Checking date: 17/05/2022

Course: 2022/2023

Digital Information literacy
Study: Bachelor in Management of Information and Digital Contents (340)

Coordinating teacher: MARTINEZ CARDAMA, SARA

Department assigned to the subject: Department of Library Science and Documentation

Type: Electives
ECTS Credits: 6.0 ECTS


Requirements (Subjects that are assumed to be known)
The students must have developed a set of skills required in the Degree and that are essential to follow this subject, referred to the domain of knowledge and techniques to process information for capture, organization, management and communication in digital environments
Skills and learning outcomes
Description of contents: programme
DIDACTIC UNIT 1. THE REASONS OF AN ACADEMIC SPECIALTY FOR SPECIALISTS IN CONTENTS AND DIGITAL INFORMATION 1. The web as a knowledge space 2. Socio-economic models 2.1. Digital divide and social inclusion 2.2. Digital economy and sustainable economy: economic models and laws 3. The professions of the XXI century: contents and reading-writings 4. The progress 3.1. Knowledge and knowledge 3.2. Science for the 21st century 3.3. Education for the 21st century DIDACTIC UNIT 2. MULTILITERACIES FOR SPECIALISTS IN CONTENTS AND DIGITAL INFORMATION 1. The reading and writing that the professional should consider 2. The competences that the professional must consider for his products to the user / client / educating 3. Origin and evolution of multi-literacy: its professional impact 4. New literacies and their cooperative model: a job opportunity. The definition of their specialties DIDACTIC UNIT 3. DIGITAL LITERACY: ACADEMIC AND PROFESSIONAL OBJECT 1. Taxonomy of multiliteracies and digital literacy 2. Digital competences in the European Union and governments of the world 3. Definitions, norms and guidelines for a cooperative digital literacy model for the Web 4. Professional projection: visualization, virtualization, editing, ethical uses of web content DIDACTIC UNIT 4. VISUAL APPLICATION OF DIGITAL LITERACY 1. Visual competences: their codes and norms 2. Good practices of professional application and quality criteria for their contents 3. Educational applications: edition and uses of educational digital objects. Design principles 4. Professional applications: virtual realities, videos, gaming. Design principles DIDACTIC UNIT 5. COMMUNICATIVE APPLICATION OF DIGITAL LITERACY 1. Communication competences: their codes and norms 2. Good practices of professional application and quality criteria for their contents 3. The applications in contents for open and cooperative learning for people: MOOCs, SPOCs, m-learning, the edition of contents according to digital environment 4. The applications in contents for cooperative learning for entities: dataliteracy, governance, open government and transparency DIDACTIC UNIT 6. EVALUATION IN DIGITAL LITERACY CONTENTS: A GUIDE FOR PROFESSIONALS 1. The evaluation in digital literacy and literacy: the role of the professional editor and content manager 2. Systems and models for evaluating digital literacy and literacy 3. Models and methods for evaluating digital literacy and literacy: quantitative, qualitative 4. Competent indicators, its design and functionality. 5. Professional and economic impact: rankings, reputation on the web, social responsibility DIDACTIC UNIT 7. DESIGN OF WEB CONTENTS FOR DIGITAL LITERACY 1. Field study and diagnostic analysis. The architecture for a digital literacy object 2. Quality criteria and application in contents such as design sketch 3. Digital product selection, competences and scope of application 4. Elements of elaboration: norms, phases, hyper-documentary properties, standards and evaluation models 5. Programming of the product for digital literacy: validation, application. evaluation
Learning activities and methodology
The subject is based on the autonomous learning of the student, for which it will be guided by the teaching materials prepared by the teacher, the specialized readings and the recommended bibliography. The methodology proposes a model of active and continuous learning promoting participation, through teaching and interaction with the use of technological tools. It will be provided: ppt transparencies, electronic addresses, computer programs and practice models through Aula Global. The matter will be structured: 1. Conceptual framework, which will provide a pdf document, with the concepts and concepts that will be worked on in each teaching unit to show the student a theoretical vision of the discipline that allows him to acquire the fundamental knowledge for its assimilation and application. 2. Complementary framework, which can be provided so that the student understands the different perspectives, trends and schools through a series of individual readings, in electronic format, through the Global Classroom platform. 3. Illustrative framework, which allows the student an understanding of the concept, for its assimilation and efficient application in their future professional performance. It will consist of electronic and / or virtual resources, complemented by debates. This framework will be powered by electronic addresses, resources, software and tutorials, to support conceptual discourse. This illustrative framework will allow to do practical exercises of comprehension of the subject in a continuous way (for the permanent learning) 4. Framework of practices, whose function is that students acquire skills, abilities and competencies through their preparation by students, in parallel to the development of the classes. Its objective is to prove what the student knows and knows about the competences proposed in each didactic unit. They will be designed as an object of learning: instructional design, associated complementary material, exemplifications, exercise proposal, completion by the student. 5. Questionnaires may be offered for completion by students, which will serve as a basic element of self-assessment and individual monitoring of quality in the learning process 6. Tutorials. To effectively develop the educational model, the tutorial system acquires importance in ensuring collaborative and meaningful learning. Two types of tutorials are proposed: one derived from the collective classroom tutorials; another one of personalized tutorials, referred to his formation and academic trajectory; virtual tutorials, for telematic attention on certain days
Assessment System
  • % end-of-term-examination 60
  • % of continuous assessment (assigments, laboratory, practicals...) 40
Calendar of Continuous assessment
Basic Bibliography
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  • Alper, M. . Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood education. Journal of Early Childhood Literacy, vol. 13 (2), 175-196. 2013
  • Association of College & Research Libraries. Visual Literacy Competency Standards for Higher Education. ACRL. 2011
  • Berman, E. . Transforming Information Literacy in the Sciences through the lens of e-Science. Communications in Information Literacy, vol. 7 (2), 161-170. 2013
  • Black, Michele y Rechter, Sue. ¿A critical reflection on the use of an embedded academic literacy program for teaching sociology¿. Journal of Sociology, 49 (4): 456-470. 2013
  • Bobish, G.. Participation and pedagogy: Connecting the social web to ACRL learning outcomes. . The Journal of Academic Librarianship, vol. 37 (1), 54-63. 2011
  • Borges, J. . Competências infocomunicacionais na atuação política de organizações da sociedade civil. Tendências da Pesquisa em Ciência da Informação, vol. 7 (2), 81-102 Bowman, N. A. y Bastedo, M. N. 2011. ¿Anchoring effects in world university rankings: Exploring biases in reputation scores¿, Higher Education, 61(4): 431¿444. 2014
  • Borges, J.; Marzal, M.A. . Competencias en información y en comunicación: desarrollo conceptual a partir de la New Media Literacy. Revista Interamericana de Bibliotecología. Vol. 40, (1), pp. 45-57. 2017
  • Bowman, N. A. y Bastedo, M. N.. ¿Anchoring effects in world university rankings: Exploring biases in reputation scores¿. Higher Education, 61(4): 431¿444. 2011
  • Brandtweiner, R.; Donat, E.; Kerschbaum, J. . How to become a sophisticated user: a two-dimensional approach to e-literacy. New Media & Society, vol. 12 (5), 813-833 . 2010
  • Brown, T.H. . Beyond constructivism: Navigationism in the knowledge era. On the Horizon, vol. 14 (3), 108-120. 2006
  • Buckingham, D. . Media Education: Literacy, Learning and Contemporary Culture. Polity Press: Cambridge. 2003
  • Buckingham, D. . Defining digital literacy-what do young people need to know about digital media?. ? En C. Lankshear; M. Knobel (editores), Digital literacies (pp. 73-90). New York: Peter Lang. . 2008
  • Calzada, F.J.; Marzal, M.A. . Incorporating Data Literacy into Information Literacy Programas: Core Competencies and Contents. Libri, vol. 63 (2), 123¿134. 2013
  • Carr, Nicholas. Superficiales: ¿Qué está haciendo Internet con nuestras mentes? . Madrid: Taurus.. 2011
  • Chang, C.S.; Liu, E.Z.F.; Lee, C.Y.; Chen, N.S.; Hu, D.C.; Lin, C.H.. Developing and validating a media literacy self-evaluation scale (MLSS) for elementary school students. The Turkish Online Journal of Educational Technology, vol. 10 (2), 63-71 . 2011
  • Cruz-Palacios, E.; Marzal, M.A. Gaming como medio didáctico para las alfabetizaciones múltiples. Videojuegos en la Educación del siglo XXI. Actas del V Congreso Internacional de Videojuegos y Educación (CIVE¿17). Universidad de La Laguna, Puerto de La Cruz (Tenerife). . 2017
  • Denda, K. . Developing Interview Skills and Visual Literacy: A New Model of Engagement for Academic Libraries. Portal: Libraries and the Academy, 15(2), 299-314. 2015
  • Dunaway, M.K. . Connectivism. Learning theory and pedagogical practice for nerworked information landscapes. Reference Services Review, vol. 39 (4), 675-685. 2011
  • Ferrari, A. . DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. European Commission Joint Research Centre Institute for Prospective Technological Studies [eds. Y. Punie; B. Brecko]: Luxemburgo. 2013
  • Ferrés, J.; Piscitelli, A. . La competencia mediática : propuesta articulada de dimensiones e indicadores. Comunicar, v. 19 (38), 75-82. 2012
  • García-Jiménez, Eduardo. ¿Concepto de excelencia en enseñanza superior universitaria. A definition of excellence in higher education¿. Educación Médica, 17: 83-87. 2016
  • Gee, J.P.. Good Video Games and Good Learning: Collected Essays on Video games Learning and Literacy. Peter Lang; New York. 2007
  • Gilbert, John, Reiner, Miriam y Nakhleh, Mary [ed]. Visualization: theory and practice in science education. Models and modeling in science education. New York: Springer. 2008
  • Giones-Valls, A.; Serrat-Brustenga, M. . La gestión de la identidad digital: una nueva habilidad informacional y digital. BiD: textos universitaris de biblioteconomia i documentació, 24. 2010
  • Godwin, P. . Information Literacy and Web 2.0: is it just hype? . Program: electronic library and information systems, vol. 43 (3), 264-274. 2009
  • González Fernández-Villavicencio, N. . Alfabetización para una cultura social, digital, mediática y en red. Revista Española De Documentación Científica, 35(Monográfico), 17-45. 2012
  • Guijarro-Jiménez, Clara, Gomera-Martínez, Antonio y Antúnez-López, Manuel. "Propuesta de indicadores de la Responsabilidad Social Universitaria conforme a la guía G4 del GRI: el caso de la Universidad de Córdoba". CIRIEC - Espana, 87: 103-137. 2016
  • Gunn, C.; Hearne, S.; Sibthorpe, J. . Right from the start: A rationale for embedding academic literacy skills in university courses. Journal of University Teaching & Learning Practice, vol. 8 (1), 1-6. 2011
  • Hargittai, E. . Survey measures of web-oriented digital literacy. Social Science Computer Review, vol. 23 (3), 371-379. 2005
  • Harris, B. R. . The New ACRL Information Literacy Competency Standards. Revising reception. . Communications in Information Literacy, vol.7 (2), 139-145.. 2013
  • Hattwig, D.; Bussert, K.; Medaille, A.; Burgess, J. . Visual literacy standards in higher education: new opportunities for libraries and student learning. Portal: Libraries and the Academy, vol. 13 (1), 61-89. 2013
  • Head, Alison J. . Staying smart: How today's graduates continue to learn once they complete college. Project Information Literacy: Seattle (WA). 2016
  • Henderson-Sellers, B.; González-Pérez, C. . A comparison of four process metamodels and the creation of a new generic standard. Information and Software Technology, vol. 47 (1), 49-65. 2005
  • Holden, I. . Predictors of Students¿ Attitudes toward Science Literacy. Communications in Information Literacy, vol. 6 (1), 107-123. 2012
  • Jacobson, T. E.; Mackey, T. P. . Proposing a metaliteracy model to redefine information literacy. Communications in Information Literacy, vol.7 (2), 84-91. 2013
  • Jenkins, H. et al. . Confronting the Challenges of Participatory Culture. Media Education for the 21st Century. MIT Press; Cambridge (Mas.)-London . 2009
  • Ke, Fenffeng y Hsu Chang-Yu. ¿Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning¿. The Internet and Higher Education, 26: 33-41. 2015
  • Knezovi¿, A.. ¿Rethinking the languages for specific purposes syllabus in the 21st century: Topic-centered or skills-centered¿. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10 (1): 122-137. 2016
  • Kutner, L.; Armstrong, A. . Rethinking Information Literacy in Globalized World.. Communications in Information Literacy, vol. 6 (1), 24-33. 2012
  • Lee, L.; Chen, D.; Li, J.; Lin, T. . Understanding new media literacy: The development of a measuring instrument. Computers & Education, vol. 85, 84-93. 2015
  • Lim, Miguel Antonio y Williams Øerberg, J. . ¿Active instruments: on the use of university rankings in developing national systems of higher education¿. Policy Reviews in Higher Education, 1(1): 91¿108. 2017
  • Lin, T.; Li, J.; Deng, F.; Lee, L.. Understanding new media literacy: An explorative theoretical framework. Journal of Educational Technology & Society, vol. 16 (4), 160-170.. 2013
  • MARZAL, Miguel Ángel; COLMENERO, María Jesús; JORGE, Car¬men. Avances en la medición de la Sociedad de la Información desde la perspectiva de la Unión Europea. Revista Interamericana de Bibliotecología, Jul.-Dic. vol. 33, no. 2, p. 423-446. 2010
  • MacMillan, M.; MacKenzie, A. . Strategies for integrating Information Literacy and Academic Literacy. Helping undergraduate students make the most of scholarly articles. Library Management, vol. 33 (8-9), 525-535. 2012
  • Mackey, T. P.; Jacobson, T. E. . Metaliteracy: Reinventing information literacy to empower learners. Facet; London . 2014
  • Marzal, M. A., Borges, J.. Modelos evaluativos de Metaliteracy y alfabetización en información como factores de excelencia académica. Revista Española de Documentación Científica, 40(3): 222-231. 2017
  • Marzal, M. A.; Parra, P. . Bibliotecas integradas: alfabetización en información como estímulo de cooperación. El Profesional de la Información, volumen 19, (nº 5, septiembre-octubre) pp. 463-468. 2010
  • Marzal, M.A.. La evaluación de los programas de alfabetización en información en educación superior: estrategias e instrumentos. Revista de Universidad y Sociedad del Conocimiento (RUSC), vol. 7 (2), 28-38. 2010
  • Marzal, M.A. . Evolución conceptual de la alfabetización en información a partir de la alfabetización múltiple en su perspectiva educativa y bibliotecaria. Investigación Bibliotecológica (Revista de CUIB), volumen 23, (nº 47, enero-abril), pp. 129-160. 2009
  • Marzal, M.A.; Calzada, F.J.; Vianello, M. Criterios para la evaluación de la usabilidad de los recursos educativos virtuales: un análisis desde la alfabetización en información. Information Research, vol. 13, (nº 4). 2008
  • Marzal, M.A.; Calzada. F.J.; Rubalcava, E. . Objetos de Aprendizaje como recursos educativos en programas de alfabetización en información para educación superior de posgrado competencial.. Revista de Investigación Bibliotecológica, 29 (66), p. 139-168. 2015
  • Marzal, M.A.; Cruz-Palacios, E. . Gaming como Instrumento Educativo para una Educación en Competencias Digitales desde los Academic Skills Centres. Revista General de Información y Documentación, v. 28 (2), pp. 489-506. 2018
  • Marzal, M.A.; Parra, P.; Colmenero, M.J. La medición de impacto y evaluación de programas de alfabetización en información para bibliotecas escolares. Revista Española de Documentación Científica 34, 2, abril-junio, 190-211. 2011
  • Marzal, M.A.; Pedrazzi, S.. Educational potential of topic maps and learning objects for m-learning in the knowledge society. Revista Transinformaçao. 27 (3), p. 229-244. 2015
  • Marzal, M.A.; Pedrazzi, S. . Las oportunidades y debilidades del m-learning como factor educativo competencial. Informaçao e Sociedade. Estudos, 24 (1), p. 179-193. 2014
  • Marzal, M.A.; Saurina, E. Diagnóstico del estado de la alfabetización en información (ALFIN) en las universidades chilenas. Perspectivas em Ciência da Informação, v.20, n.2, p.58-78. 2015
  • McBride, M.F. . Reconsidering Information Literacy in the 21st Century: the redesign of an Information Litearcy Class. Journal of Educational Technology Systems, vol.40 (3), 287-300. 2012
  • Mears-Delgado, B.; Marzal, M.A. . Evalfin: un modelo de evaluación de alfabetización informacional para instituciones de educación superior.. El Profesional de la Información, Vol 27, (4), pp. 879-890. 2018
  • Moselen, C.; Wang, L.. Integrating Information Literacy into Academic Curricula: A professional development programme for librarians at the University of Auckland. The Journal of Academic Librarianship, vol. 40, 116-123. 2014
  • Pidd, M.. Tools for Thinking: Modelling in Management Science. Wiley; Chichester. 2009
  • Pisté Beltrán, S.; Marzal, Miguel Ángel. Bibliotecas universitarias y educación digital abierta: un espacio para el desarrollo de instrumentos de implementación en web, de competencias en información e indicadores para su evaluación. Revista Interamericana de Bibliotecología, Vol. 41, (3) /septiembre-diciembre . 2018
  • Radcliff, S; Wong, E. . Evaluation of sources: a new sustainable approach. Reference Services Review, vol. 43 (2), 231 - 250. 2015
  • Rubalcava, E.; Marzal, M.A.; Borges, J. . Information Literacy and Metaliteracy as key factor in academic excellence in Higher Education. Proceedings Western Balkan Information Literacy Conference. Information Literacy in Digital World. Bihac (Boscia-H) 8-11 June 2016. Limerick Institute of Technology (Irlanda), p. 35-42. 2016
  • Shenton, A.K.; Hay-Gibson, N.V. . Information behaviour meta-models. Library Review, vol. 61 (2), 92-109 . 2012
  • Sproles, Claudena, Detmering, Robert y Johnson, Anna Marie. Trends in the literature on library instruction and information literacy, 2001-2010. Reference Services Review, 41 (3): 395-412.. 2013
  • Szigeti, K.; Wheeler, K. . Essential Readings in E-Science. Issues in Science and Technology Librarianship, Winter (64). 2011
  • Thomas, A. B.; Hodges, A. R. . Build sustainable collaboration: Developing and assessing metaliteracy across information ecosystems. Paper presented at the ACRL 2015, Portland, Oregon. 78-94. 2015
  • Tyner, K.. Audiencias, intertextualidad y nueva alfabetización en medios. Comunicar: Revista Científica De Comunicación y Educación, vol. 15 (30), 79-85. 2008
  • Witek, D.; Grettano, T. . Teaching metaliteracy: A new paradigm in action. Reference Services Review, vol. 42 (2), 188-208. 2014
  • Witek, Donna y Grettano, Teresa. . ¿Teaching metaliteracy: A new paradigm in action¿. Reference Services Review, 42 (2): 188-208. 2014
  • Xiong, Yao y Suen, Hoy K. . ¿Assessement approaches in massive open online courses: Possibilities, challenges and future directions. International Review Education, 64: 241-263. 2018

The course syllabus may change due academic events or other reasons.