Normas de Alfabetización informativa para el aprendizaje - bivir

39team also recommended the development of an information literacy program incorporating problemsolvingskills, critical evaluation of information, and the ability to apply information efficiently andeffectively. 17The University of California at Berkeley conducted surveys of graduating seniors in 1994, 1995, and1999. The graduating seniors from history, political science, philosophy, and sociology comprisedthe sample. The research "compared students' self-assessments of competency with their actualscores on the questions designed to measure their library and information research skills. In thelatter case, anywhere from 35.5 percent to 81 percent of the respondents actually received poor orfailing scores (defined as a score of 65% or lower) on the survey questions. Clearly, thosegraduating seniors surveyed held a higher opinion of their library research skills than they were ableto demonstrate by their test scores." 18 UC Berkeley is re-evaluating its library instruction after theadoption of the ACRL Information Literacy Competency Standards. They noted that assessmentmust be conducted at a much broader, systemic level nationwide.CONCLUSIONSince the publication of the ACRL Information Literacy Standards in 2000, librarians haveguidelines and quantifiable objectives to formulate programs to assess the success of highereducation students' information literacy skills. Accrediting agencies no longer look at numberswhen evaluating higher education institutions. The focus is on outcomes and the new accreditationstandards include information literacy as one of the outcomes. Many universities already had libraryinstruction programs in place but these programs should be revised to incorporate the new higherorder thinking skills set forth in the ACRL Standards. The studies provide numerous examples andACRL Information Literacy Competency StandardsFor Higher Education And Their Application