Informational Literacy And Information And Communication Technologies Use By Secondary Education Students In Spain: A Descriptive Study

Abstract

Informational literacy and the use of technologies by Secondary Education students in Spain: A descriptive study. The development of Information and Communication Technologies (ICTs), together with their application to research carried out on educational areas, are factors which contribute to the promotion of a new educative model constructed on literacy-based competences and skills, and which sets technologies as essential tools for a life-long learning process (Unesco, 2005). This is the framework where we can insert the research that we are currently carrying out, funded by the research Program I+D+I of the Spanish Ministry of Education, and in the frame of which we are developing a diagnostic assessment of informational literacy competence in students between 14 and 16 years (Secondary Education), based on the fact that one of the main aspects in knowledge generation and acquisition is the capacity to use information extracted from documents and electronic resources, available in informational networks in a correct way. In this paper we present the results obtained from evidences on the contrast existing between the level of use of technologies (videogames, social networks...) and the level of informational literacy shown by students. The data were gathered from a sample of more than 1000 Secondary Education students who are around 15 years old.

An Assessment Instrument of Technological Literacies in Makerspaces and FabLabs

“…Early ICT assessments were focused on self‐reported knowledge of computer hardware use and a few programs such as e‐mail clients and web browsers. The technological scope of these assessments has been expanded to include web searches for information retrieval, spreadsheets for computation, and algorithmic skills (Chu, Tse, & Chow, ; Conde et al, ), and three general skills areas have emerged: general computing tasks (saving files, adjusting privacy settings), communication and information retrieval (web search, videoconferencing), and digital content production (video and photography, spreadsheets).…”

Evaluación de Competencias Informacionales con el Instrumento IL-HUMASS: Escalamiento Multidimensional

“…Para apoyar la importancia y credibilidad de estas afirmaciones, contamos como puntos fuertes tanto la consistencia y nivel de sistematicidad, que aportan a la escala IL-HUMASS los estudios realizados alrededor de la misma (Pinto Molina & Puertas Valdeiglesias, 2012;Rodríguez Conde et al, 2012;Rodríguez Conde et al, 2011), como los buenos índices de varianza explicada como de stress obtenidos en el estudio. También se pueden señalar algunos puntos débiles, sobre todo los que tienen que ver con la naturaleza del instrumento aplicado para la recogida de información.…”

“…Dada esta situación de partida, y teniendo en cuenta los estudios previos llevados a cabo por el grupo (Rodríguez Conde et al, 2012;Rodríguez Conde et al, 2011) en torno a la escala de evaluación de competencias informacionales autopercibidas IL-HUMASS (Information Literacy Humanities Social Sciences survey) (Pinto Molina, 2009), el presente estudio tiene como objetivo profundizar la indagación de las propiedades psicométricas de dicha escala para comprender mejor las dimensiones percibidas por los sujetos en cuanto a los desempeños propios de las competencias informacionales.…”

Evaluación de competencias informacionales en educación secundaria: un modelo causal

“…Los sujetos encuestados deben responder a los distintos ítems puntuando en función del grado de competencia autopercibida en cada uno. En cuanto a la estructura dimensional del citado instrumento, validada tanto a nivel de constructo (Pinto, 2009), como factorial (Rodríguez Conde et al, 2011), consiste en las cuatro dimensiones definidas teóricamente. Los ítems que componen cada una de ellas son los siguientes:…”