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Cómo citar este artículo/Citation: Uribe Tirado, A.; Pinto, M. (2014). 75 lecciones aprendidas en programas de alfabetización informacional en universidades iberoamericanas. Revista Española de Documentación Científica, 37(3):e057. doi: http://dx.doi. org/10.3989/redc.2014.3.1118Resumen: El objetivo de este artículo es ofrecer una sistematización y organización de las lecciones aprendidas desde los programas más representativos de Alfabetización Informacional -ALFIN-en universidades iberoamericanas. Tras la aplicación de un modelo de captura de lecciones aprendidas basado en la triangulación de diferentes fuentes de información y métodos de investigación (análisis de la literatura y sitios web, entrevistas, encuestas, etc.), se ofrece como resultado las 75 lecciones aprendidas identificadas, categorizadas según cuatro grandes componentes, para que a modo de guía puedan ser utilizadas por las universidades iberoamericanas iniciadas y/o principiantes en el diseño de sus programas de formación en Alfabetización Informacional.Palabras clave: Alfabetización Informacional; competencias informacionales; lecciones aprendidas; gestión del conocimiento para el aprendizaje; universidades; Iberoamérica. lessons learned from information literacy programs in Ibero-American universitiesAbstract: The aim of this article is to provide a systemized and organized presentation of the lessons learned from the most representative programs of Information Literacy in Ibero-American universities. A model was applied to capture lessons learned based on the triangulation of different sources of information and research methods (analysis of literature and websites, interviews, surveys, etc...). This resulted in the identification of 75 lessons learned, categorized by four main components, that can serve as a guide to be used by Ibero-American universities that have already initiated the design and implementation of training programs in Information Literacy, as well as those just beginning this process.

This paper reports preliminary results from a study that examines factors influencing knowledge sharing among members of business clusters based in Wellington, New Zealand. Business clusters are local concentrations of competitive firms in related industries that do business with each other. Earthquake Engineering, Creative Capital, Natural Hazards, Optics and Software are examples of clusters studied in this paper. However, some of the companies in many business clusters are direct competitors in the local arena and they are often expected to co-operate and share business knowledge with each other when they are considering bidding for international projects or contracts. This knowledge may be considered to have provided each company with a competitive advantage. Therefore, trying to successfully operate in this mixed environment of "co-operation" and "competition" can pose a dilemma for many members of business clusters. For this study, a three-stage data collection strategy was used: a focus group, online voting exercise and individual interviews. Representatives from seven business clusters in the Wellington region took part in this study. Analysis of the data revealed that several factors do influence knowledge sharing in business clusters, such as: sharing a common understanding and commitment to the cluster idea; initial respect and trust between cluster members; and having strong, charismatic cluster champions/leaders. These factors will be explored and the implications for practice and research will also be discussed.

Content analysis, restricted within the limits of written textual documents (WTDCA), is a field which is greatly in need of extensive interdisciplinary research. This would clarify certain concepts, especially those concerned with "text", as a new central nucleus of semiotic research, and "content", or the informative power of text. The objective reality (syntax) of the written document should be, in the cognitive process that all content analysis entails, interpreted (semantically and pragmatically) in an intersubjective manner with regard to the context, the analyst's knowledge base and the documentary objectives. The contributions of semiolinguistics (textual), logic (formal) and psychology (cognitive) are fundamental to the conduct of these activities. The criteria used to validate the results obtained complete the necessary conceptual reference panorama.

Informational literacy and the use of technologies by Secondary Education students in Spain: A descriptive study. The development of Information and Communication Technologies (ICTs), together with their application to research carried out on educational areas, are factors which contribute to the promotion of a new educative model constructed on literacy-based competences and skills, and which sets technologies as essential tools for a life-long learning process (Unesco, 2005). This is the framework where we can insert the research that we are currently carrying out, funded by the research Program I+D+I of the Spanish Ministry of Education, and in the frame of which we are developing a diagnostic assessment of informational literacy competence in students between 14 and 16 years (Secondary Education), based on the fact that one of the main aspects in knowledge generation and acquisition is the capacity to use information extracted from documents and electronic resources, available in informational networks in a correct way. In this paper we present the results obtained from evidences on the contrast existing between the level of use of technologies (videogames, social networks...) and the level of informational literacy shown by students. The data were gathered from a sample of more than 1000 Secondary Education students who are around 15 years old.