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A participatory action research (PAR) approach was employed to investigate school students' information discernment capabilities. Placing school student participants at the centre of the research process enabled them to define the problem in their own words and begin to find solutions to the issue of how to choose good quality information. Findings confirmed the results of many studies that school students adopt a cognitive default position of trust and are relatively unquestioning when using information sources for their work (in this case the Extended Project Qualification or EPQ). Results also showed that with an appropriate embedded learning and teaching intervention, which includes aspects of information and digital literacy, school students adopt a cognitive questioning state, which leads to pro-active scepticism, enhancing their information discernment and in turn enables them to make better information choices. This has implications not only for school teachers and librarians but for educational policy makers also.

A recurrent theme in LIS literature is the tendency of young people not to evaluate rigorously the information with which they come into contact. Although many information literacy models stress the need to take a critical approach, the reality of behaviour is often very different. Recent research conducted in an English high school has explored the importance that teenagers attach to ten particular evaluative criteria. 149 youngsters contributed data via an online questionnaire. Participants felt that information on the Web should be current/topical, free from spelling and grammatical errors and easily verifiable elsewhere but authorship was much less of a priority to them. The findings are likely to be of special relevance to information literacy teachers who are defining priorities for their own programmes.

Modelo ontológico basado en web of confianza para analizar el uso de recursos en entorno de aprendizaje Resumen-Los recursos utilizados dentro de un entorno de aprendizaje virtual son de vital importancia para el desarrollo de actividades y formación de estudiantes. Actualmente existe una gran variedad de recursos den-tro de plataformas virtuales de aprendizaje; sin embargo , se desconoce si todos estos recursos pueden ser utilizados por todos los participantes dentro de un pro-ceso de formación de acuerdo con sus estilos de apren-dizaje. El siguiente artículo tiene como propósito definir un modelo ontológico que facilite el análisis estructural del uso de herramientas como blogs, foros, chats, así como diferentes tipos de objetos de aprendizaje, dentro de plataformas Learning Content Management System. Para facilitar el estudio se utilizó Pajek como herramien-ta de análisis de redes sociales. Se pretende con este modelo analizar el comportamiento de participantes dentro de plataformas virtuales, así como la interacción que ellos tienen con las herramientas y contenidos den-tro de una plataforma de aprendizaje LCMS. Palabras clave-Análisis de redes sociales, e-learning, methontology, ontologías, pajek. Abstract-Resources used in a virtual learning environment are of crucial importance for the development of activities and training students. There is currently a wide range of resources within virtual learning platforms , however is unknown if all of these resources can be used by all participants in a training process according to their learning styles. The following article aims to define an ontological model which promotes structural analysis using tools such as blogs, forums, chats, as well as different types of learning objects within Learning Content Management System platforms. To facilitate the study, Pajek was used as a tool SNA Social Network Analysis. It is intended with this model to analyze the behavior of participants in virtual platforms, as well as interaction they have with tools and content within a learning platform LCMS.

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