Publication: La biblioteca integrada como modelo de convergencia educativa en alfabetización en información
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2016-01-07
Defense date
2016-02-09
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Abstract
Se presenta y estudia con detalle el concepto joint use library o biblioteca integrada
como un modelo de convergencia entre bibliotecas públicas y centros educativos, a
través del diseño de un prototipo de programa de actuación de alfabetización en
información aplicado al entorno virtual de aprendizaje de la empresa Baratz, referente
mundial en automatización de procesos y gestión de flujos de información y
documentación, y dirigido a la formación de formadores, bibliotecarios, usuarios de
bibliotecas y profesionales que necesitan información para su toma de decisiones.
La hipótesis de partida es la alianza entre biblioteca y escuela, que siempre ha estado
presente en la filosofía de trabajo de las bibliotecas como una manera de rentabilizar
recursos y mejorar los servicios. Desde los primeros momentos de su desarrollo
contemporáneo la biblioteca pública asumió una mayor responsabilidad en su función
educativa ofreciendo espacios de lectura infantiles, visitas guiadas y préstamos de
libros a las escuelas. En aquellos lugares donde no existía una biblioteca pública eran
las escuelas las únicas que podían ofertar el servicio bibliotecario a la comunidad. De
esta mutua necesidad, surgieron los primeros casos de biblioteca integrada a
mediados del siglo XIX.
En la actualidad, tras muchos años en los que ha sido considerada como una forma
inferior de provisión de servicios bibliotecarios, el concepto de biblioteca integrada
comienza a consolidarse a nivel mundial, encontrando numerosos ejemplos de buenas
prácticas en la prestación de distintos servicios bibliotecarios. A partir del análisis de
los modelos y normas de alfabetización en información aplicados en bibliotecas
públicas y bibliotecas educativas (escolares y universitarias) y de los programas dealfabetización en información implantados en bibliotecas joint use, el presente trabajo
pretende mostrar un posible método de “integración” de ambos tipos de bibliotecas
mediante el desarrollo de un curso diseñado para alcanzar destrezas, habilidades y
competencias en alfabetización en información y para su difusión y posible uso en la
acción formativa de bibliotecas integradas.
La estructura del programa que se presenta como prototipo, fruto de la cooperación
entre la empresa Baratz y la Universidad Carlos III, se desarrolla en cinco módulos
formativos: un módulo 1 de competencias básicas, para destrezas y habilidades en la
búsqueda y recuperación de información, un módulo 2 de asimilación de contenidos,
un módulo 3 de lectura digital, un módulo 4 de generación de conocimiento y
contenidos mediante instrumentos de la Web 2.0 y un módulo 5 de escritura digital.
El curso también incorpora como parte sustancial la evaluación, tanto programática
para la institución, como formativa y de diagnóstico para los educandos, una con
indicadores, la otra con cuestionarios.
The joint use library is introduced as a model for school and public library convergence with the purpose to create a information literacy programme implemented in the virtual learning environment developed by Baratz, a world class automatic processing and information and documentation flow management company. The aim was not to establish a virtual educational programme monitored by librarians and geared to delivery and use, not only in libraries, but in of all manner of entities needing to include this type of programmes in their training plans or in institutions whose professionals need to constantly update their skills. The underlying hypothesis is the existence of the alliance between libraries and schools that has always been an element of libraries’ working philosophy as a way to optimise resources and improve user services. From the outset, the contemporary public library established one-directional cooperation with educational institutions, assuming greater educational responsibilities, creating environments and offering guided tours for children and lending books to schools. At the same time, in communities with no public library, schools were the only institutions able to provide library services. This mutual need gave rise to the first joint use libraries in the midnineteenth century. At present, after many years in which it was regarded as a lesser form of library service delivery, the joint use library has begun to consolidate its position world-wide with numerous examples of good practice in the provision of library services. From the analisys of the models and rules of information literacy being carried out in public and educational libraries (school and university libraries) and the information literacy programmes introduced in joint use libraries, this paper aims to show a possiblemethod of integration of both types of libraries. This would be done by means of developing a course designed to get skills, abilities and competence in information literacy and its spreading and possible use in a formative action in joint use libraries. Structurally speaking, the course has five core training modules in which skills are acquired gradually. Module 1 describes the strategies for retrieving information, along with expert handling, selection and assessment of information sources. Module 2 teaches the expert use of the tools designed for effective content organisation and knowledge-effective editing and characteristic of digital content management. Module 3 is designed to gain effective “digital reading” skills through the satisfactory editing, use and management of self-charted concept maps, the basis of the pupil's own electronic discourse. Module 4 is specifically geared to knowledge and the efficient “educational” use of social networking and Web 2.0 tools as fundamental elements for digital reading comprehension in the context of education in the knowledge society; and module 5 addresses digital writing. The course contains follow-up or self-assessment questionnaires and edited and structured indicators designed to measure the skills acquired.
The joint use library is introduced as a model for school and public library convergence with the purpose to create a information literacy programme implemented in the virtual learning environment developed by Baratz, a world class automatic processing and information and documentation flow management company. The aim was not to establish a virtual educational programme monitored by librarians and geared to delivery and use, not only in libraries, but in of all manner of entities needing to include this type of programmes in their training plans or in institutions whose professionals need to constantly update their skills. The underlying hypothesis is the existence of the alliance between libraries and schools that has always been an element of libraries’ working philosophy as a way to optimise resources and improve user services. From the outset, the contemporary public library established one-directional cooperation with educational institutions, assuming greater educational responsibilities, creating environments and offering guided tours for children and lending books to schools. At the same time, in communities with no public library, schools were the only institutions able to provide library services. This mutual need gave rise to the first joint use libraries in the midnineteenth century. At present, after many years in which it was regarded as a lesser form of library service delivery, the joint use library has begun to consolidate its position world-wide with numerous examples of good practice in the provision of library services. From the analisys of the models and rules of information literacy being carried out in public and educational libraries (school and university libraries) and the information literacy programmes introduced in joint use libraries, this paper aims to show a possiblemethod of integration of both types of libraries. This would be done by means of developing a course designed to get skills, abilities and competence in information literacy and its spreading and possible use in a formative action in joint use libraries. Structurally speaking, the course has five core training modules in which skills are acquired gradually. Module 1 describes the strategies for retrieving information, along with expert handling, selection and assessment of information sources. Module 2 teaches the expert use of the tools designed for effective content organisation and knowledge-effective editing and characteristic of digital content management. Module 3 is designed to gain effective “digital reading” skills through the satisfactory editing, use and management of self-charted concept maps, the basis of the pupil's own electronic discourse. Module 4 is specifically geared to knowledge and the efficient “educational” use of social networking and Web 2.0 tools as fundamental elements for digital reading comprehension in the context of education in the knowledge society; and module 5 addresses digital writing. The course contains follow-up or self-assessment questionnaires and edited and structured indicators designed to measure the skills acquired.
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Keywords
Alfabetización informacional, Bibliotecas