The observed and self-perceived informational competencies in the ibero-american faculty

Abstract

Information literacy (ILC) has gained great importance in recent years, studies have been conducted at all levels of education and there has been much discussion of the relevance of ILC as one more digital skill that cannot be isolated from academic programs. Currently, in the literature on the subject we find that researchers focus on knowing the perception that students have and creating training programs in institutions, either through the subjects or through the libraries, forgetting the role that teachers play in the training process. The present work has focused on making a diagnosis with an observed evaluation of competencies and selfperceived competencies of CI in university professors, through a survey study applied to 230 professors from 6 universities of higher education in Latin America (Mexico, Chile, Argentina, Colombia, Dom. Rep. and Spain). The predictor variables were the subjects’ country of origin and work experience and the CIO-CIA dimensions were the criteria variables. A nonparametric analysis was performed, since the data did not follow a normal distribution. The main results show that the level of competence observed is higher in university teachers in Spain. Likewise, it was verified that the perception that the teachers have about their abilities does not correspond to what was observed.