Experiencias de alfabetización informativa en ambientes virtuales de aprendizaje

IF 0.1 Q4 INFORMATION SCIENCE & LIBRARY SCIENCE

Biblios-Revista de Bibliotecologia y Ciencias de la Informacion Pub Date : 2016-03-14 DOI:10.5195/BIBLIOS.2015.254

P. Salazar

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引用次数: 2

Abstract

Objective. Suggest the use of virtual learning environments as an Information Literacy (IL) alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases); phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom) these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

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虚拟学习环境中的信息素养经验

目标。建议使用虚拟学习环境作为信息素养(IL)的替代方案。方法。网站的主要元素分析。为了实现这一目的，本文包括了IL和学习虚拟环境之间的关系(通过定义这两个短语);创建虚拟IL程序的阶段;精心设计教学媒介的过程;可能支持该计划的应用程序;并描述了来自四个国家(墨西哥、美国、西班牙和英国)的11个学习虚拟环境的例子，这些例子满足了所表达的条件。结果。我们获得了四个比较表，检查了每种体验的五个要素:目标;目标群体;机构;国家;和平台使用。结论。任何IL提案都应有明确的定义;IL经验必须遵循一个教学系统的过程;所描述的经验是基于IL定义的;所分析的经验是相似的;虚拟学习环境可以作为IL的替代方案。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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