This article reports the findings of a research project conducted to describe events identified by university students as being meaningful for the development of information literacy skills, based on their experience during the three first years of their course. Drawing on a phenomenological approach, this study analyses the experiences of the students as users of information sources in academic contexts, from structural and referential standpoints. This methodological approach allowed describing the categories and hierarchies of the dimensions which configure information literacy profiles. The findings show that information literacy profiles share features, and it is demonstrated that these features also characterise transitions within profiles. This characterisation also indicated the nature of features attributed by students as being associated with shaping their temporary information literacy skills according to information profile transitions. Internal and external structures that support the interphase between personal experience and information literacy were identified.
Marciales Vivas, G. P., Castañeda-Peña, H. A., Barbosa-Chacón, J. W., Barreto, I., & Melo, L. (2016). Fenomenografía de las competencias informacionales: perfiles y transiciones. Revista Latinoamericana de Psicologia, 48(1), 58–68. https://doi.org/10.1016/j.rlp.2015.09.007