The existence of implicit pedagogical theories among the Information Culture Program (ICP) instructors at the Sistema de Bibliotecas of the Universidad de Antioquia

  • Francisco Javier Llano Ochoa Universidad de Antioquia. Departamento de Bibliotecas
  • Víctor Alexander Yarza de los Ríos Universidad de Antioquia. Facultad de Educación
DOI: https://doi.org/10.5209/RGID.58211
Keywords: Implicit theories, education, pedagogy, educational practice, University Library

Abstract

The present article sets out to explore the existence of implicit pedagogical theories among the Information Culture Program (ICP) instructors at the Sistema de Bibliotecas of the Universidad de Antioquia. Using a case-study approach, the pedagogical practices at the library are analyzed. Moreover, the Narrative-Conceptual Pedagogical Framework (NCPF) serves as a theoretical vantage for the conceptualization of the data. The results show that both instructional and knowledge transmission practices at the Central Library are not pedagogically-driven. This points to a need to consolidate a pedagogical mindset among instructors through the creation of suitable spaces for reflection capable of laying out the foundations of an informational culture.

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How to Cite
Llano Ochoa F. J. y Yarza de los Ríos V. A. (2017). The existence of implicit pedagogical theories among the Information Culture Program (ICP) instructors at the Sistema de Bibliotecas of the Universidad de Antioquia. Revista General de Información y Documentación, 27(2), 409-432. https://doi.org/10.5209/RGID.58211
Issue
Vol. 27 No. 2 (2017)
Section
Articles

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