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Abstract(s)
Nas últimas décadas foram feitos grandes esforços para definir,
conhecer e avaliar quais são as competências informativas que os estudantes
universitários necessitam para poder progredir na sua aprendizagem e na sua
inserção no mercado laboral. Apesar do argumento de que os avanços tecnológicos facilitaram o acesso à informação, existe uma preocupação constante,
porque os estudantes universitários não possuem competências suficientes para
gerir e usar a informação: gerem quantidades enormes de informação através da
Internet, mas não sabem o que fazer com ela, como avaliá-la, de que modo
devem usá-la ou aproveitá-la de forma estratégica e ética. O questionário
IL-HUMASS sobre literacia da informação foi concebido e desenhado com o
objetivo de avaliar competências de informação e para ser aplicado à população
de estudantes, professores e profissionais da informação dos diversos níveis na
área das Ciências Sociais e Humanas nas universidades espanholas e
portuguesas. Contém 26 itens agrupados em quatro categorias (pesquisa,
avaliação, processamento e comunicação e difusão da informação) e em três
dimensões de autoavaliação (importância, autoavaliação e fonte favorita de
aprendizagem). A avaliação das qualidades psicométricas do IL-HUMASS para
Português foi feita numa amostra de 1.077 estudantes universitários portugueses. A análise fatorial exploratória do questionário indicou um ajustamento
aceitável, apoiando a estrutura original composta por quatro categorias para
cada dimensão. O IL-HUMASS apresentou características psicométricas
aceitáveis de consistência interna e validade de constructo. As características
psicométricas do IL-HUMASS validam a sua utilização no nosso país em
estudos que requeiram a avaliação de múltiplos indicadores, apresentando-se
como particularmente útil para avaliar e diagnosticar competências em literacia
da informação. Conclui-se com um diagnóstico do nível de competências de
informação dos estudantes universitários, destacando algumas forças e
debilidades, assim como uma proposta de intervenção subjacente nas
oportunidades de melhoria e de necessidades de aprendizagem.
In recent decades were made great efforts to define, understand and evaluate what are the informational skills that college students need to make progress in their learning and their insertion in the labor market. There is a constant concern despite the technological advances that have facilitated the access to information, because academic students do not have enough information skills to manage and use: they manage huge amounts of information through the Internet, but do not know what to do with it, how to evaluate it, how should use it or take it strategically and ethically. The questionnaire ILHUMASS about information literacy was conceived and designed to evaluate information skills and to be applied to a population of students, teachers and information professionals of different levels in the Social and Human Sciences area in the Spanish and Portuguese universities. It contains 26 items grouped into four categories (research, evaluation, processing, and communication and information dissemination) and three self-assessment dimensions (importance, self-assessment and favorite source of learning). The evaluation of the psychometric qualities of IL-HUMASS to Portuguese was taken on a sample of 1,077 Portuguese university students. Exploratory factor analysis of the 54 questionnaire indicated an acceptable fit, supporting the original structure which consists in four categories for each dimension. The IL-HUMASS showed acceptable psychometric internal consistency and construct validity. Psychometric characteristics of IL-HUMASS validate its use in our country on studies that require the evaluation of multiple indicators, presenting itself as particularly useful for assessing and diagnosing skills in information literacy. This study concludes with a diagnosis of the students’ information skills level, highlighting some strengths and weaknesses, as well as a proposal for intervention on the underlying opportunities, improving and learning needs.
In recent decades were made great efforts to define, understand and evaluate what are the informational skills that college students need to make progress in their learning and their insertion in the labor market. There is a constant concern despite the technological advances that have facilitated the access to information, because academic students do not have enough information skills to manage and use: they manage huge amounts of information through the Internet, but do not know what to do with it, how to evaluate it, how should use it or take it strategically and ethically. The questionnaire ILHUMASS about information literacy was conceived and designed to evaluate information skills and to be applied to a population of students, teachers and information professionals of different levels in the Social and Human Sciences area in the Spanish and Portuguese universities. It contains 26 items grouped into four categories (research, evaluation, processing, and communication and information dissemination) and three self-assessment dimensions (importance, self-assessment and favorite source of learning). The evaluation of the psychometric qualities of IL-HUMASS to Portuguese was taken on a sample of 1,077 Portuguese university students. Exploratory factor analysis of the 54 questionnaire indicated an acceptable fit, supporting the original structure which consists in four categories for each dimension. The IL-HUMASS showed acceptable psychometric internal consistency and construct validity. Psychometric characteristics of IL-HUMASS validate its use in our country on studies that require the evaluation of multiple indicators, presenting itself as particularly useful for assessing and diagnosing skills in information literacy. This study concludes with a diagnosis of the students’ information skills level, highlighting some strengths and weaknesses, as well as a proposal for intervention on the underlying opportunities, improving and learning needs.
Description
Keywords
Literacia da informação Estudantes universitários Estudos psicométricos Validade Fiabilidade IL-HUMASS Portugal Information literacy Academic students Psychometric studies Validity Reliability
Pedagogical Context
Citation
Lopes, C., & Pinto, M. (2016). Autoavaliação das competências de informação em estudantes universitários. In C. Lopes, T. Sanches, I. Andrade, M. L. Antunes, & J. Alonso-Arévalo (Eds.), Literacia da informação em contexto universitário (pp. 27-56). Lisboa: Edições ISPA [ebook].