This quantitative basic research was a cause-effect correlational design, where the instruments results for information literacy and reciprocal teaching were ,987 and ,992 through the Cronbach's Alpha. The validation of the instruments was carried out by 3 expert judgment and the population was composed of 249 communication science students of a private university in Lima, Perú. Through the multinominal logistic regression was statistically verified that the predominant level in the dimension of information literacy (sourcing, evaluating and managing information) in a 90% are at level 3 according to the DigComp 2.1 scale; nevertheless, the expectation for the Communication Sciences Program was they managed to achieve a higher level in the evaluating information dimension considering their training should be oriented towards information assurance, showing the necessity to strengthen the development of these competences.
The current development of technology has revolutionized human activity in every aspect, where
Information and Communications Technology (ICT) have become instruments and resources
transforming the way people and society communicate, providing interconnection, immateriality,
proximity, multimodality and diversity to the communication process [
The digital literacy is connected with the society development due to the connection of learning
cognitive elements with Internet, which is important to develop practices that foster information and
content problem solving in digital environments [
UNESCO highlighted the fact that information literacy is related to the universal human right to
access, receive, critically evaluate. Create, use and spread multimedia information and content in every
possible way [
Digital competence is defined as the people capacity to apply skills and knowledge on the various
elements provided by the ICTs to carry out their activities from the personal to the professional sphere
[
The technological developments are occurring at such a dizzying way that the usage and management of competencies development in the educational field, is still lagging behind which is something important to reduce with the government participation in order to implement State policies and a private initiative to promote their development and massification at all levels. Therefore, it’s necessary to identify and measure the development of student’s digital competencies for decision making in order to reduce the gap existing in their personal development compared to the expectations required for the achievement of learning, even more at the current situation where digital environments are highly required.
Due to the current sanitary situation of Covid-19 which has been affecting many activities at all levels in the world creating the isolation, it has been observed that students of the Communication Science school of a private university located in Los Olivos district, Lima province, Peru, do not have an adequate level of development in digital skills despite the fact that they are considered as digital natives since they show an inappropriate handling of communication. Computer solving problem skills and information management, showing difficulties to develop academic activities. Therefore, this investigation had as general objective to determine the relation between digital competencies, specifically in terms of information literacy and reciprocal teaching in communication science students of a private university in Lima.
1.1.
The term information literacy was coined by Paul Zurkowski in 1974 [10]. It means the attributes of
the individual whereby this person can be able to locate, recognize, evaluate and effectively employ the
information required [11]. This is related to the universal human right to have information, where
citizens can access, receive, critically evaluate, create, use and disseminate multimedia information and
content in every possible way [
Information literacy is defined by the set of skills that people have to surf, search, filter, evaluate
and manage information, illustrated ion structure shown by DigComp 2.1 [
Highly specialized tasks, and straightforward problems
non-routine problems
according to my needs.
in a complex context.
Information literacy is made up of three competencies [
The aforementioned dimensions complement each other to produce a set of competencies in
information processing that will be useful in work and academic activities development. These
dimensions are structured in 8 levels according to DigComp 2.1, evolving since the Level 1 basic stage
(Basic 1) to the Level 8 (Specialized 2), moving between intermediate levels as they increase to reach
a higher level. The first step depends on a guide oriented to search, surf, filter and manage information;
then activities are carried out with some autonomy; to another where is exposed and explained the
information needs and showed how to access to the content; it will be able to adapt the most appropriate
search strategies and access to contents; and it will manage to instruct other people in the process of
searching, filtering and managing information, to end developing the ability to propose and implement
innovations related to the search, filtering and management of information [
1.2.
Reciprocal teaching appeared in 1984 as a process to reduce the gap in reading comprehension, where the teacher provided the scaffolding and a means to peer-to-peer collaborative learning [12]. In reciprocal teaching, teacher and students change leader roles in the academic session; the teacher support students as they learn to lead discussions and pose their own questions [13]. The objective in such an interaction is getting students to personalize and internalize the use of problem-solving strategies jointly, encouraging an autonomous learning based on the interaction among peers in order to share the knowledge.
That method adopted the principles of active learning, helping students with appropriate learning strategies, encouraging collaborative learning, giving feedbacks and recognition of team performance, negotiating rules and initiating the reflection process [14]. Systematic cooperation between teacher and students allows achieving a better result in a collaborative environment than doing it independently; and in a way this form of instruction is relevant to students’ mental development and reflective awareness [15]. This makes reciprocal teaching to be considered as a participatory teaching style.
Reciprocal teaching emphasizes the collaboration and dialog in class where collaborating is a concern in the application of teaching-learning models, allowing students to support and cooperate each other in order to complete tasks through the process, collaborating in the material analysis in small groups or in discussions, assisted by a mutualism in learning, where students assume responsibility regardless od the success of the process.
In accordance to the mentioned before, students must be trained to learn from their partners through group activities with the aim to improve several cognitive skills because of the capacity to interact in a social environment is one of the main components of interpersonal intelligence [10].
The aspects linked to reciprocal teaching referred to in this study comprise enhanced skills and promoted attitudes. Skill is understood as knowing how to perform something in practice or with the technique, being able to be individually, in addition to being specific or interrogatives when complex situations are taking place [16]. The attitude is the tendency or predisposition to evaluate an object or situation in a certain way and that stars from the particular beliefs of the same, leading the individual to act for or against the object or situation, as a result of all evaluation [17].
This quantitative basic research was a cross-sectional descriptive study with a non-experimental
design. The population analyzed was composed by 249 Communication Science students. Data
collection was indirect using the survey as an instrument through a digital questionnaire designed in
Google Form. The instrument was elaborated adapting the list of skills described in INTEF 2017 [20]
about the teacher’s approach to students’ activities and principles of DigComp 2.1 [
The measurement instrument fulfilled with reliability criteria by obtaining the same results in a sample of 30 cases being the validation of the content made by the judgment of 3 experts in methodology. The reliability of the instrument was established by means of the Cronbach’s Alpha obtaining the values of ,987 for Information literacy and ,992 for reciprocal teaching. In the statistics analysis, to get the data normality the Spearman’s Rho correlational coefficient was applied to stablish the correlation between both variables and in order to determine the level of influence, the Multinomial Logistic Regression coefficient was applied, being all processed by the SPSS version 25 program.
The descriptive analysis of the data shown in Table 2, exhibits that the segmentation of the levels of the information literacy dimensions is concentrated in Level 3, for the general value of the variable and for each dimension. From the table, it can be seen that 90% of the cases achieve Level 3 and the remaining 10% are distributed between Level 4 and Level 5, evidencing that there are significant elements that can restrict the development towards higher levels.
Table 5 shows the calculation of multinomial logistic regression coefficients, with the level of information literacy in the skills to navigate, search and filter information, which predominates in the activities of reciprocal teaching. The values show that, in the crossings of Level 3, the values of significance (Sig.) have the lowest result (Medium=,001 and High=,001); the result of B has the highest values (High=1,686 and Medium=1,504), showing that Level 3 has the highest predominance; the values of odds ratio "Exp(B)" have values of High=5.4 and Medium=4.5, which meaning that students are more likely to achieve information literacy and develop reciprocal teaching at the High level at 5.4 times and Middle level 4.5 times. Accordingly, it was determined that Level 3 is the predominant one; however, the data should be considered to indicate that students are less likely to achieve better reciprocal teaching development if they do not achieve a greater development of information literacy for navigating.
B 1.504 1.686
0.451 0.487 Sig. 0.001 0.001
Exp(B) 4.500 5.400 95% I.C. for Exp(B)
1.858 10.899 2.080 14.022 Source: Database. R2= 0.26 (Cox and Snell), 0.28 (Nagelkerke). (*) Navigate, search, and filter
95% I.C. for Exp(B)
2.037 2.079 2.128
The concentration of 90% in Level 3 of information literacy in general aspect and the results for each of the 3 dimensions (Navigate, filter and manage information) that show a development up to Level 3, concordant with The information and information literacy area of the digital teaching competence [11], where the average overall achievement of these competencies reaches a level of 3.2 out of a total of 6.0, and in the dimensions they reach 3.3, 2.9 and 3.4, respectively. This suggests that the scenario for the development of these competences is similar between the students of the Peruvian and Spanish universities; and making use of similar schemes in the evaluation (DigComp) the same patterns are obtained, although in the dimension of Evaluate, in this research, a better result is obtained.
The dimension Evaluate information is related to the capacity of critical analysis of content. It is considered that the students must reach a higher level of development, because these professionals are oriented to communication and their main characteristics is being reliable, avoiding and combating the spread of disinformation and fake news in the media and social networks as indicated in the fake news and generation z journalists. Post-millennial solutions against disinformation [18]; however, by showing that they only achieve a level 3 of a total of 8 levels, it is evident that it would not be possible to adequately train a communicator, from the university study plan and the students' own participation.
When it is determined that Level 3 predominates, out of a total of 8 levels established by DigComp 2.1, the conclusion of Information Literacy (ALFIN) in the teaching of natural sciences in flexible models of secondary education for adults [19] is confirmed: the levels achieved are not related to the generalized concept of the skills of the so-called "digital natives", of whom a greater familiarization and a high level of development of these competences is expected by the simple fact of being in the age range, concluding that this development is achieved after a learning process and a transversal methodology, rather than by a simple spontaneous emergence of the use of technologies of those who have been born in the context of the development of ICTs.
The enhanced skills and attitudes promoted in reciprocal teaching are concentrated in the mediumlow levels with 65.5%, which suggests that 2/3 of the students do not take full advantage of the potential represented by this method, these values take distant from the results of The effect of reciprocal instructional models and interpersonal intelligence on the student learning outcomes of social science education [10], where they show that it improves the development of interpersonal intelligence by strengthening skills such as collaboration, critical analysis, explanation, summary and prediction of content; as well as, positive attitudes such as cooperation, problem solving, leadership, self-motivation, social relations and self-regulation. The distance in the results obtained in this research, suggests that the university does not promote this type of teaching-learning methods or that it is not understood by teachers when they are applied.
Based on the results, there are strong evidences that curricular planning, teacher competencies and its training, need to improve applying a transversal and integrative approach throughout the career, in order to take advantage of the permanent development of ICT and the increasing digitalization in education, moving from a passive attitude in the competencies formation to a much more active one, searching to get better professionals profile formed at the university.
University should rethink the developing curriculum, as well as the evaluation and level of competencies required from its teachers, making a new planning for the curriculum development considering all changes produced by Covid-19, with the massive digitalization of processes and the greater need to strengthen these digital competencies in all people which interact with university community, such as teachers, students and administrative staff, stressing information literacy among all of them.
Also, investigation offers an approach to reality and current indicators of information literacy and reciprocal teaching from students of a Peruvian university in Lima, and as a starting point for further research from other studies to further in the analysis of curriculum factor that would help the digital competencies levels, being some of them information literacy, technological resources availability, teachers competencies level and commitment of universities or habits to interact with technology.
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