It is argued that today is an information driven society. Being able to engage digital information abilities to solve an information interaction activity within digital environments is key for social participation, equality and for bridging socio-economic and cultural gaps. Developing these abilities within school classrooms has become a priority. However, research suggest that a majority of students can only complete basic and explicit information-gathering and management tasks within digital environments. Literature constantly holds that students’ expressed experiences of information interaction activities are key for developing digital information abilities. Notwithstanding, there are still important gaps within our understanding of students’ expressed experiences of them. To address such gaps we employ phenomenography to study Chile’s Secondary Technical and Vocational Education and Training students’ expressed experiences of information interaction abilities; a group that has likewise been overlooked. By means of purposeful sampling, a total of 24 students participated in the study. Focusing on both the out-of and in-school settings, findings suggest that the apparent clear-cut division between the out-of and in-school experiencing seems not to be as pristine as some might suggest. Findings also indicate that specialty courses, as they are currently designed, might not be favorable for developing digital information abilities as well as pointing towards the importance of situating students’ expressed experiences within wider discourses surrounding digital ability development.

有人认为，今天是一个信息驱动的社会。能够利用数字信息功能解决数字环境中的信息交互活动，对于社会参与，平等以及弥合社会经济和文化鸿沟至关重要。在学校教室内发展这些能力已成为当务之急。但是，研究表明，大多数学生只能在数字环境中完成基本的和明确的信息收集和管理任务。文学一直认为，学生表达的信息交互活动经验是发展数字信息能力的关键。尽管如此，我们在理解学生对他们表达的经验方面仍然存在重要的差距。为了解决这些差距，我们采用现象学方法研究智利的中等技术和职业教育，并培训学生表达的信息交互能力的经验；同样被忽视的一群人。通过有目的的抽样，共有24名学生参加了研究。着眼于校外和学校环境，研究结果表明，校外和学校体验之间明显的明显区分似乎并不像某些人所建议的那样原始。研究结果还表明，目前正在设计的专业课程可能不利于发展数字信息能力，并指出了在围绕数字能力发展的更广泛的论述中安排学生表达的经验的重要性。