Assessing teachers' non-self-perceptive information literacy at the university level
a systematic review
DOI:
https://doi.org/10.54886/ibersid.v17i1.4805Keywords:
Teachers' information literacy, University teacher assessment, Information literacyAbstract
The purpose of a systematic review of the literature on the processes of assessing teachers' information literacy at the university level is to identify studies, trends, instruments, procedures or relevant findings in the area. On the other hand, it is intended to generate a process of reflection that allows us to turn our gaze towards the teacher himself, since most of the instruments and procedures for the evaluation of informational skills are oriented towards the students. There are countless instruments to measure informational competence, such as CAUL in informational skills, IL-humass questionnaire SAILS to mention a few (Pisté Beltrán, 2015), most of these instruments are constructed in a generic way, and are usually applied in students, other studies focus on teachers in training, who are still students; analysis and instruments that can be used specifically in teachers are required, preferably not self-perceptive, even that can differentiate the level of competence for the different types of teachers that exist in universities. This review seeks to establish the state of the art regarding evaluation processes focused on university teachers within the online information systems Web of Science and Scopus until July 2022. There is a lack of studies that focus specifically on the evaluation of teachers' informational competence and the performance approach is almost absent; the studies focus primarily on self-perceptive views.
Downloads
References
ACRL (2016). Marco de Referencia para Habilidades para el Manejo de la Información en la Educación Superior. // Guidelines, Standards, and Frameworks. https://www.ala.org/acrl/standards/ilframework (2019-11-10)
Almeida Serafim, Lucas; Almeida Serafim, Lucas (2016). Incompetências em informação: o caso da conveniência na busca por informação. // Em Questão. ISSN 1807-8893. 22:2, 36.
Bielba Calvo, Marcos; Martínez Abad, Fernando; Rodríguez Conde, María José (2016). Validación psicométrica de un instrumento de evaluación de competencias informacionales en la educación secundaria. // Bordón. Revista de Pedagogía. ISSN 2340-6577. 68:2, 27-43.
Castañeda, Linda; Esteve-Mon, Francesc Marc; Adell, Jordi; Prestridge, Sarah (2021). International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed. // European Journal of Teacher Education. ISSN 0261-9768. 45:4, 1-20.
Chávez-Melo, Giovanni; Robles Cano, Alfonso; Navarro-Rangel, Yadira (2020). La competencia digital docente: una perspectiva global. // RD. ISSN 0369-4305. 6:1, 80–97.
Dawes, Lorna (2019). Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study. // Journal of Librarianship and Information Science. ISSN 0961-0006. 51:2, 545–560.
De los Santos Lorenzo, Mayeily; Martínez Abad, Fernando (2021). Las Competencias Informacionales Observadas y Auto-percibidas en el Profesorado Iberoamericano. // Revista Interuniversitaria de Formación del Profesorado. Continuación de la Antigua Revista de Escuelas Normales. ISSN 2530-3791. 96:35.1, 163–184.
De Almeida, Patrícia (2022). Hermenêutica na Ciência da Informação. // Ibersid. Revista de Sistemas de Información y Documentación. ISSN 2174-081X. 16:1, 83–92.
Diller, Karen; Phelps, Sue (2008). Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an Information Literacy Program. // Portal: Libraries and the Academy. 8:1, 75-89
Durodolu, Oluwole (2018). Information literacy, self-concept and metacognitive ability of teacher-librarians at the University of Zululand. // Library Philosophy and Practice. ISSN 1522-0222. 1–27.
Esteve-Mon, Francesc Marc (2015). La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3d. Tarragona: Universitat Rovira i Vigili. Tesis doctoral.
Fajriani, Fifi; Citra Rosalyn, Anwar; Arnidah (2021). Teachers and Digital Literacy: Case Study of Teachers at SMA Negeri 1 Makassar. // International Journal of Global Community. ISSN 2615-0859. IV:1, 79–85.
Habibzadeh, Ashab; Abdolrahmani, Reza (2020). The information literacy model of faculty members: A case of Amin University. // International Journal of Information Science and Management. ISSN 2008-8310. 18:1, 49–64.
Hazrati, Hakimeh; Gavgani, Vahideh Zarea; Ghorbanian, Naser (2013). Determining information literacy competency of faculty members and post graduate medical and para medical students in using medical information resources. // Library Philosophy and Practice. ISSN 1522-0222. 8:1, 1–18.
INEE. (2015). Los docentes en México: Informe 2015. 1ª Ed. México, D.F: Orduña Chávez, María Norma. ISBN 978-607-7675-65-5. Informe.
Jeyshankar, Ramalingam; Vellaichamy, Alagarsamy (2018). An analysis of women faculty attitudes, perceptions and experiences of information access competency. // Library Philosophy and Practice. ISSN 1522-0222. 1860.
Liberati, Alessandro; Altman, Douglas; Tetzlaff, Jennifer; Mulrow, Cynthia; Gøtzsche, Peter; Ioannidis, John; Clarke, Mike; Devereaux, P. J.; Kleijnen, Jos; Moher, David (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. // Journal of Clinical Epidemiology. ISSN 1878-5921. 62:10, e1–e34.
Maharana, Bulu; Mishra, Champeswar (2007). A survey of digital information literacy of faculty at Sambalpur University. // Library Philosophy and Practice. ISSN 1522-0222. 1–10.
Malik, Amara; Ali, Shahbaz; Batool, Hina; Ameen, Kanwal (2021). Assessing Information Literacy Skills of Mathematics Faculty Members in Pakistan. // Qualitative and Quantitative Methods in Libraries (QQML). ISSN 2241-1925. 10:3, 283–300.
Onyancha, Omwoyo Bosire (2020). Knowledge visualization and mapping of information literacy, 1975–2018. // IFLA Journal, ISSN 0340-0352. 46:2, 107–123.
Osman, Hawa; Komla Tseh, Elías; Adzoa Ahlijah, Selorm (2021). The Importance of Information Literacy Skills for the Effective use of Electronic Resources by Faculty of the University of Health and Allied Sciences, Ho, Ghana. // Library Philosophy and Practice. ISNN 15220222.5226, 1-13.
Otawa Hospital Researc Institute; Unisersity of Oxford; Monash University (2020). PRISMA. Transparent Reporting of Systematic Reviews and Meta-Analyses. http://www.prisma-statement.org/
Page, Matthew; McKenzie, Joanne; Bossuyt, Patrick; Boutron, Isabelle; Hoffmann, Tammy; Mulrow, Cynthia; Shamseer, Larissa; Tetzlaff, Jennifer; Akl, Elie; Brennan, Sue; Chou, Roger; Glanville, Julie; Grimshaw, Jeremy; Hróbjartsson, Asbjørn; Lalu, Manoj; Li, Tianjing; Loder, Elizabeth; Mayo-Wilson, Evan; McDonald, Steve; […] Moher, David (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. // Revista Española de Cardiología. ISSN 03008932. 7:9, 790–799.
Pérez, Lourdes; Jordano, María; Martin-Cuadrado, Ana María (2017). Los NOOC para la formación en competencias digitales del docente universitario. Una experiencia piloto de la Universidad Nacional de Educación a distancia (UNED). // RED. Revista de Educación a Distancia. ISSN 1578-7680. 55:1, 1–35.
Pinto, María (2016). Assessing disciplinary differences in faculty perceptions of information literacy competencies. // Aslib Journal of Information Management. ISSN 20503814. 68:2, 227–247.
Pinto, María; Gómez-Hernández, José Antonio; Sales, Dora; Cuevas-Cerveró, Aurora; Fernández-Pascual, Rosaura; Caballero, David; Guerrero-Quesada, David; Navalón, Conrado (2019). Aprender y enseñar competencias digitales en un entorno móvil: avances de una investigación aplicada a profesorado y alumnado universitario de Ciencias Sociales. // Revista Ibero-Americana de Ciência Da Informação. ISSN 1983-5213. 12:2, 585–596.
Pisté Beltrán, Saknicté (2015). Evaluación de competencias en información para el aprendizaje y la investigación en universidades en México. Madrid: Carlos III de Madrid. Tesis doctoral.
Rafique, Ghulam Murtaza (2014). Information literacy skills of faculty members: A study of the University of Lahore, Pakistan. // Library Philosophy and Practice. ISSN 1522-0222. 1072:1, 1-23.
Rueda Tamayo, D., & Meneses Placeres, G. (2021). Estrategia para potenciar el comportamiento informacional de profesores universitarios en Villa Clara, Cuba. // Revista Cubana de Información en Ciencias de La Salud. 32:1, 1-22.
Sales, Dora; Cuevas-Cerveró, Aurora; Gómez-Hernández, José Antonio (2020). Perspectives on the information and digital competence of Social Sciences students and faculty before and during lockdown due to Covid-19. // El Profesional de La Información. ISSN 13866710. 29:4, 1–20.
Schachter, D. (2020). Theory into practice: Challenges and implications for information literacy teaching. // IFLA Journal. ISSN 17452651. 46:2, 133–142.
SCONUL (2011). The SCONUL Seven Pillars of Information Literacy: Core model for higher education. 1-14
Sparks, Jesse; Katz, Irvin; Beile, Penny (2016). Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next-Generation Assessment. // ETS Research Report Series. ISSN 23308516. 2016:2, 1–33.
Thelwall, Mike; Kousha, Kayvan (2015). Web indicators for research evaluation. Part 1: Citations and links to academic articles from the Web. // El Profesional de La Información. ISSN 16992407. 24:5, 587–604.
Toledo Sánchez María del Carmen; Maldonado-Radillo, Sonia Elizabeth (2015). Alfabetización informacional en instituciones de educación superior: Diseño de un instrumento. Biblios. // Journal of Librarianship and Information Science. ISSN 1562-4730. 60, 14–31.
Wickramanayake, Lalith (2010). Information-seeking behavior of management and commerce faculty in Sri Lankan universities: An evaluation. // Library Review. ISSN 0024-2535. 59:8, 624–636.
Yang, Qirui; Cheng, Wei; Wang, Cheng (2021). Research on the Analysis Framework of Information Literacy of University Teachers in the Post-Epidemic Era. Japan: 2021. // 5th International Conference on Education and E-Learning. ISBN 9781450385749. Proceeding.
Zelada Pérez, Malena de los Milagros; Valcárcel Izquierdo, Norberto (2020). Competencias Informacionales en los profesores en la Universidad de Ciencias Médicas de La Habana. // Revista Habanera de Ciencias Médicas. ISSN 1729 -519X. 19:2, 1-15.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 1970 Authors retain their copyright, but transfer the exploitation rights (reproduction, distribution, public communication and transformation) to the journal in a non-exclusive way and guarantee the right to the first publication of their work to the journal, which will be simultaneously subjected to the license CC BY-NC-ND. Authors take whole personal responsibility on fulfilling all the appropiate ethical codes and laws, and obtaining all the necessary copyright permissions regarding their articles. Institutional and self- archiving is allowed and encouraged.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
© 2007- . Authors retain their copyright, but transfer the exploitation rights (reproduction, distribution, public communication and transformation) to the journal in a non-exclusive way and guarantee the right to the first publication of their work to the journal, which will be simultaneously subjected to the license CC BY-NC-ND. Authors take whole personal responsibility on fulfilling all the appropiate ethical codes and laws, and obtaining all the necessary copyright permissions regarding their articles. Institutional and self- archiving is allowed and encouraged.
