Análisis comparativo entre el curriculum de Ciencias de la Información de la UCLV y el movimiento iSchools
Fecha
2018-06-22
Autores
Toledo Jiménez, Claudia
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Editor
Universidad Central “Marta Abreu” de Las Villas
Resumen
Desde el año 2005, el movimiento iSchools ha venido marcando una nueva tendencia en la formación del profesional de la información, en el contexto internacional. Desde su proyección dicho movimiento, busca dirigir la relación existente entre información, tecnologías y personas. En función de ello, diseñan programas de estudios de pre y postgrados, proyectos de investigación etc, en definitiva, concentran sus fortalezas en beneficio de lograr una integración interdisciplinar en los egresados que ofrecen a la sociedad. Se realiza una investigación exploratoria descriptiva. La presente investigación tiene como objetivo ccomparar los elementos del currículo de la carrera Ciencias de la Información en la UCLV1 con los currículos pertenecientes al movimiento iSchool. Para ello se utilizaron diversos métodos del nivel teórico y empírico. Dentro de las técnicas: el análisis de contenido para determinar el grado de representatividad de los contenidos en lo currículos analizados y el análisis de clúster para constatar las similitudes y diferencias entre los currículos comparados. Dentro de los resultados están la caracterización del movimiento iSchools; el análisis de las temáticas por disciplinas del curriculum cubano. Se destaca en la comparación que tanto en ORRIC2 como en FICI3 la UCLV se encuentra alineada al movimiento, mientras que en las disciplinas de GDIC4 e INVCI5, la UCLV se encuentra muy distante de los tópicos que se imparten en su curriculum.
Since 2005, the iSchools movement has been marking a new trend in the training of the information professional, in the international context. Since its projection, this movement seeks to direct the relationship between information, technologies and people. Based on this, they design programs of undergraduate and postgraduate studies, research projects, etc., in short, they concentrate their strengths in order to achieve an interdisciplinary integration in the graduates that they offer to society. An exploratory descriptive investigation is carried out. The objective of this research is to compare the elements of the curriculum of the Information Sciences career at the UCLV with the curricula belonging to the iSchool movement. To do this, various methods of the theoretical and empirical level were used. Within the techniques: the content analysis to determine the degree of representativeness of the contents in the analyzed curricula and the cluster analysis to verify the similarities and differences between the compared curricula. Among the results are the characterization of the iSchools movement; the analysis of the topics by disciplines of the Cuban curriculum. It stands out in the comparison that both in ORRIC and in FICI the UCLV is aligned to the movement, while in the disciplines of GDIC and INVCI, the UCLV is very distant from the topics that are taught in its curriculum.
Since 2005, the iSchools movement has been marking a new trend in the training of the information professional, in the international context. Since its projection, this movement seeks to direct the relationship between information, technologies and people. Based on this, they design programs of undergraduate and postgraduate studies, research projects, etc., in short, they concentrate their strengths in order to achieve an interdisciplinary integration in the graduates that they offer to society. An exploratory descriptive investigation is carried out. The objective of this research is to compare the elements of the curriculum of the Information Sciences career at the UCLV with the curricula belonging to the iSchool movement. To do this, various methods of the theoretical and empirical level were used. Within the techniques: the content analysis to determine the degree of representativeness of the contents in the analyzed curricula and the cluster analysis to verify the similarities and differences between the compared curricula. Among the results are the characterization of the iSchools movement; the analysis of the topics by disciplines of the Cuban curriculum. It stands out in the comparison that both in ORRIC and in FICI the UCLV is aligned to the movement, while in the disciplines of GDIC and INVCI, the UCLV is very distant from the topics that are taught in its curriculum.
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Palabras clave
Ischools, Diseño Curricular, Formación del Profesional, Ciencias de la Información, Curricular Design, UCLV, Professional Training, Information Sciences