75 lecciones aprendidas en programas de alfabetización informacional en universidades iberoamericanas

Abstract

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.

Information Literacy Competency Standards for Higher Education and Their Correlation with the Cycle of Knowledge Generation

“…This analysis was based on the Guidelines on information literacy for lifelong learning published by IFLA (Lau, 2006) & Lau, 2008), and an integrative proposal for Information Literacy (Uribe-Tirado, 2008, 2010 as shown in …”

“…The operational development of these models is carried out through standards, made up of lists of categories that describe the nature of these models." (Cuevas Cerveró, 2007) (Translated from Spanish) Therefore, considering the relationship between models and standards and their correlation with the different forms of knowledge generation (conversion) from tacit to tacit (socialization), from tacit to explicit (exteriorization), from explicit to explicit (combination) and from explicit to tacit (internalization), a literature review was conducted with the aim of identifying which pedagogical models and standards were most commonly used and best-known among information literacy experts worldwide (Uribe-Tirado, 2008, 2010.…”

Estudio métrico de ALFIN en Iberoamérica: de la bibliometría a las altmetrics

“…Dichos trabajos han permitido comprender que la ALFIN ha tenido diferentes períodos de desarrollo, tanto en el contexto mundial como en el contexto iberoamericano (Uribe-Tirado, 2013, y que determinados autores, artículos, revistas y paí-ses han sido los de más presencia e influencia.…”

Developing information literacy programs

“…This framework has been communicated in Spanish journals (e.g. Uribe-Tirado and Pinto, 2014), but it has not been so prominent in the English specialized literature. This year, Uribe-Tirado and Pinto (2017) discussed how and to what extent these lessons are also present in the specialized literature published by researchers from other regions (Uribe-Tirado and Pinto, 2014).…”