Assessing information competences of translation and interpreting trainees

Pinto, María; García‐Marco, Francisco‐Javier; Granell, Ximo; Salvador, Dora Sales

doi:10.1108/ajim-05-2013-0047

Cited by 10 publications

(2 citation statements)

References 39 publications

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“…Other examples of university level IL assessments are reported elsewhere (e.g. at Andhra University (Sasikala and Dhanraju, 2011); University of Dhaka (Islam and Rahman, 2014); Nigeria universities (Ilogho and Nkiko, 2014) and Spain (Pinto et al , 2014), and others).…”

Section: Related Literaturementioning

confidence: 90%

Assessing information literacy skills among young information age students in Singapore

Foo

Majid

Chang

2017

AJIM

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Purpose The purpose of this paper is to assess knowledge of Singapore Grade 5 (11 years old) students’ understanding and proficiency in basic information literacy (IL) skills of defining information tasks, selecting information sources, seeking information from sources and synthesising and using information. Design/methodology/approach A 38-item multiple-choice question assessment instrument was used to assess the students’ IL skills based on the i-Competent IL model. The instrument first developed in 2010 was refined and expanded to increase the robustness and accuracy of assessment for the study. It was administered to 17 primary schools in Singapore in November 2015. The maximum possible score of 54 was scaled up to 100 to report the overall mean score for ease of reference and comparison. A total of 2,399 returns were obtained and analysed using Statistical Package for the Social Sciences 22.0 to compute the mean scores, IL stage-level scores. The study also investigated for any significant differences in performance between male and female students, and students with or without access to the internet at home. Findings The students achieved an overall mean score of 53.39 which is below a recommended acceptable score of 60 or 70 advocated in a number of past studies. The two worst performing areas of IL skills were synthesising and using information and seeking information from sources with mean scores of 45.89 and 48.81, respectively. A review of the highest number of incorrect answers suggests that students had difficulty in identifying key information from an information task narrative, understanding the use of reference sources and role of librarians, distinguishing between a fact and opinion, and adopting the best strategy for searching. Girls outperformed boys with an overall mean score of 55.38 vs 51.50. Students with internet access at home fared better than those without access to it with a score of 53.67 vs 45.81. The overall poor results of the survey suggest an urgent need to review the IL education landscape in the Singapore school system, revisit polices, priorities and assess the relevance and effectiveness of the IL curriculum, practical hands-on classes, and interventions that are currently employed in schools. Practical implications The study helped identify areas of IL skills strengths and weakness among Grade 5 students in Singapore schools. It provides recommendations for follow up actions for education authority and schools to improve the situation. Originality/value This study was prompted to provide an assessment after a national IL initiative was launched in 2012 to inculcate IL skills among the school-going children as part of creating a value-driven education system. This is the first reported set of findings for a large-scale survey conducted to measure and ascertain the IL skills level among Grade 5 students.

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Section: Related Literaturementioning

confidence: 90%

Assessing information literacy skills among young information age students in Singapore

Foo

Majid

Chang

2017

AJIM

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“…It determines how information is generated, accessed, processed, and used; and this can vary considerably across different fields of knowledge and communities of practice (Elmborg, 2006;Goad, 2002;Pinto et al, 2014;Sales & Pinto, 2011). In multimodal working environments, literacy becomes an even greater challenge to overcome as information literacy is a multifaceted construct.…”

Section: Fostering Metaliteracy To Cater To Current Markets: Embracin...mentioning

confidence: 99%

Audiovisual translation, translators, and technology: From automation pipe dream to human–machine convergence

Granell,

Chaume

2023

LANS-TTS

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Audiovisual translation (AVT), broadly understood as a synonym for media content localization, and not only as a particular practice of linguistic transfer, is undergoing a revolution that was unthinkable only a few years ago – even in those territories where viewers are less accustomed to localized content. Digitalization and technological changes, which have had such an impact on the way audiovisual texts – whether original, localized, or adapted – are produced, distributed, edited, consumed, and shared have also had a substantial impact on the AVT profession. This article explores the ways in which technology has been evolving as an aid to translators: from being merely a clerical aid for transcribing digital texts to automating tasks and integrating machine translation into human translation processes. This it does by providing a range of tools to assist translators in their work processes, progressively migrating both tools and processes to cloud-based environments. The focus is then on AVT, and more particularly on dubbing, where digitalization has shaped the consumer market and posed several challenges to language technology developments and AVT professional practices. Academia has also paid attention to such developments and has increasingly dealt with a number of matters affecting both practice and training to cater to the needs of current media markets. A final word is devoted to proposing a literacy-based framework for the training of translators that embraces technology so as to incorporate automation as an additional aid and which redefines the audiovisual translator’s workstation.

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Information Literacy Competencies among Social Sciences Undergraduates: A Case Study Using Structural Equation Model

Pinto

Fernández-Pascual

2014

Communications in Computer and Information Science

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Assessing information competences of translation and interpreting trainees

Cited by 10 publications

References 39 publications

Assessing information literacy skills among young information age students in Singapore

Assessing information literacy skills among young information age students in Singapore

Audiovisual translation, translators, and technology: From automation pipe dream to human–machine convergence

Information Literacy Competencies among Social Sciences Undergraduates: A Case Study Using Structural Equation Model

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