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020 _a9783030500146
024 7 _a10.1007/978-3-030-50014-6
_2doi
040 _cМУБИС
050 4 _aLB5-3640
072 7 _aJNT
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082 0 4 _a371.3
_223
100 1 _aCabra-Torres, Fabiola.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aInformation Literacy in Higher Education
_h[electronic resource] :
_bA Sociocultural Perspective /
_cby Fabiola Cabra-Torres, Gloria Patricia Marciales Vivas, Harold Castañeda-Peña, Jorge Winston Barbosa-Chacón, Leonardo Melo González, Oscar Gilberto Hernández Salamanca.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXX, 112 p. 15 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _a1. The study of information literacy in university education -- 2. The concept of information in the documentation and information science -- 3. Methodological proposal for the observation of information literacy -- 4. Informational literacy profiles of university students -- 5. Information literacy and experiences of university professors -- 6. Shifts in information literacy research. .
520 _aThis book presents an innovative theoretical and methodological approach to study information literacy in higher education contexts. While mainstream studies tend to see information literacy as a technical and universal process, this book proposes a theoretical and methodological framework to study information literacy from a sociocultural perspective, highlighting the importance of the social and cultural contexts in which information literacy develops. This situated approach demands that research data must be analysed in relation to the contexts in which they emerge, so the book proposes a research method based on the study of personal histories and stories, learning situations and intersubjective relationships to characterize the different information profiles of different information users. Adopting a multidisciplinary approach that combines contributions from educational research, psychology and information sciences, the authors first present a theoretical discussion to argue in favor of the sociocultural paradigm to study information literacy, then present their methodological proposal to observe informational competencies among higher education students, and finally present the results of an empirical study to identify different information literacy profiles among Latin American students and teachers. Breaking with the hegemonic paradigm in the field, Information Literacy in Higher Education – A Sociocultural Perspective provides useful and innovative tools to researchers working in different areas of the social sciences, such as education, psychology, linguistics and information sciences.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aEducational technology.
650 0 _aHigher education.
650 1 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
650 2 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
700 1 _aMarciales Vivas, Gloria Patricia.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aCastañeda-Peña, Harold.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aBarbosa-Chacón, Jorge Winston.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aMelo González, Leonardo.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aHernández Salamanca, Oscar Gilberto.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030500139
776 0 8 _iPrinted edition:
_z9783030500153
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-3-030-50014-6
942 _2ddc
_cEBOOK
999 _c102118
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