scholarly journals EM BUSCA DA PEDAGOGIA DA EMANCIPAÇÃO NA EDUCAÇÃO PARA A COMPETÊNCIA EM INFORMAÇÃO SUSTENTÁVELSEARCHING FOR A PEDAGOGY OF EMANCIPATION TO THE SUSTAINABLE INFORMATION LITERACY EDUCATION

2011 ◽  
Vol 9 (1) ◽  
pp. 166
Author(s):  
Elisabeth Adriana Dudziak
Keyword(s):  
Higher Education ◽  
Media Literacy ◽  
Information Literacy ◽  
International Study ◽  
Literacy Education ◽  
Educational Process ◽  
Learning Assessment ◽  
Education Students ◽  
Information User ◽  
Teaching Learning

O projeto de pesquisa Competências Info-Midiáticas no Ensino Superior (CIMES), ainda em andamento, permite neste momento apresentar apenas alguns resultados parciais. Tomando por base o campo de estudos internacionalmente reconhecido como IML (Information and Media Literacy), o projeto CIMES tem por objetivo implantar um Sistema Educacional Interativo de Promoção da Competência Info-Midiática dos Estudantes de Ensino Superior das universidades públicas brasileiras. Considerando a magnitude do projeto, várias frentes de trabalho têm sido desenvolvidas, traduzidas em sub-projetos a serem implementados paulatinamente, com a colaboração de diferentes agentes. Um destes sub-projetos está relacionado à conceituação da educação para a competência info-midiática e a definição dos processos de ensino-aprendizagem-avaliação. O objetivo deste artigo não é descrever o projeto e sim propor uma reflexão a respeito das diferentes concepções pedagógicas possíveis a serem utilizadas nos processos de educação para a competência em informação. Com base na revisão teórica feita até o momento, resultados parciais revelam que há distintas concepções e apropriações da pedagogia da competência em informação, determinando diferentes tipos e níveis de ação e intervenção no processo de ensino-aprendizagem-avaliação, e respectivos resultados. A pedagogia da competência em informação, em seu nível mais elevado, conduz à emancipação do estudante como usuário e produtor de informação. Definida como fenômeno dialético, a pedagogia da emancipação constrói-se ininterruptamente mediante um diálogo recursivo entre o ser humano e a realidade, entre sujeito e sociedade, entre meio e mensagem. A proposta é avançar na discussão sobre o modelo pedagógico a ser adotado e, a partir dele, considerar o design do processo educacional como um todo.Abstract The research project Info-Media Literacy in Higher Education (CIMES), still not concluded, allows now to present only partial results. Based on the international study field internationally recognized as IML (Information and Media Literacy), the project aims to deploy CIMES an Interactive Educational System for Promotion of Information and Media Literacy for Higher Education Students of Brazilian public universities. Considering the magnitude of the project, various aspects have been developed, translated into sub-projects that have been implemented gradually, with different actors’ collaboration. One of these sub-projects is about the concept information literacy education and teaching-learning-assessment definition. The aim of this article is not to describe the project. The purpose is to propose a reflection about different possible pedagogical assumptions to be used in information literacy education process. Based on literature review done so far, preliminary results show that there are different conceptions of pedagogy and appropriation of information competence, whose determine different types and action and intervention levels in teaching-learning-evaluation processes and its results. The teaching of information competence, at its highest level, leads to the emancipation of the student as a information user and producer. Defined as a dialectical phenomenon, the pedagogy of emancipation is built continuously by a recursive dialogue between man and reality, between subject and society, between medium and message. The proposal of this paper is to advance The proposal is to advance in the discussion about the pedagogical model to be adopted and, through them, consider the desing of the educational process as a whole. 

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

Media Literacy for Political Cognition in Higher Education

2018 ◽  
pp. 305-331
Author(s):  
Chad Woolard
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Media Literacy ◽  
Information Literacy ◽  
Civic Education ◽  
The Core ◽  
2016 Election ◽  
Values And Beliefs ◽  
Literacy Educators ◽  
Pedagogical Approaches

Civic education has long been a goal of liberal education, and many institutions are renewing their commitment to meaningful civic engagement as both a philosophical and educational goal of higher education. Civic engagement and media literacy are essential to fostering democracy. This chapter outlines the shared ideological and pedagogical approaches to civic and political engagement and its connection to media literacy education. The 2016 election cycle has presented a number of challenges for civic engagement and media literacy educators. Many of the core values and beliefs related to critical thinking and information literacy have been challenged.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

scholarly journals Information Literacy Strategies Used by Second- and Third-Year Biology Students

2019 ◽  
Author(s):  
Catherine Lantz ◽  
Paula R Dempsey
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Information Literacy ◽  
Scientific Practice ◽  
Scientific Discovery ◽  
Research Articles ◽  
Primary Research ◽  
Education Students ◽  
Literacy Strategies ◽  
Biology Students

Results from focus groups with 23 second- and third-year biology students revealed gradual gains in information literacy (IL) abilities and dispositions needed for them to join the community of scientific practice as laid out in the ACRL Framework for Information Literacy for Higher Education. Students were consumers of information and not yet producers of information. They interacted often with primary research articles but struggled to use research tools effectively; remembered active learning vividly; and relied on video resources, Google, and discussions with peers and instructors to define terms and understand results. Findings support the value of collaboration between librarians and science faculty to incorporate IL skills in the process of scientific discovery.

scholarly journals Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

2020 ◽  
Vol 12 (21) ◽  
pp. 9069
Author(s):  
Guillermo Rodríguez-Abitia ◽  
Sandra Martínez-Pérez ◽  
Maria Soledad Ramirez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Three Dimensions ◽  
Diagnostic Study ◽  
Use Of Technology ◽  
Digital Gap ◽  
Teaching Learning

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

scholarly journals Socialization of Young People with Special Educational Needs

2021 ◽  
Vol 25 (1) ◽  
pp. 98-104
Author(s):  
Tеtiana Lunkina ◽  
◽  
Julia Sizonenko ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Quality Education ◽  
Special Educational Needs ◽  
Education Students

Annotation. Introduction. The unfavorable trend of disability in the world as a whole and in Ukraine in particular, necessitates solving the problems of access to education for children and youth with special needs, because a full life in society of people with disabilities is impossible without quality education and professional self-realization. Today, the education system for applicants with special educational needs is at a stage of inevitable change. Purpose. In the course of the research the essence and peculiarities of the development of inclusive education in Ukraine are considered. The advantages and disadvantages of including young people with special needs in the educational process are analyzed. The advantages of inclusion in the educational process both for young people with special needs and for typical applicants for higher education are substantiated. Results. A SWOT analysis of the socialization of young people with special educational needs was conducted. It is proposed to introduce measures to attract young people with special educational needs for their socialization, adaptation and integration into society. Conclusion. It has been proven that the problem of inclusive education is becoming more and more widespread every year, so higher education institutions need to respond immediately, developing mechanisms for attracting and further cooperation of young people with special needs. The practical value of the proposed ideas is: creating conditions for improving the competence of higher education students when working with people with disabilities; approbation of educational programs focused on training specialists with special needs; providing comprehensive and equitable quality education and encouraging lifelong learning opportunities for all. The socialization of young people with special educational needs will create conditions for effective work and interaction of higher education students with people with disabilities throughout the educational process. Keywords: inclusion; persons with disabilities; socialization; educational process; integration; institutions of higher education; tutor students.

scholarly journals High performance curricular management at the Technological Institute of Campeche

2019 ◽  
pp. 15-24
Author(s):  
Ana Luisa Ortega-Rodríguez ◽  
Leydi Elena Legorreta-Barrancos ◽  
Carmen Del Socorro Rodríguez-Chuc ◽  
María Eugenia López-Ponce
Keyword(s):  
Higher Education ◽  
High Performance ◽  
School Context ◽  
National Development ◽  
School Curriculum ◽  
Educational Process ◽  
Education Policies ◽  
Quality Of Higher Education ◽  
Curricular Structure ◽  
Teaching Learning

Higher Education Institutions (HEI) face challenges to fulfill their substantive function of educating and training people; within this educational process, there are factors that affect the achievement of academic objectives embodied in the school curriculum of various programs of the education system. An adequate curricular structure guarantees that the practices carried out in the classroom are intentional, systematic and secure learning; this implies the design and implementation of an innovative curricular proposal, from the planning of the teaching-learning process to the evaluation. The curricular management is one of the strategic processes of HEIs, which operationalizes the public education policies in the state, where the curriculum is key in the Quality of Higher Education, because it considers the needs, problems and social interests, through the development of professional skills of students, in order to train professionals that contribute to national development. The curriculum, as a process, operates according to the school context from the perception of the teacher and the administration, tracing a clear link between: the curricular management and the classroom processes, the support networks with the dimensions of the TecNM model to be aligned and focused on high performance.

scholarly journals STRATEGY TO PROMOTE RESEARCH SKILLS IN STUDENTS OF THE HEALTH AREA

2018 ◽  
Vol 6 (8) ◽  
pp. 189-195
Author(s):  
Alida Vallejo Lopez ◽  
Tibisay Beatriz Rincon Rios ◽  
Franklin Gaston Arguello
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Scientific Evidence ◽  
Educational Process ◽  
Higher Education Research ◽  
Professional Performance ◽  
Health Area ◽  
Teaching Learning ◽  
Scientific Skills ◽  
Scientific Competencies

In the new context of higher education; Research-based learning is a strategy used to understand and deepen knowledge during the educational process at all levels for the development of scientific evidence, considering that the best way to learn is experience. The objective of this article is to demonstrate the importance of implementing practical activities in the field of health to awaken the interest of students in research and development of scientific competencies. The methodology applied in the students of the health area, to promote the research in the development of the scientific capacities, was made a chronogram of visits to the departments of the ICBE; TPA and Embryology Laboratory, for the development of scientific tests by means of coherent practices or action schemes. In conclusion, when the student is actively involved in the teaching-learning process, he can develop skills for his professional performance. Promoting the interest of the student to investigate is undoubtedly an indispensable factor that must be fostered, analyzed and applied in the area of. Health Research is a process that requires adequate guidance and motivation to awaken, passion and dedication, which allows the development of scientific skills and competences.

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