University of Balearic Islands (SPAIN)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Page: 7242 (abstract only)
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
The development in Information Technology and Communication (ICT) have not only created new contexts, relational styles and action codes in the teaching-learning scenarios, but have also led to the emergence of new spaces, components and criteria, location and management information of an academic nature. These changes have generated the emergence of new needs that relate the potential resources with the way that users employ and leverage; these needs have been conceptualized in recent literature the term "Multiple literacies"-or-multiple literacies "new literacies" - New-literacies (Coll & Rodriguez, 2008).

Varis (2003) identifies five "literacies" or dimensions or competencies required to participate actively, independently and efficiently in the vast spectrum of possibilities that offers ICTs:
- Technological literacy: ability to use new media to access the information and use of efficiently.
- Information literacy: the ability to collect, organize and evaluate information and generating therefrom valid opinions.
- Media Creativity: ability to develop and distribute content.
- Global Literacy: Understanding the interdependence among all stakeholders, and content technologies.
- Responsible Literacy: The ability to assess all the social consequences media.

Our work is part of the second of the areas described by Varis (2003) and specifically, focuses on the aspect relating to the capacity or competence or ability to find and gather academic information. Moreover, our goal study fits a very specific scenario, with certain actors and a set of unique needs: where undergraduate university students enrolled in the last (4th) course of Early Childhood Teacher Training Program look for information with academic purposes.

The research was carried out during November 2013 and 72 students enrolled in the 4th course of Early Childhood Teacher Training Program of the Balearic Islands University which represents the 93% of the total of students enrolled in this course. The study was based on the administration of a questionnaire that had diverse dimensions of analysis regarding the information competences of the students. Results suggest that students use massively and almost monopolistically the Internet, mostly google, to access information with academic purposes; very few use academic databases and the resources of the library of the Balearic Islands University.

In this regard, we believe it is necessary to improve the documentation and information competences/skills and strategies of students’ information retrieval. This objective does not exclude the use of the Internet with academic reasons, but rather it seeks to complement it for enhancing information search results in regards to consistency, trustworthiness and the capacity to cover informational needs of an academic nature.
This article is part of the activities of the project “Elaboració d’un manual d’estil i videotutorials de suport per a la redacció de Treballs de Fi de Grau per a l’alumnat dels estudis d’Educació Infantil i Educació Primària” funded by the Institut de Ciències de l’Educació of the Balearic Islands University. The co-authors are members of the research group “Educaction and Citizenship” that has consideration of Competitive Group and is sponsored by the Autonomous Community of the Balearic Islands, through the Directorate General for Research, Technologic Development and Innovation of the Ministry of Innovation, Interior & Justice, and has co-financing FEDER funds.