Cómo perciben las competencias informacionales los estudiantes universitarios españoles: un estudio de caso

• Autores: María Pinto Molina , David José Guerrero Quesada
• Localización: Investigación bibliotecológica, ISSN 0187-358X, ISSN-e 2448-8321, Vol. 31, Nº. 73, 2017, págs. 213-236
• Idioma: español
• DOI: 10.22201/iibi.24488321xe.2017.73.57854
• Títulos paralelos:
  • How Spanish University Students Perceive Information Competencies: A Case Study
• Enlaces
  • Texto completo
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    Resumen El estudio se centra en un diagnóstico de las competencias informacionales basado en la percepción por parte de los estudiantes de la Universidad de Granada de las cinco ramas del conocimiento (Artes y Humanidades, Ciencias, Ciencias de la Salud, Ciencias Sociales y Jurídicas, e Ingeniería y Arquitectura). Se emplea una metodología cuantitativa apoyada en la encuesta validada IL-HUMASS. Los resultados destacan la importancia que para estos estudiantes tienen las competencias informacionales así como las lagunas de formación que perciben tener en la adquisición de ciertas habilidades, especialmente de aquellas relacionadas con el tratamiento y la comunicación de información; las notables diferencias en actitud y comportamiento informacional entre los estudiantes de los distintos grados, tanto a nivel de autoeficacia percibida como en cuanto a los hábitos de aprendizaje de dichas competencias.

  • English

    Abstract The study focuses on an assessment of information skills based on the perception of students of the University of Granada enrolled in Arts and Humanities, Science, Health Sciences, Social Sciences and Law, and Engineering and Architecture. A quantitative methodology based on the validated survey IL-HU-MASS is employed. The results highlight the importance that these students afford to the information competencies and the lack of training they perceive regarding the acquisition of certain skills, especially those related to the processing and communication of information. Results also show significant differences in information behavior and attitude between students enrolled n different programs, both in terms of self-efficacy and learning habits. It concludes with a SWOT analysis describing the skills valued least and most by students, and a with number of suggestions for improving weaknesses.

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