers in four French Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their final year of an initial teacher training program. Our findings suggest that although future teachers receive formal ICT training as part of their program, information literacy is not formally addressed. Nevertheless, information literacy is perceived to be an important skill. In addition to a lack of formal training, future teachers perceive that barriers such as time constraints and lack of access to necessary technologies in the classroom will prevent them from helping students develop information literacy skills. Based on these results, we propose some practical implications and recommendations for preservice programs and education policy makers. RésuméCette étude vise à mieux comprendre comment la formation initiale en enseignement prépare les futurs enseignants à utiliser les TIC pour développer les compétences informationnelles des élèves. Dans un premier temps, une enquête a été réalisée entre janvier et mai 2014 auprès de 413 futurs enseignants dans quatre universités québécoises. Dans un second temps, au printemps 2015, des données qualitatives ont été recueillies auprès de 48 futurs enseignants au cours du dernier trimestre de leur formation initiale. Nos analyses suggèrent que si les futurs enseignants reçoivent une formation à l'utilisation pédagogique des TIC, les compétences informationnelles ne sont pas explicitement abordées, et ce, bien qu'elles soient perçues comme essentielles. De plus, les contraintes de temps et l'accessibilité aux outils informatiques sont CJLT/RCAT Vol. 42(5) -Special Issue / Numéro spécial A quantitative and qualitative inquiry into future teachers' use of information and communications technology 2 pressenties comme des défis importants. Sur la base des suggestions des participants, nous dégageons des retombées pratiques pour la formation initiale et pour les détenteurs d'enjeux en éducation. IntroductionInformation and communication technology (ICT) and the Internet have spurred profound changes, with enormous repercussions on socioeconomic systems, including education systems (Conference Board of Canada, n.d. ;Livingstone, 2012). ICT is increasingly present in Canadian classrooms (e.g., interactive smart boards, laptops, and tablets), and even more so in students' daily lives (e.g., social media and mobile technologies). The exponentially expanded access to knowledge and information provided by this massive influx of ICT tools calls for teaching practices to be redesigned. Teachers are in a position to help children develop new sets of technical and cognitive skills that will equip them to assess the usefulness of digital tools to access meaningful information (and exclude irrelevant information), manage it, use it effec...

show abstract

Section: Information Literacymentioning

confidence: 99%