Assessment of Observed and Self-Perceived Information Literacy in Compulsory Secondary Education Students From a Spanish Region With a High Performance in PISA
DOI:
https://doi.org/10.15359/ree.24-1.2Keywords:
Secondary education, information literacy, information competencies, assessment competenciesAbstract
This research aims to assess the self-perceived level and the actual level of information literacy among Compulsory Secondary Education students. Two questionnaires were administered to a sample conformed by 1422 students between the ages of 14 and 17, from Castilla and León, a Spanish region with high academic performance (Junta de Castilla y León, 2015). The tools for the collection of data are divided into the four dimensions of information literacy: Research, Assessment, Management, and Communication. The results show that the students have a high level of self-perceived skills (average score 3.14 of a 0-4 scale), especially those related to the Communication dimension. However, the level of demonstrated competence is noticeably below the self-perceived level, with the exception of the Communication dimension (average score 2.40 of a 0-4 scale). In conclusion, the evidence shows a need for specific training in information literacy skills, mainly related to the Research and Assessment dimensions, among ninth and tenth graders of this region.
References
Adell, J. (1997). Tendencias en educación en la sociedad de las tecnologías de la información. Edutec-e. Revista Electrónica de Tecnología Educativa, 7, 1-21. Recuperado de http://www.edutec.es/revista/index.php/edutec-e/article/view/570/299
Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Seville: IPTS-JRC. Recuperado de http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
Bauman, Z. (2007). Los retos de la educación en la modernidad líquida. Barcelona: Gedisa.
Becerril, L. y Badia, A. (2013). La competencia informacional en la educación secundaria. Demanda de aprendizaje y resolución colaborativa de problemas relativos a la información con apoyo de las TIC. Revista de Educación, 362, 659-689. doi: 10.4438/1988-592X-RE-2013-362-245
Bielba, M., Martínez, F. y Rodríguez, M. J. (2017). Validación psicométrica de un instrumento de evaluación de competencias informacionales en la educación secundaria. Bordón. Revista de Pedagogía, 69(1), 27-43. doi: https://doi.org/10.13042/Bordon.2016.48593
Blasco, A. y Durban, G. (2012). La competencia informacional en la enseñanza obligatoria a partir de la articulación de un modelo específico. Revista Española de Documentación Científica, 35(Monográfico), 100-135. doi: https://doi.org/10.3989/redc.2012.v35.imonografico
Bundy, A. (2004). One essential direction; information literacy; information technology fluency. Journal of eLiteracy, 1(1), 7-22.
Comisión Sectorial de Tecnologías de la Información y las Comunicaciones (CRUE-TIC) y Red de Bibliotecas Universitarias Españolas (REBIUN). (2009). Competencias informáticas e informacionales en los estudios de grado. Recuperado de http://rebiun.xercode.es/xmlui/bitstream/handle/20.500.11967/49/documento_competencias_informaticas-2009.pdf?sequence=1&isAllowed=y
European Commission. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394, 10-18. doi: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:EN:PDF
García, H. J. (2015). Multialfabetización en la sociedad del conocimiento: Competencias informacionales en el sistema educativo. Revista Lasallista de Investigación, 12(2), 225-241. doi: https://doi.org/10.22507/rli.v12n2a23
García, H. J., Martínez, F., y Rodríguez, M. J. (2019). Validación de un instrumento de evaluación de competencias informacionales autopercibidas en educación secundaria obligatoria. Anales de Documentación, 22(1). doi: https://doi.org/10.6018/analesdoc.22.1.305641
García, L. (2012). Sociedad del conocimiento y educación. Madrid: Uned.
Junta de Castilla y León (2015). Presentación de resultados de Castilla y León: PISA 2015 [Diapositivas en PowerPoint]. Recuperado de http://www.educa.jcyl.es/es/temas/calidad-evaluacion/pisa-castilla-leon/pisa-2015/pisa-2015
Kim, J. y Lee, W. (2013). Meanings of criteria and norms: Analyses and comparisons of ICT literacy competencies of middle school students. Computers & Education, 64, 81-94. doi: https://doi.org/10.1016/j.compedu.2012.12.018
Kong, S. C. (2009). An empirical study of school-based planning for the use of information technology to improve the quality of education in the twenty-first century. Technology, Pedagogy and Education, 18(3), 343-359. doi: https://doi.org/10.1080/14759390903255627
Kultawanich, K., Koraneekij, P. y Na-Songkhla, Jaitip. (2015). Development and validation of the information literacy assessment in connectivism learning environment for undergraduate students. Procedia - Social and Behavioral Sciences, 174, 1386-1390. doi: https://doi.org/10.1016/j.sbspro.2015.01.764
Lau, W. W. F. y Yuen, A. H. K. (2014). Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions. Computers & Education, 78, 1-9. doi: https://doi.org/10.1016/j.compedu.2014.04.016
Lucas, M., Cardenal, P., Hernández, J. A., Carbonell, O., Seoane, A. M. y Daniel Huerta, M. J. (2017). Evaluación inicial de competencias digitales y de tratamiento de la información en estudiantes de educación secundaria de Castilla y
León. En AIDIPE (Eds.), Actas XVIII Congreso Internacional de Investigación Educativa. Interdisciplinaridad y transferencia (pp. 835-846), Salamanca: AIDIPE. Recuperado de https://aidipe2017.aidipe.org/files/2017/07/ACTAS_AIDIPE_2017.pdf
Martínez-Abad, F., Bielba-Calvo, M. y Herrera-García, M. E. (2017). Evaluación, formación e innovación en competencias informacionales para profesores y estudiantes de educación secundaria. Revista de Educación, 376, 110-134. doi https://doi.org/10.4438/1988-592X-RE-2017-376-346
Martinez-Abad, F., Torrijos-Fincias, P. y Rodríguez-Conde, M. J. (2016). The Assessment of key competences and their relationship with academic performance. Journal of Information Technology Research, 9(4), 16-27. doi: https://doi.org/10.4018/978-1-5225-2584-4.ch023
Majó, J. y Marquès, P. (2002). La revolución educativa en la era internet. Barcelona: CissPraxis.
National Forum of Information Literacy. (2005). Faros para la sociedad de la información: Declaración de Alejandría sobre la alfabetización informacional y el aprendizaje a lo largo de la vida. Alejandría: IFLA. Recuperado de https://www.ifla.org/node/7275
OCDE. (2005). La definición y selección de competencias clave. Resumen Ejecutivo. Recuperado de http://deseco.ch/bfs/deseco/en/index/03/02.parsys.78532.downloadList.94248.DownloadFile.tmp/2005.dscexecutivesummary.sp.pdf
OCDE. (2015). Students, computers and learning: Making the connection. doi: http://dx.doi.org/10.1787/9789264239555-en
Pinto, M. y Puertas, S. (2012). Autoevaluación de la competencia informacional en los estudios de psicología desde la percepción del estudiante. Anales de Documentación, 15(2), 1-15. doi: https://doi.org/10.6018/analesdoc.15.2.151661
Prensky, M. (2001). Digital natives, digital immigrants (part 1). On the horizon, 9(5), 1-6. doi: https://doi.org/10.1108/10748120110424816
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.
Rodríguez, M. J., Olmos, S. y Martínez, F. (2013). Autoevaluación de competencias informacionales en educación secundaria: Propuesta de modelo causal desde una perspectiva de género. Bordón. Revista de Pedagogía, 65(2), 111-125. doi: https://doi.org/10.13042/brp.2013.65207
Santharooban, S. y Premadasa, P. G. (2015). Development of an information literacy model for problem based learning. Annals of Library and Information Studies, 62(3), 138-144.
Siddiq, F., Scherer, R. y Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92-93, 1-14. doi: https://doi.org/10.1016/j.compedu.2015.10.006
Zhang, H. y Zhu, C. (2016). A study of digital media literacy of the 5th and 6th grade primary students in Beijing. The Asia-Pacific Education Researcher, 25(4), 579-592. doi: https://doi.org/10.1007/s40299-016-0285-2
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
