Publication: Formas de experimentar la alfabetización en información: la fenomenografía como herramienta para evaluar el impacto después de los estudios de postgrado
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2018-05
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2018-05-18
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Abstract
Esta tesis investiga las experiencias en alfabetización en información de un grupo de antiguos alumnos de postgrado de El Colegio de México. La pregunta de investigación clave en esta investigación fue: ¿Cómo experimentan la alfabetización en información un grupo de antiguos alumnos de postgrado del Centro de Estudios Demográficos, Urbanos y Ambientales que tomaron un curso sobre el tema? Las respuestas a esta pregunta servirán para evaluar el curso de alfabetización en información que este grupo de antiguos alumnos tomó, en diferentes momentos, entre2004 y 2010. La metodología cualitativa que se utilizó para esta evaluación es la fenomenografía, un enfoque de investigación diseñado para el estudio de la experiencia humana, y como método se empleó la entrevista. La fenomenografía estudia las formas cualitativamente distintas en que las personas experimentan un fenómeno. Durante el estudio se entrevistaron a 19 antiguos alumnos que en cuatro distintos programas y en diferentes años académicos tomaron el curso. La mayoría de estas personas ahora ocupan posiciones como profesores e investigadores. Con base en el enfoque de investigación fenomenográfico, se identificaron seis categorías descriptivas que resumen la forma en que los antiguos alumnos experimentan la alfabetización en información: 1) El curso como un asunto incomprensible. 2) El curso como un elemento de utilidad en la academia. 3) El curso como un apoyo en la búsqueda de información. 4) El curso como un apoyo para trabajar el aparato crítico. 5) El curso como una ventaja comparativa. 6) El curso como un beneficio para alumnos y colegas. Esta investigación contribuye al campo de la evaluación de la alfabetización en información debido a que propone una metodología que ha sido poco utilizada en Iberoamérica. Adicionalmente, se aplica en un grupo de antiguos alumnos de postgrado, lo cual resulta una novedad, debido a que rara vez se investiga el impacto que tiene la alfabetización en información fuera de la universidad.
This thesis investigated the information literacy experiences of a group of graduate alumni of El Colegio de México. The key research question in this research was: How does a group of graduate alumni from the Center for Demographic, Urban and Environmental Studies experience information literacy after they took a course on the subject ? The answers to this question will serve to evaluate the information literacy course that this group of former students took, at different times, between 2004 and 2010. The qualitative methodology that was used for this evaluation is the phenomenography, a research approach designed to the study of human experience, and as an interview method was used. Phenomenography studies the qualitatively different ways in which people experience a phenomenon. During the study, 19 alumni were interviewed. They took the course in four different programs and in different academic years. Most of these people now occupy positions as professors and researchers.Based on the phenomenographic research approach, six descriptive categories were identified that summarize the way in which alumni experience information literacy: 1)The course as an incomprehensible topic. 2) The course as an element of utility in the academy. 3) The course as a support in the search for information. 4) The course as a support to work the references. 5) The course as a comparative advantage. 6) The course as a benefit for students and colleagues. This research contributes to the field of information literacy assessment because it proposes a methodology that has been little used in Ibero-America. Additionally, it is applied in a group of graduated alumni, which is a novelty, because the impact of information literacy outside the university is rarely investigated.
This thesis investigated the information literacy experiences of a group of graduate alumni of El Colegio de México. The key research question in this research was: How does a group of graduate alumni from the Center for Demographic, Urban and Environmental Studies experience information literacy after they took a course on the subject ? The answers to this question will serve to evaluate the information literacy course that this group of former students took, at different times, between 2004 and 2010. The qualitative methodology that was used for this evaluation is the phenomenography, a research approach designed to the study of human experience, and as an interview method was used. Phenomenography studies the qualitatively different ways in which people experience a phenomenon. During the study, 19 alumni were interviewed. They took the course in four different programs and in different academic years. Most of these people now occupy positions as professors and researchers.Based on the phenomenographic research approach, six descriptive categories were identified that summarize the way in which alumni experience information literacy: 1)The course as an incomprehensible topic. 2) The course as an element of utility in the academy. 3) The course as a support in the search for information. 4) The course as a support to work the references. 5) The course as a comparative advantage. 6) The course as a benefit for students and colleagues. This research contributes to the field of information literacy assessment because it proposes a methodology that has been little used in Ibero-America. Additionally, it is applied in a group of graduated alumni, which is a novelty, because the impact of information literacy outside the university is rarely investigated.
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Keywords
Alfabetización en información, Fenomenografía, Alumnos de postgrado, El Colegio de México