Informational competency from a Psycho-Educational perspective: Teaching based on the resolution of prototypical and emerging problems

Carles Monereo, Antoni Badia

Research output: Contribution to journalArticleResearchpeer-review

19 Citations (Scopus)

Abstract

This article contributes from a psycho-educational perspective to the definition and characterization of the concept of informational competency in teaching and learning in school-based education and in the training of information professionals. The first section defines a competent person as one who is able to adequately solve a set of typical problems stemming from a particular social or community practice. Based on this definition, the authors then identify and characterize informational problems and the most significant incidents faced by students during their school work, which are grouped into three sections: the demand and the conditions through which it is satisfied; the presence and the activation of beliefs, conceptions and relevant knowledge; and the regulation of decisions, emotions and interactions with others. The text then presents some guidelines for training in information skills, based on authentic tasks. The article concludes by reflecting on the implementation of innovative educational experiences for the development of informational competency in the context of formal education.
Original languageEnglish
Pages (from-to)75-99
JournalRevista Espanola de Documentacion Cientifica
Volume35
Issue numberMONOGRAFICO
DOIs
Publication statusPublished - 1 Dec 2012

Keywords

  • Critical incidents
  • Informational competency
  • Prototypical and emerging problems
  • Psycho-educational perspective
  • Training in information skills

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