Comunicar 39-ingles - Revista Comunicar

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120Comunicar, 39, XX, 20121. IntroductionBy questioning classical conceptions and structuresof digital libraries, Joint (2007) claims that they aremetaphors derived from traditional definitions of libraries.He proposes a redefinition that takes into accountthe new technology and the way we conceive informationin the postmodern era. He also warns aboutthe complexity of building and classifying a digitallibrary with existing standards since current informationobjects are ephemeral and lack permanence;hypertext collections are difficult to gather due to theirmutable nature.Indeed the Digital Library concept has been controversialbecause it could represent an organizedcollection of documents stored in digital format thatalso provides search services and information retrieval(Martínez, 2007). Another of the classic definitions ofdigital libraries is suggested by the Federation of DigitalLibraries (DLB), which attributes to such organizationsa wide range of functions like selection, structuring,preservation, interpretation and supply of digital re -sources for the user’s convenience (Digital LibraryFede ration, 2010).The development of the new technologies ofinformation and communication has brought interestingchanges in the social and educational dynamic. Anoticeable change lies on the information searchmechanisms that allow the construction of knowledge(UNESCO, 2005). Although digital libraries possess avariety of digitized information, which can be accessed,it is interesting to recognize that the greater thenumber of electronic collections, the greater the needfor efficient search strategies.2. FrameworkThe recent curriculum reforms at all levels of basiceducation around the world bring with them the needto adapt educational materials. These reforms are aboost research and innovation associated with thetechnical and pedagogical work oriented to improvingthe achievement of students, teachers, head teachersand society’s capabilities (CONACYT-SEP, 2008).As a result, the study of electronic bibliographic resourcesfor basic education is vital.Druin (2003) says that children’s libraries deve -loped from systems aimed at adult users provide accesspoints whose interpretation requires higher cognitiveskills, so the challenge of a digital library for childrenrequires taking into consideration the need for accessto and use of information, and the cognitive developmentof the students.In this regard, Cooper (2002) confirmed that childrenunder seven have difficulties searching for informationusing alphabetic characters and socialized classifications,and they can use metadata but only if presentedin a very direct way. He analyzed young childrenbased on four developmental characteristics: cognitive,physical, social and emotional. In 2005 Cooperconcluded that digital environments for children mustconsider balancing the familiar with new things builton prior knowledge, offer quick feedback, involveseveral senses and be participatory and user friendly.After inducting children aged 7 to 11 into a collaborativeworkgroup at the University of Maryland, Druin(2003) proposed a digital library model with emphasison collection and cataloguing, metadata standards andthe creation of new technologies to access and use theinformation. Once the contents were revised, Druinstates that children want to get involved in the constructionof libraries, have access to varied resourceswith different classification criteria (colors, shapes, feelingsthat the books awaken) and to find graphical andcustomizable interfaces to facilitate collaborative work.The activities of the «Digital Libraries» educationalresearch project revealed the prevalence of criteriaderived from bibliographic collections developed forhigher education. Most of these activities proposedinterfaces aimed at adult users even though they offerbibliographic resources for basic education. An explorationon the basic education collections found thatalmost all the available electronic resources were intext format and used higher education language. Al -though e-collections routinely audit the cataloging processes,few examined the resources in detail duringthe quality control process. These findings confirm theneed for continued help in the construction of electronicspaces for younger students (Gómez-Zermeño,2010).3. Research problemDespite the significant volume of bibliographicresources in electronic format available for basic educationthat can be accessed through traditional searchengines many are unreliable. Children might find ithard to perceive the relevance of such materials orreceive incorrect information, which affects their learning.For Lugo and Hernández (2007), delimiting criteriafor basic education electronic resources becomesa systematic tool that supports evaluation; they alsopoint out that the current evaluation methods for digitalresources are still under construction and are inconstant evolution. In order to refine this process, theysuggest creating standards and guidelines that can beused according to the needs and interests of users.© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 119-126
121These authors also mention that existing work on thetopic has mostly been developed in Europe and theUnited States. These studies focus on reviewing differenttypes of evaluation, and report that the benchmarksand indicators used by each institution may vary.This has hindered the standardization of this activitybecause, in spite of the proliferation of digital libraries,there are few documented evaluation proposals forthese information systems, most of which were madeto solve practical problems; hence the need for thescientific community to explore the topic further (Ra-mírez, 2006).Current literature related to libraries shows thatprogress has been made on the internationally acceptedbenchmarks and indicatorsrequired to assess the qualityof bibliographic resources.Similarly, this research-projectwill generate more knowledgeon this emerging study area bycreating a model for the diagnosisof bibliographic resourcesin electronic format forbasic education by identifyingstrategies that guide and assistteachers in optimizing the useof technological resources intheir schools, and in developingdigital materials to enhancethe learning experience oftheir young students.The «Digital Libraries»educational research project aimed to lay the foundationsof a model for the diagnosis of bibliographicresources available in electronic format for basic education.The work undertaken in the first phase soughtto generate relevant information about the collectionsof electronic bibliographical resources for basic educationwith the aim of identifying their main characteristicsand defining a set of selection criteria. The secondphase of the project underlined problems that led us toask: What are the characteristics and classification criteriafor electronic bibliographic resources for basiceducation?A noticeable change lies on the information searchmechanisms that allow the construction of knowledge(UNESCO, 2005). Although digital libraries possess avariety of digitized information, which can be accessed, it isinteresting to recognize that the greater the number ofelectronic collections, the greater the need for efficientsearch strategies.4. Theoretical frameworkNowadays, educational technologies provide theopportunity to strengthen educational models throughaccess to new ways of exploring, representing andacquiring meaningful knowledge. In an environmentmediated by technology, a competent user needs asymbolic code or language in order to locate resources,and so technological advances and the abundanceof information have forced users to establish qualitycriteria in the use of tools that facilitate the search forrelevant resources. This, rather than a simple informationsearch activity, represents a task that demandscognitive abilities from the user based on the culturefrom which he or she perceives, interprets and appropriatesthe knowledge that helps the student to under -stand a specific theme and the construction of his orher own learning (Barber, cited by Fainholc, 2005).For Bernhard (2002), search and selection processesof relevant information demand skills for handling toolsthat facilitate the inquiry as well as the proper use ofunfamiliar search engines. Relevant information searchingrequires more than the learning associated with«computer literacy».4.1. Bibliographic resources in digital formatToday’s technology is a tool that allows us toaccess information through processes that can breakdown barriers of space and time. For Torres (2000)the library of the future is designed as a space withoutwalls in which all resources can be cited, gathered andconsulted anywhere by the user. A digital library housesa collection of objects (also called items, resourcesor materials) such as books, periodicals and documentsin HTML format web pages, as well as multimediaobjects like images, recordings or video files (Sharon &Frank, 2000), therefore, fixing the bases of a model forevaluating bibliographic resources in electronic formatrequires taking into account the qualities of the informationobjects in electronic format, and because theseresources are dynamic, establishing classification criteriahas become much more difficult. For example,Comunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 119-126
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