ABSTRACT
Resumen Este artículo presenta los resultados de una investigación sobre la enseñanza de Alfabetización Informacional (ALFIN) en la educación básica, cuyo objetivo fue determinar las mejores prácticas para su implementación e identificar los temas a incorporar en una iniciativa de esta naturaleza, así como las formas de afrontar la problemática de la saturación de la información, de modo que se pretende que cada estudiante aprenda a buscar, a encontrar, a seleccionar, a evaluar y a comunicar información, para adquirir conocimientos, habilidades y actitudes. La metodología del estudio se basó en el análisis de experiencias usando un enfoque cualitativo, donde se concluye que ALFIN se implementó exitosamente por medio del uso del juego, aplicaciones digitales para su enseñanza, cursos específicos en sobre el tema, juegos de mesa, la técnica booleana de búsqueda de información, la lectoescritura, enseñanza por medio del dibujo e instrumentos para la evaluación y utilización de recursos educativos. El logro principal fue contribuir con el desarrollo de las competencias que necesita el estudiantado para desempeñarse con éxito en la escuela y para lograr la capacidad del aprendizaje permanente.
ABSTRACT This article presents a research on the teaching of Information Literacy (IL) in elementary education, whose objective is to determine the best practices for its implementation and to identify the topics that need to be incorporated into such an initiative, as well as the ways of facing the problem of information saturation; so that students learn to search, retrieve, select, evaluate and communicate information, in order to acquire knowledge, competences and attitudes. The methodology employed was based on the qualitative analysis of experiences, which allowed us to concluded that IL has been successfully implemented through the use of educational games, digital applications for its teaching, specific courses on the subject, board games, Boolean search techniques, teaching through drawing, and instruments for the evaluation and use of educational resources. The main achievement was to contribute to the development of the competences that students need to perform successfully in school and to reach the capacity required for lifelong learning.
Subject(s)
Students , Librarians , Libraries, Digital , Information Products and Services , Information LiteracyABSTRACT
Adhatoda vasica Nees plants were grown in 50 earthen pots, which were divided into 5 batches A, B, C, D, and E. Of these A, B and C, D were arranged into two separate parallel pairs. One leaf of each plant of an adjacent pair was immersed in sterile tap water in a beaker. Adjacent beakers in each pair A B or C D were connected by polythene tubes containing wet cotton threads. One leaf of each plant of A was given heat shock by immersing a leaf in hot water for 5 min. One leaf of each plant of C was treated with Cantharis vesicatoria 200c. Batch E served as the unstressed and untreated control. One hour after heat shock or drug treatment all the leaves were harvested and their proteins were extracted by chilled protein extraction buffer. Proteins were separated by Fast Protein Liquid Chromatography (FPLC). Protein profiles of A, B and C, D showed marked similarity with respect to expression and repression of some proteins. It is concluded that the effect of heat shock and drug treatment is transmitted through water in the capillaries of cotton threads connecting the pairs of plants. It is assumed that heat shock or drug treatment altered locally the water structure in the leaves which was propagated through global network of water structure over the protein network in the whole plants, and from there to the interfacial water in the beakers and cotton threads. A homeopathic potency is thought to be specifically structured water which influences the water structure in the treated organism
Plantas Adhatoda vasica Nees foram cultivadas em 50 vasos de argila e divididos em 5 lotes A, B, C, D e E. Os lotes A, B e C, D foram arranjados em dois pares paralelos separados. Uma folha de cada planta dos pares adjacentes foi submergida num béquer com água corrente estéril. Os béqueres de cada par, A, B e C, D foram interconectados através de tubos de polietileno contendo fio de algodão umedecido. Uma folha de cada planta no lote A recebeu choque térmico através de imersão em água quente por 5 minutos. Uma folha de cada planta no lote C foi tratada com Cantharis vesicatoria 200c. O lote E foi utilizado como controle não submetido nem a estresse nem a medicação. Uma hora depois da aplicação de choque térmico ou tratamento medicamentoso, todas as folhas foram coletadas e suas proteínas foram extraídas através de tampão de extração de proteínas frio. As proteínas foram separadas através de cromatografia líquida rápida de proteínas (CLRP). Os perfis proteicos dos lotes A, B, C e D mostraram similaridade considerável quanto à expressão e repressão de algumas proteínas. Conclui-se que o efeito do choque térmico e do tratamento medicamentoso foi transmitido através da água nos capilares de fio de algodão conectando pares de plantas. Assume-se que o choque térmico e o tratamento medicamentoso alteraram localmente a estrutura da água nas folhas, que se propagou através da rede global da estrutura da água até a rede proteica nas plantas inteiras e dali para a água interfacial nos béqueres e fios de algodão. Considera-se que uma potência homeopática é água especificamente estruturada que influencia a estrutura da água no organismo tratado.
Subject(s)
Organic Agriculture , Cantharis vesicatoria , Thermic TreatmentABSTRACT
La estructura de la relación entre el flujo de información y el público al que va dirigido el conocimiento, se ha modificado, con el decursar del tiempo, como una función de las distintas técnicas que operan en la transferencia de información del generador al receptor. El flujo, como sucesión de eventos y proceso de mediación entre la generación de la información por una fuente emisora y su aceptación por la entidad receptora, conforma una de las bases conceptuales que se piensa que sea la esencia de la ciencia de la información: la generación de conocimientos en el individuo y en su espacio de convivencia. El objetivo de este artículo es demostrar que el flujo de la información que enlaza al generador y al receptor adiciona competencia en la transmisión en relación directa con las fases en que se ha desarrollado el proceso de transferencia de la información hasta llegar a la era de la comunicación electrónica, que viabiliza con mayor intensidad la relación de interacción que nos interesa observar.
Structural change of the knowledge flow: the electronic communication. The relationship between the information flow and the public, which is exposed to knowledge assimilation, has changed its structural model. Information technology has played a major role in this changing process. The electronic communication is analyzed as a way of disseminating information more profitable to the user than the oral or written process. The publicity of information and knowledge has become more efficient and accesible in the computer era.