Although not always labeled as such, information literacy has been implicitly recognized as a key aspect of translation competence by practitioners, teachers, and scholars. Yet, researchers have only recently begun to systematically examine information behavior in the translation processes of students and professionals to determine how translation-centered information literacy develops. The questions of how and whether translators use the tools and resources at their disposal and how students, novices, and professionals differ in this regard remain to be investigated in detail. The multi-method approach we use to analyze translation competence and information behavior combines data from ethnographic observation of the translation situation, surveys, semi-structured interviews, keystroke logging, computer screenshot recordings, concurrent and cue-based retrospective verbalizations of recorded translation processes, and eye-tracking. We report on the initial phases and results of a study on translators’ information behavior to indicate how this type of research can contribute to understanding the development of translation competence and to improving information literacy teaching.
As in today’s knowledge society the Internet is playing an important role in the information literacy of university students the goal of this paper is to analyse, after its first year on the Web, the informational impact of an e-learning resource developed by Granada’s University lecturers (the e-COMS educational portal), a pioneer in Spain for training in information literacy. From the objective and subjective data provided by the own portal and by it users, two different and complementary kinds of analysis (functional and users’) are performed. Assessment of various capabilities, among which visibility and usability stand out, is provided. The highly positive but improvable results offer a detailed analysis of the functional aspects of the portal itself and of the users’ relations with this information resource. From these analyses strengths and weaknesses are extracted and some proposals for improvement are derived.
. 2. ALA 1989 . American Library Association Presidential Commission on Information Literacy. Final report . Chicago , Ill.: American Library Association . 3
Geck, C. (2007) The Generation Z Connection: Teaching Information Literacy to the Newest Net Generation. Toward a 21st-century school library media program 235
-creating interactions. 2 Literature review The concept of information literacy was born in the mid-seventies of the 20th century, indicating that – in addition to reading, writing and arithmetic – a fourth basic skill
2012 The influences of information literacy, Internet addiction and parenting styles on Internet risks New Media and Society 14 1 117 136
. Koltay , T. ( 2011 ). The media and the literacies: Media literacy, information literacy, digital literacy . Media, Culture & Society , 33 , 211 – 221 . Korkeila , J
can influence the use of technology and the examined values, beliefs, and attitudes. In Part 1, there is also a huge part about Internet credibility and information literacy. Moreover, bringing psychological research into online milieu draws
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Integrating Information Literacy Badges Within Disciplinary Curriculum . Reference Services Review 43 ( 1 ): 31 – 44 . https://doi.org/10.1108/RSR-07-2014-0026 . 10.1108/RSR-07