ENHEBRANDO LA META-ALFABETIZACIÓN EN LA FORMACIÓN EN ALFABETIZACIÓN INFORMACIONAL DEL ESTUDIANTADO DE TRADUCCIÓN E INTERPRETACIÓN

UN ENFOQUE DE APRENDIZAJE ACTIVO Y REFLEXIVO

Autores/as

DOI: https://doi.org/10.6018/analesdoc.504691
Palabras clave: alfabetización informacional, meta-alfabetización, estudiantado del grado en Traducción e Interpretación, diseño curricular, experiencia formativa, aprendizaje activo

Resumen

La competencia informacional es un componente esencial de la competencia traductora y la base del aprendizaje permanente del estudiantado de Traducción e Interpretación. Este trabajo describe el enfoque actualizado de un curso de alfabetización informacional para estudiantado del grado en Traducción e Interpretación implementado en la Universitat Jaume I (España), que, debido a la situación sanitaria generada por la pandemia de COVID-19, tuvo que impartirse íntegramente en línea. El artículo da cuenta de cómo se ha integrado la meta-alfabetización como hilo conductor para fomentar la reflexión y el pensamiento crítico a lo largo del curso y la toma de conciencia de su importancia. El seguimiento del estudiantado y los resultados de la evaluación demuestran que el aprendizaje ha sido significativo. Se confía en que la perspectiva, la propuesta curricular y la experiencia aquí analizadas puedan ser transferibles a otros programas de formación en alfabetización informacional para disciplinas concretas, y que pueda ser adaptada a titulaciones específicas.

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Publicado
16-02-2022
Cómo citar
Sales, D. (2022). ENHEBRANDO LA META-ALFABETIZACIÓN EN LA FORMACIÓN EN ALFABETIZACIÓN INFORMACIONAL DEL ESTUDIANTADO DE TRADUCCIÓN E INTERPRETACIÓN: UN ENFOQUE DE APRENDIZAJE ACTIVO Y REFLEXIVO. Anales de Documentación, 25. https://doi.org/10.6018/analesdoc.504691
Número
Sección
Estudios y experiencias