La competencia informacional desde una perspectiva psicoeducativa: enseñanza basada en la resolución de problemas prototípicos y emergentes
This article contributes from a psycho-educational perspective to the definition and characterization of the concept of informational competency in teaching and learning in school-based education and in the training of information professionals. The first section defines a competent person as one wh...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/93678 |
| Acceso en línea: | http://hdl.handle.net/10609/93678 |
| Access Level: | acceso abierto |
| Palabra clave: | Psycho-educational perspective Informational competency Prototypical and emerging problems Critical incidents Training in information skills Perspectiva psicoeducativa Competencia informacional Problemas prototípicos y emergentes Incidentes críticos Formación en competencias informacionales Educational psychology Psicologia pedagògica Psicología educativa |
| Sumario: | This article contributes from a psycho-educational perspective to the definition and characterization of the concept of informational competency in teaching and learning in school-based education and in the training of information professionals. The first section defines a competent person as one who is able to adequately solve a set of typical problems stemming from a particular social or community practice. Based on this definition, the authors then identify and characterize informational problems and the most significant incidents faced by students during their school work, which are grouped into three sections: the demand and the conditions through which it is satisfied; the presence and the activation of beliefs, conceptions and relevant knowledge; and the regulation of decisions, emotions and interactions with others. The text then presents some guidelines for training in information skills, based on authentic tasks. The article concludes by reflecting on the implementation of innovative educational experiences for the development of informational competency in the context of formal education. |
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