Evaluación del impacto de las bibliotecas escolares en España: Aproximación desde una doble perspectiva metodológica cuantitativa y cualitativa

Autores/as:
Beatriz Albelda Esteban

Materias IBIC - BISAC

  • GL - BIBLIOTECAS Y CIENCIAS DE LA INFORMACIÓN
  • GLMC - Bibliotecas escolares y servicios para jóvenes lectores
  • ELXJ - ELT: destrezas de lectura
  • 4GB - Educación Primaria
  • 4GC - Educación Secundaria
  • 4KDP - Exámenes de evaluación educativa normalizados
  • GPS - Métodos de investigación: general

Resumen

En esta tesis se aborda la evaluación del impacto de las bibliotecas en su dimensión educativa, utilizando la norma ISO 16439 sobre impacto bibliotecario como marco conceptual y guía metodológica.

Se desarrolla una investigación sobre el impacto de las bibliotecas escolares empleando un enfoque metodológico que integra una doble visión cuantitativa y cualitativa. Como objetivo general, se pretende evaluar la contribución de las bibliotecas escolares al sistema educativo en España. Se analizan tres niveles de impacto: 1) impacto sobre los individuos (se incluye el efecto sobre las habilidades y competencias, sobre las actitudes y comportamientos, sobre el bienestar individual, y sobre la carrera académica y profesional a medio y largo plazo); 2) impacto sobre la comunidad o institución de la que depende la biblioteca; y 3) impacto sobre el conjunto de la sociedad. Para explicar estos tres niveles de impacto, se plantean once preguntas de investigación.

Para la realización de la investigación cuantitativa se emplean los conjuntos de datos de los estudios internacionales PIRLS 2016 (para el alumnado de educación primaria) y PISA 2009 (para el alumnado de educación secundaria), seleccionando los datos correspondientes a España. Para la realización de la investigación cualitativa se emplea un estudio de caso centrado en la biblioteca del CEIP Virrey Morcillo (Villarrobledo, Albacete), integrada en una red cooperativa de bibliotecas escolares, el Grupo Cooperativo Bibliotecas Escolares en Red – BERED- de Albacete.

Los datos corroboran que la biblioteca escolar contribuye a mejorar la competencia lectora general del alumnado y las distintas dimensiones de esta competencia, especialmente la informacional. El recurso más valorado es la colección bibliográfica, combinada con el trabajo por proyectos e integrada en las actividades formativas y de animación a la lectura programadas desde un plan de lectura. La biblioteca escolar contribuye a producir cambios de carácter intangible en las actitudes y en el comportamiento, especialmente sobre la motivación de alumnado y profesorado, y favorece la implicación de las familias en el proceso de aprendizaje. El alumnado interioriza valores y normas de convivencia y refuerza su sentido de pertenencia; se refuerza la formación del profesorado y se da visibilidad a la labor docente. Respecto a la influencia de la biblioteca sobre la institución de la que depende, contribuye a que se cumplan los fines y objetivos educativos, en torno a tres ejes principales: 1) apoya los objetivos de enseñanza y aprendizaje, incluyendo el refuerzo curricular y la implantación de nuevas metodologías de trabajo y aprendizaje con el uso de las nuevas tecnologías; 2) refuerza la cohesión entre los miembros de la comunidad educativa en torno a los objetivos y proyectos comunes, potenciando valores comunitarios y de convivencia y actuando como un compensador de desigualdades; y 3) contribuye a establecer redes de cooperación. Respecto de la influencia de la biblioteca escolar sobre su entorno social próximo, se observa la colaboración con otras entidades educativas y culturales en redes de cooperación.

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Zorica, M.B., Ivanjko, T. y Spiranec, S. (2014). Mystery shopping in libraries, are we ready? Qualitative and Quantitative Methods in Libraries, 2, 433-442. Recuperado de

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Listado de legislación

Comisión Europea. (2012). Un nuevo concepto de educación: invertir en las competencias para lograr mejores resultados socioeconómicos: comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones. COM (2012) 669 final. Recuperado de https://eur-lex.europa.eu/resource.html?uri=cellar:dd6fddb9-95b5-4828-b8d4- d71d4c00d48f.0005.03/DOC_1&format=PDF

España. (2006). Ley Orgánica 2/2006, de 3 de mayo, de Educación. BOE, n.106, de 4 de mayo. Recuperado de https://www.boe.es/buscar/act.php?id=BOE-A-2006- 7899

España. (2014). Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la educación primaria. BOE, n. 52, 1 de marzo. Recuperado de http://www.boe.es/boe/dias/2014/03/01/pdfs/BOE-A-2014-2222.pdf

España. (2015). Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la educación secundaria obligatoria y del bachillerato. BOE, n.3, 3 de enero. Recuperado de http://www.boe.es/diario_boe/txt.php?id=BOE- A-2015-37

Cubierta para Evaluación del impacto de las bibliotecas escolares en España: Aproximación desde una doble perspectiva metodológica cuantitativa y cualitativa
Publicado
mayo 31, 2020