Development of information
literacy in primary and
secondary schools in Castile and
León
Lucas-Ledesma, M., Seoane-Pardo, A.M., Carbonell-Carqués, Ó., Daniel-
Huerta, M.J., Hernández-Fuentevilla, J.A. and Cardenal-Lubiano, P.
Consejería de Educación. Junta de Castilla y León
2018

INDEX
• Introduction
• Aim
• Information Literacy Competence
• The study of information literacy in
Spain
• Method
• Design
• Participants
• Variables and instruments
• Procedure and analysis of the data
• Results
• Training course
• Assessment of the programme
• Discussions and Conclusions

1. INTRODUCTION
 This study is part of the research project “Training and Innovation in Digital
Competencies in Castile and León (EFI-DIGCOM-CYL)” funded by the Castile
and León Regional Department of Education.
 The aim of this work is to carry out a process of training and education in the
field of information literacy in primary and secondary education in Castile
and León.
INFORMATION LITERACY: the set of skills, dispositions,
abilities and behaviours that enables people with
information needs to search and select what they actually
require, to assess its importance, quality and relevance, to
process it to generate new knowledge and communicate it
effectively and appropriately to its intended recipients.
ALA/ACRL 2000. Information literacy competency standards for higher
education. ACRL

1. INTRODUCTION
IN CONCLUSION: The aim of this work is to develop information literacy in compulsory education through:
-Teacher training
-Implementation of coordinated innovation projects among its pupils
The study of
information
literacy in Spain
shows
A confusing factor structure that demands new researches
The training of teachers and the explicit education of pupils by
tutors reduce the inequalities in information literacy
Boy and girls have a particular way of understanding and dealing with
each dimension of literacy competence
Design of instruments for the assessment of the information literacy ,
which design and provide scales to assess literacy competence

2. METHODOLOGY
An educational programme will be
applied in order to enable an
assessment of effectiveness under
a systematic procedure

2. METHODOLOGY
1. Design: Pre-experimental research without control group
2. Participants:
• Population: of 318 pupils from 7 schools.
• Sample: 37 teachers from the same schools.

2. METHODOLOGY
• Variables and instruments:
• We used an instrument developed by GRIAL-GE2O Group at the University of
Salamanca that assess factual literacy competencies.
• This instrument was adapted in relation to secondary education curriculum
and to the indicators and learning outcomes defined in the informational
competency.

2. METHODOLOGY
• Procedure and analysis of the data:
The project was carried out in the following stages:
2016/2017 Academic year:
• Diagnostic assessment of information literacy development of the
teachers and pupils.
• Design and development of the training programme for teachers.

2. METHODOLOGY
2017/2018 Academic year:
• From October to December 2017 the selected group of teachers completed
the activities of the training programme.
• From January to April 2018 information literacy programmes were
implemented in each schools giving rise to different projects.
• From April to May 2018, We applied the instrument for assessing information
literacy to the group of pupils.
• Results were analysed in comparison to results of the diagnostic assessment.

3.RESULTS. 3.1 Training course

3.RESULTS. 3.1 Training course
Example of Module 1 content and activities (eXeLearning)

3.RESULTS. 3.1 Training course
Example of Module 3 Ardora activity

3.RESULTS. 3.1 Training course
Teacher´s pretest-posttest differencies: The teachers achieved
a level of information literacy similar to their initial level
0
1
2
3
4
5
6
7
8
9
10
Search Evaluation Processing Communication
Pretest
Postest

3.RESULTS. 3.2 Assessment of the pupils in dimensions
0
1
2
3
4
5
Pretest Postest
Primary
Secondary
SEARCH
0
1
2
3
4
5
Pretest Postest
Primary
Secondary
EVALUATION
0
1
2
3
4
5
Pretest Postest
Primary
Secondary
PROCESSING
0
1
2
3
4
5
Pretest Postest
Primary
Secondary
COMMUNICATION

3.RESULTS. 3.2 Assessment of the pupils in dimensions
• Primary school pupils progress in a similar way in all dimensions (more
significantly in search, evaluation and processing).
• Secondary school pupils achieve improvements that are significant in
processing, moderate in evaluation, non existent in communication,
and regress in search.

3.RESULTS. 3.2 Assessment of the pupils in dimensions
• The results show that, while the starting difference between primary
and secondary school pupils in all dimensions was around two points,
in the posttest both groups achieved similar performance scores in
search and processing.
• Lastly, in the other two dimensions, evaluation and communication, the
primary school pupils increased their scores significantly approaching to
the level of the secondary school pupils.

4. DISCUSSION AND CONCLUSIONS I
The results show:
• The educational innovation programme has been highly effective in
primary school pupil group, but there was no significant change in the
secondary school pupil group before and after the training course.
• Incorporate digital and information processing competency contents
into the 3rd stage of primary education has greater impact.

4. DISCUSSION AND CONCLUSIONS II
The results show:
• At higher levels (2nd stage of secondary and vocational training), it´s
difficult to incorporate parallel basic competecy training programms
such as information processing and digital competencies.
• Our results confirm previous results of other studies in relation to the
vital importance of the involvement of the form tutor in developing this
kind of key competency.

ACKNOWLEDGEMENTS
• The “Training and Innovation in Digital Competencies in Castile and
León (EFI-DIGCOM-CYL)” research project is funded by Castile and León
Regional Department of Education.
• GRIAL-GE2O Group at the University of Salamanca.
• Finally, we want to express our gratitude to Dra. Rodríguez-Conde and
all her team, especially to Dr. Martínez-Abad, who trained us through
the Innovation Projects Escuela de Investigadores I and II and guided us
in this research.