Presente y futuro de la Competencia Informacional Docente en educación obligatoria

Isidro, Susana Nieto; Martínez‐Abad, Fernando; Rodríguez-Conde, María-José

doi:10.22550/rep79-3-2021-07

Cited by 4 publications

(5 citation statements)

References 13 publications

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Section: Resultsmentioning

confidence: 99%

“…The accumulation and superposition of different events (positive events i.e., cumulative advantages and negative events i.e., cumulative disadvantages) at a fixed point in time will have different effects on the individual life course. [18] Therefore, this research classifies the accumulation of digital literacy of participant into innate accumulation, continuous accumulation and social accumulation. Innate accumulation includes individual cognition, professional background, and academic level.…”

Section: Four Types Of Accumulationmentioning

confidence: 99%

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How do life course events affect the accumulation of digital literacy?: Based on qualitative research of 16 medical university teachers of China

Li,

Yu,

Wang

et al. 2024

Medicine

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The purpose of this article is to examine the level of the accumulation of digital literacy in medical university of China. In this study, we argue that positive life events facilitate the formation of digital literacy. We review the development of research of life course and digital literacy since the 2010. From the perspective of life course theory, this article examines the significant impact of social changes in information technology on the accumulation of digital literacy of 16 medical university teachers, and understands the life course of medical university teachers as a sequence composed of multiple life events. The results show that the accumulation of medical university teachers’ digital Literacy includes 4 types: linear accumulation, multi drive accumulation, parallel accumulation, and leading accumulation, of which multi drive accumulation and leading accumulation are the most conducive to the formation of medical university teachers’ digital literacy. In addition, our findings reveal that subjective initiative plays an important role in the accumulation of medical university teachers’ digital literacy. The accumulation of digital literacy is a dynamic and systematic process of the accumulation of individual life events of medical university teachers. This paper also discusses the relationship between order of life events and career outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Four Types Of Accumulationmentioning

confidence: 99%

How do life course events affect the accumulation of digital literacy?: Based on qualitative research of 16 medical university teachers of China

Li,

Yu,

Wang

et al. 2024

Medicine

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“…Many articles in the findings indicate that significant changes continue to occur in the integration of new technologies, but there is a need to continue to make teachers digitally literate. This is an extremely important point, as teachers need to develop their digital competencies for our students to benefit from them, which can be developed through training [27,35,37,38,43,44,49,53,55,56,58,65,71,[73][74][75][76][77]79,81,83]. Different extracted studies generate gaps in the subject of digital and information literacy in basic-education teachers, which should be addressed in future research; we must take into account that, in basic education, we need teachers qualified in their area of study, despite the lack of teacher training in digital competency [32,33,37,46,48,50,68,72,78,82].…”

Section: Discussionmentioning

confidence: 99%

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Fernández-Otoya,

Cabero-Almenara,

Pérez-Postigo

et al. 2024

Education Sciences

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Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

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“…However, a recent study of Nieto-Isidro et al (2022) indicated that while younger pre-service and in-service teachers perceive themselves as more digitally competent in both technical proficiency and teaching use of technologies than older teachers, when scales of actual knowledge or level are applied, older teachers have similar levels of technical proficiency and higher levels of teaching use skills. This finding disproves the existence of a "generational" effect according to which younger teachers have a higher level of information literacy.…”

Section: Age and Teaching Experiencementioning

confidence: 98%

“…However, the study lacks a deeper exploration of the professional expressiveness related to comparing the digital competence of pre-service and in-service teachers. For example, in the study of Nieto-Isidro et al (2022) pre-service teachers performed worse than in-service teachers. This result shows the vital role of experience and disproves the existence of a "generational" effect according to which younger teachers have a higher level of information literacy.…”

Section: Limitations and Further Research Directionsmentioning

confidence: 98%

Evaluation of pre-service and in-service teachers´ digital competence in Anhui province, China

Yang¹

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Presente y futuro de la Competencia Informacional Docente en educación obligatoria

Cited by 4 publications

References 13 publications

How do life course events affect the accumulation of digital literacy?: Based on qualitative research of 16 medical university teachers of China

How do life course events affect the accumulation of digital literacy?: Based on qualitative research of 16 medical university teachers of China

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Evaluation of pre-service and in-service teachers´ digital competence in Anhui province, China

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