Theoretical conceptions on the development of information skills from a research work perspective. A necessary review

Abstract

The training of information literacy skills in Cuban higher education gained prominence during the pandemic, as the volume of available information surged without a corresponding focus on the skills needed to use it efficiently. While various authors advocate for incorporating these skills into the curriculum, there are few practical examples within teacher training programs, and limited proposals aligned with the professional's specific role and functions. The Bachelor’s degree program in Marxism-Leninism and History Education requires graduates capable of working with diverse sources to foster their students' socio-historical thinking—particularly in a context characterized by the increasing use of digital data and media manipulation. This study, a narrative literature review, aimed to analyze the theoretical foundations of developing information literacy skills through the lens of the program's work-based research component. The review was structured in four stages and analyzed 78 documents. The results reveal a shift from fragmented approaches toward holistic concepts, although gaps remain regarding the integration of these skills with work-based research activities. The study concludes that it is necessary to restructure the development of information literacy skills—using innovative teaching methods—to support instruction in Marxism, History, and Citizenship Education, adopting a systemic approach that integrates work-based research.