INFORMATION LITERACY IN COLOMBIA: REPORT OF THE STATE OF THE ART

Transcripción

1 INFORMATION LITERACY IN COLOMBIA: REPORT OF THE STATE OF THE ART Alejandr Uribe Tirad Prfessr-Researcher Interamerican Schl f Infrmatin Science University f Antiquia, Medellín, Clmbia PhD's candidate University f Granada, Spain Scientific dcumentatin prgram Clmbia's crdinatr fr the UNESCO / IFLA prject InfLitGlbal Lenard Machett s Penags Prfessr Infrmatin Science Pntificial Javeriana University, Bgtá, Clmbia Master's candidate, Educatin, University f the Andes, Bgtá, Clmbia Librarian - Library specializing in art and culture - Clsubsidi Clmbia's crdinatr fr the UNESCO / IFLA prject InfLitGlbal. ABSTRACT This reprt has been develped fllwing a number f strategies (methds and technical/research instruments), namely dcumentary research, web cntent analysis, qualitative fieldwrk and nline surveys. This research was cnducted in tw cntexts: in university libraries, public library netwrks and cmpensatin funds libraries (mixed) and in research grups within the areas f infrmatin science, educatin and psychlgy in different cities. It fcuses n the current state f infrmatin literacy in Clmbia frm the perspective f implementing educatinal prgrammes and prjects at different types f libraries, educatinal levels as well as frm the teaching and research perspectives. KEYWORDS: Infrmatin literacy training, infrmatin skills, university libraries, schl libraries, public libraries, research grups, librarian educatin, Clmbia INTRODUCTION Befre we develp this reprt, sme clarificatin abut terminlgy is necessarily presented, since cnceptual and cntextual agreements (frm the perspective f the reprt) will facilitate its cmprehensin and the identificatin f cmmn and divergent characteristics in the tpic f infrmatin literacy as understd and applied in Clmbia in the past, which will remain in the future. These clarificatins are prvided within the framewrk f the title given t this wrk: 1 This reprt is supprted academically in the dctral research (in prgress): "Lessns Learned in Infrmatin Literacy Prgrams in Iber-American Universities" (Uribe Tirad, ). His first Spanish versin is being edited fr publicatin in the text: Alfabetización Infrmativa (Infrmatin Literacy) by the University Center fr Library Science Research f the Natinal Autnmus University f Mexic. Fr the English versin and updating, has received cntributins f Prfessr Lenard Machette's, wh is als Clmbia's crdinatr fr the UNESCO / IFLA prject InfLitGlbal. 2

2 State f the art Thrughut this paper, we assume that the term state f the art means what Vélez and Galean (2002), drawing n several authrs, describe as an inquiry int the prductin and research, bth theretical and methdlgical, abut a tpic with the aim f uncvering thrugh it the dynamics and lgic t be fund in the descriptin, explanatin r interpretatin f the phenmenn in questin ffered by therists and researchers. Fllwing this definitin, accrding t Vélez and Galean (2002), a state f the art implies cnsidering different strategies t lcate the prductin beynd the merely well dcumented and printed as well as the qualitative perspective/apprach, including case studies, fcus grups, participant bservatin and cntent analysis (Andreu, 2000; Piñuel, 2002; Prta and Silva, 2003, Salinas, 2006; Slís, 2008, etc.), and mre specifically web and digital cntent (Wan-Ying Lin, 2000, McMillan, 2000; Strijbs et al, 2005; Herring, 2010, etc.). Frm this perspective, it becmes clear that any state f the art is an apprximatin t a certain set f surces at a given time, frm a grup f peple (researchers) and by means f specific strategies. It cannt assume the existence f any kind f prductin n a certain tpic, but it assures a systematic apprach that aims t be as cmprehensive in terms f breadth and depth as pssible. Infrmatin literacy (r... defined as...) With regard t infrmatin literacy as a term, ver the past three decades f infrmatin literacy develpments (Pint, Crdn and Gmez, 2010) there have been many discussins in different languages n what is the mst apprpriate term frm different linguistic and translatin perspectives. This was certainly the case fr Spanish, with different prpsals such as Gómez-Hernández s alfabetización infrmacinal (infrmatin literacy) r Marzal s alfabetización en infrmación ; r variatins such as Crtes and Lau s Desarrll de habilidades infrmativas (infrmatin literacy skills training); r ther prpsalspsitins based n certain traditins f library and educatinal perspectives such as Naranj-Vélez and thers (training / educatin f users). In this regard, In this regard, this study assumed a pragmatic psitin, since, accrding t recent terminlgical agreements, this field f knwledge is still under cnstructin and in many cases agreements have nt been reached yet. It is therefre assumed as a term fr "alfabetización infrmacinal" fllwing Gómez-Hernández s prpsal (2007), in turn validated thrugh its use in language issues. This term is als the ne that has gained mre weight, since a search f the different terms related t this issue in Spanish 2 shws alfabetización infrmacinal as the mst widely used term in the Hispanic American 3 cntext, which is valid in the case f Clmbia 4. 2 Alfabetización infrmacinal, Alfabetización en infrmación, Alfabetización infrmativa, Desarrll de Habilidades Infrmativas (DHI) - Infrmatin Literacy, Infrmatin Cmpetency, Infrmatin Skills, Training f users t search fr infrmatin, etc. 3 Fr example, using Ggle Schlar as a tl t cmpare the frequency f use f these terms fr terms in Spanish is (Nvember 2010): 991 dcuments including the term "alfabetización infrmacinal", 180 including "desarrll de habilidades infrmativas"; 499 including alfabetización en infrmación ; 191 including "alfabetización infrmativa"; 214 including cmpetencias infrmacinales ; 97 including cmpetencias en infrmación ; 110 including "cmpetencias infrmativas", and finally, 367 fr frmación de usuaris + búsqueda de infrmación. 3

3 Tgether with the abve, during the develpment f infrmatin literacy ver the past thirty years there have been several prpsals, such as definitins (the way yu understand), which directly and indirectly have sught t cnceptualize this idea. In many cases, in ur cntexts (Latin American, Hispanic American, and Iberamerican) literal translatins f mst recgnized English-language definitins (ALA, CILIP, SCONUL, CAUL) have been adpted, but there have als been prpsals f certain authrs wh have sught t cme up with their wn definitin t cmplement and expand, and in sme cases, cntextualize these definitins frm English cntexts. In the present wrk, cntinuing a pragmatic psitin, it was assumed that there was a need t g beynd the definitins f a "synthetic" and very particular cntext and t draw n the ptential strengths f mst f the definitins in English and the descriptins f infrmatin literacy in recent years in rder t create a cmprehensive descriptin f the term that cvers all its cmplexity. Therefre, in this text by infrmatin literacy is meant (Uribe Tirad, 2008, 2009, 2010): the teaching-learning prcess designed fr an individual r grup f persns, under the prfessinal leadership and guidance f an educatinal r library institutin, using different teaching strategies and learning envirnments (classrm, mixed-blended learning r "virtual" / E-INFOLIT), t be able t achieve the cmpetences (knwledge, skills and attitudes) in cmputing, cmmunicatins and infrmatin that wuld enable and empwer them, after identifying and recgnizing their infrmatin needs, and applying different frmats, media and physical, electrnic r digital resurces, t lcate, select, retrieve, rganize, evaluate, prduce, share and disseminate in an efficient and effective way, as well as with a critical and ethical apprach (Infrmatin Behavir) the infrmatin that best satisfies thse needs, building upn their ptentialities (cgnitive, practical and emtinal) and previus knwledge (multiple literacies: reading and writing, functinal, visual, media, digital) and t achieve an apprpriate interactin with ther individuals and grups (cultural practices-scial inclusin), accrding t the different rles and cntexts invlved (educatinal levels, research, jb-training), This same tendency is present when using the E-LIS repsitry r a general search n Ggle. Hwever, the term desarrll de habilidades infrmativas in the case f Mexic has a higher frequency, which is related t the first translatin f the term in that cuntry and wrk frm the Universidad Autónma de Ciudad Juárez. 4 After refining the verall perfrmance f Hispanic America fr "Clmbia" and ". c", again using Ggle Schlar and E-lis repsitry as surces, the term "alfabetización infrmacinal (infrmatin literacy) is the majrity. 4

4 fr finally with all this prcess, t get and share new knwledge as well as the fundatins fr lifelng learning (t which every citizen has the right) in rder t facilitate the decisin-making fr persnal, rganizatinal, cmmunity and scial benefits in view f the everyday and lng-term demands (pprtunities and threats) in the current infrmatin sciety. Clmbia T try t present a state f the art abut infrmatin literacy in a particular cntext; in this case, a cuntry, is a great investigative purpse that invlves a prcess f cntinuus inquiry. In the case f this text, this prcess is based n the teaching and research wrk undertaken ver the past five years, since the Schl f Library Science at the University f Antiquia (Medellin-Clmbia) and the research grup Infrmación, Cncimient y Sciedad ( Infrmatin Knwledge and Sciety ) have facilitated, especially by cnducting dctral studies n this subject in the last year, t fllw a systematic prcess t find infrmatin literacy related literature. Namely: articles and papers that Clmbian authrities have published n this tpic, thesis wrks n undergraduate and graduate research prjects, prgrammes and prjects planned fr and/r implemented in different types f educatinal institutins and libraries, web resurces (based n 1.0 and 2.0 cntent) that deal and have dealt with this issue, and prcesses related t training f infrmatin prfessinals n Infrmatin Literacy in different cities and netwrks/grups. Hwever, as implied by a state f the art and has been mentined abve, is nt prducing anything else. Thus, it can be cnsidered, metaphrically: a panramic phtgraph f a mment, taken frm the specific angle f the phtgrapher(s), and, which displays a large landscape, but nt the whle f it. METHODOLOGY AND RESULTS Taking int accunt the three cnsideratins in relatin t the title f this wrk, we nw present the methdlgy fllwed in the investigative prcess that frames this wrk and their specific results. The fllwing strategies (methds/techniques and instruments) were used: dcumentary research, analysis f web/digital cntent, interview-training-participant bservatin, and nline surveys. Dcumentary research The dcumentary research wrk carried ut invlved searching and retrieving infrmatin during several mnths, tracking back relevant surces f published wrk n infrmatin literacy in Clmbia in recent years. In particular, the fllwing surces were cnsulted: Glbal InfLit repsitries and E-lis, the reference databases and LATININDEX REDALYC specific American cntext, and internatinal 5

5 scientific databases (ISI, SCOPUS, ERIC, EBSCO-academic surce; EMERALD, etc.), which identified mst f the published wrk (publicatins, research-training prpsals, learning bjects) f what has been dne and was being dne n Infrmatin Literacy in Clmbia. After the rganizatin, treatment (duplicates) and systematizatin f thse searches results in it was pssible t lcate and analyze (see extended specificatins f bibligraphic cntent in Appendix 1) a number f wrks, directly and indirectly related t infrmatin literacy in Clmbia, namely: Articles and Cnference Papers: Frmación de usuaris de la Infrmación y prcess frmativs: hacia una cnceptuación (Naranj Vélez, 2003) Internet, sftware libre, brecha digital y analfabetism infrmacinal. Una reflexión y discusión pendiente en la Universidad. (Uribe Tirad, 2005) La alfabetización infrmacinal, un prerrequisit y camp de acción para la e-inclusión y la gestión del cncimient en red en las universidades (Uribe Tirad, 2005) Evlución y tendencias de la frmación de usuaris en un cntext latinamerican: resultads de la investigación. (Rendón Girald, Naranj Vélez y Girald Arrednd, 2005) La investigación cm prces de aprendizaje. Bgtá: Clegi Ls Ngales (Vélez de Mnchaux, 2006) La fluidez de la infrmación en la era digital (Crtés S., 2006) Prgrama de Alfabetización en Infrmación del Sistema de Biblitecas sede Bgtá de la Universidad Nacinal de Clmbia (Ardila y Martínez, 2006) Acces, cncimient y us de Internet en la Universidad de Antiquia: mdel de diagnóstic y caracterización. (Uribe Tirad et al., 2007) Ls biblitecólgs y biblitecaris, agentes lideres en la frmación de estudiantes y cmunidades para el acces a infrmación de calidad utilizand Internet (Uribe Tirad, 2007) Intrducción al Desarrll de Habilidades Infrmativas-Infrmatin Literacy. (Machett s, 2007) La alfabetización múltiple: ret de las biblitecas (Girald, 2007) Implicacines sciales y culturales de la Alfabetización Infrmacinal (Mesa, 2007) Las habilidades infrmativas en el cntext de la frmación prfesinal (Ordóñez, 2007) Acerca de la Alfabetización Infrmacinal y el papel de la academia (Naranj Vélez, 2007) Prgrama de frmación y rientación de ls alumns (Tinjacá, 2007) La investigación en la bibliteca esclar: una estrategia para el desarrll de la ALFIN (Vélez de Mnchaux, 2007) La brecha digital, n sl cnectividad. La Sci, Inf e Infraestructura Infrmacinal una triada necesaria para ls análisis en la sciedad de la infrmación. (Uribe Tirad, 2007) De la didáctica y tras accines para la frmación de usuaris en biblitecas universitarias (Naranj Vélez, 2007) Experiencia de un prgrama de frmación de usuaris cm apy al prces de enseñanza-aprendizaje universitari en el Sistema de Biblitecas de la Universidad de Antiquia (Gil Jaramill, 2008) Cmpetencias infrmacinales en estudiantes universitaris: Una recnceptualización. (Marciales Vivas et al., 2008) La frmación en cmpetencias tecnlógicas e infrmacinales de futurs biblitecólgs aprvechand la platafrma educativa Mdle: cas Escuela Interamericana de Bibliteclgía Universidad de Antiquia (Castañ Muñz y Uribe Tirad, 2008) Hacia una frmación de usuaris de la infrmación en entrns lcales. (Rendón Girald y Herrera Crtés, 2008) El cncimient y recncimient de ls mdels de cmprtamient infrmacinal. Un aspect necesari para ls servicis de infrmación Web 2.0 y la Alfabetización Infrmacinal-DHI desde las biblitecas. (Uribe Tirad, 2009) Interrelacines entre veinte definicines-descripcines del cncept de alfabetización infrmacinal: Prpuesta de macr-definición (Uribe Tirad, 2009) Frmación de habilidades y cmpetencias infrmacinales en entrn virtual. Cas Universidad del Rsari, Clmbia. (Liswska, 2009) Mits, realidades y preguntas de investigación sbre ls nativs digitales : una revisión (Cabra Trres y Marciales Vivas, 2009) Intranets, repsitris, alfabetización digital e infrmacinal Estrategias cubanas para evitar la brecha digital, replicables y adaptables en trs cntexts iberamericans (Uribe Tirad, Zayas Mujica y Fernández Valdés, 2009) La Alfabetización Infrmacinal en la Universidad. Descripción y Categrización según ls Niveles de Integración de ALFIN. Cas Universidad de Antiquia (Uribe Tirad, 2010) Avances y perspectivas de ALFIN en Iberamérica. Una mirada desde la publicación académic-científica y la web 1.0 y 2.0. (Uribe Tirad, 2010) 6

6 Perfiles de la cmpetencia infrmacinal en estudiantes de primer semestre de carreras técnicas y prfesinales. (Marciales Vivas et al, 2010) La frmación y ls estándares-cmpetencias en alfabetización infrmacinal para estudiantes universitaris. Una mirada cntextualizadra desde ls pstulads de la tería de la actividad y la acción mediada. (Uribe Tirad, 2010) El pryect INFOLIT Glbal y su imprtancia para las institucines biblitecarias y educativas de Clmbia para la enseñanza-aprendizaje de cmpetencias infrmacinales/alfabetización Infrmacinal (Uribe Tirad, 2010) Alfabetización Infrmacinal (ALFIN) en la Red Capital de Biblitecas Públicas de Bgtá. (Fin Garzón, 2010) Asignaturas para el desarrll de cmpetencias en el manej de infrmación y us de TIC. (Menéndez y Mesa, 2010) Frmación cívica y ciudadana mediada pr las tecnlgías de la infrmación y la cmunicación- TIC: una experiencia de alfabetización infrmacinal cn cntenids lcales. (Bedya, 2010) La frmación en cmpetencias infrmacinales (alfabetización infrmacinal) una necesidad imperante en la educación clmbiana. (Uribe Tirad, 2010) Us de ls sistemas de infrmación dcumental en la educación superir: estad del arte (Naranj Vélez, 2010) Cmpetencias infrmacinales en estudiantes universitaris (Marciales Vivas et al, 2010) Presencia, tendencias y aspects diferenciadres de la frmación sbre derechs de autr en la alfabetización infrmacinal en el ámbit universitari (Uribe Tirad, 2010) Mdel académic para el desarrll de habilidades infrmacinales: cas del departament de ciencia de la infrmación de la pntificia universidad javeriana (Mesa, 2010) Alfabetización Infrmacinal desde la Universidad de La Salle: Rets y Oprtunidades (Gómez Dueñas, 2010) El desarrll de cmpetencias infrmacinales desde la Bibliteca Pública: cas de la Red de Capital de Biblitecas Públicas (Sierra Escbar, 2010) La emancipación a través del cncimient cm bjetiv en el diseñ curricular de prgramas de alfabetización infrmacinal (Machett s, 2010) El desarrll de habilidades infrmativas cm cmpnente del prgrama de Animación a la lectura Bibliteca Escuela PALBE (Carrerr Gómez, 2010) La frmación en alfabetización infrmacinal en la Escuela Interamericana de Bibliteclgía: Cmpetencias para ser alfabetizads y cmpetencias para ser alfabetizadres (Uribe Tirad y Castañ Muñz, 2010) La emancipación a través del cncimient cm bjetiv en el diseñ curricular de prgramas de alfabetización infrmacinal (Machett s, 2010) Reclectres, verificadres y reflexivs: perfiles de la cmpetencia infrmacinal en estudiantes universitaris de primer semestre. (Marciales Vivas et al, 2010) La Web semántica y sus psibles aplicacines en las universidades. (Uribe Tirad, 2010) Una mirada a ls telecentrs regads pr Clmbia. (Medina Franc, 2010) La Alfabetización Infrmacinal en Iberamérica. Una aprximación a su pasad, presente y futur desde el análisis de la literatura publicada y ls recurss web. (Uribe Tirad, 2010) Recnceptualización sbre cmpetencias infrmacinales. Una experiencia en la Educación Superir. (Marciales Vivas et al, 2010) La web semántica y sus aplicacines. Una unidad de aprendizaje en línea (UAL-OVA) necesaria en prgramas de alfabetización infrmacinal en universidades. (Uribe Tirad, 2010) Bks Evlución y Tendencias de la Frmación de Usuaris en un Cntext Latinamerican (Naranj Vélez et al, 2006). Acces, cncimient y us de internet en la Universidad: Mdel de diagnóstic y caracterización. (Uribe Tirad et al. 2008) MUFUS-Mdel de frmación de usuaris de la infrmación (Naranj Vélez et al, 2009). Undergraduate Theses Búsquedas especializadas en la Web en text cmplet puestas a dispsición en el catálg públic Olib 7 del Sistema de Biblitecas de la Universidad de Antiquia. Recurs impres. Escuela Interamericana de Bibliteclgía. Universidad de Antiquia (Zapata Patiñ/Arrednd Hernández -Dir.-, 2000). Creación de indicadres para ls estándares de alfabetización infrmativa prpuests pr la ALA, cm mdel de medición de las habilidades en el us de la infrmación, pr parte de ls estudiantes de grad 11º: estudi de cas aplicad a ls clegis Pureza de María y San Bartlmé la Merced. Recurs electrónic, Pntificia Universidad Javeriana-Bgtá. Lug y Mesa/ Hinestrsa -Dir.-, 2003). Evaluación de servicis en línea en el ámbit de las biblitecas universitarias desde la perspectiva del manej de indicadres de gestión y la usabilidad. Recurs impres y electrónic. Escuela Interamericana de Bibliteclgía. Universidad de Antiquia. (Arias Sanchez./Pineda Gaviria.-Dir.-, 2004). 7

7 Cmpetencias en el manej de infrmación: Guía metdlógica y didáctica para dcentes y estudiantes de educación básica primaria de Bgtá. Recurs electrónic, Universidad de La Salle-Bgtá. (Ruíz/Peña -Dir.-, 2005). Diseñ de un instrument de evaluación para el prgrama de frmación de usuaris en el acces, us y gestión de la infrmación del departament de biblitecas de la Universidad de Antiquia. Recurs electrónic. Escuela Interamericana de Bibliteclgía. Universidad de Antiquia. (Gall Builes/Pineda Gaviria -Dir.-, 2005). Diagnóstic de las cmpetencias en infrmación de ls estudiantes de VII semestre de la carrera de Ciencia de la Infrmación - Bibliteclgía de la Pntificia Universidad Javeriana. Recurs electrónic, Pntificia Universidad Javeriana. (Valderrama/Mesa -Dir.-, 2006). Prpuesta de un prgrama de frmación de usuaris para estudiantes y prfesres de la Facultad de Odntlgía de la Universidad de Antiquia. Recurs electrónic. Escuela Interamericana de Bibliteclgía. Universidad de Antiquia. Llan Ocha/Naranj Vélez -Dir.-, 2007). Diseñ de un prgrama de desarrll de habilidades infrmativas: estudi de cas aplicad al taller de Internet para persnas mayres de la red de biblitecas Clsubsidi. Recurs electrónic, Pntificia Universidad Javeriana-Bgtá. (Machett/Vélez de Mnchaux -Dir.-, 2008) Diseñ de un prgrama de desarrll de habilidades infrmacinales aplicadas a la infrmación pública para fmentar la ciudadanía digital en adlescentes. Recurs electrónic, Pntificia Universidad Javeriana-Bgtá. (Fin y Castañeda, 2010) Pstgraduate Theses: El biblitecólg cm prmtr de la lectura y sus bases pedagógicas (Naranj Vélez, 2003)-TM Acces, cncimient y us de las herramientas especializadas de internet entre la cmunidad académica, científica, prfesinal y cultural de la Universidad de Antiquia (Uribe Tirad, 2004)-TE Diseñ, implementación y evaluación de una prpuesta frmativa en alfabetización infrmacinal mediante un ambiente virtual de aprendizaje a nivel universitari: cas Escuela Interamericana de Bibliteclgía, Universidad de Antiquia. (Uribe Tirad, 2008)-TM La traducción de la transferencia de infrmación para ls estudiantes de ciencia de la infrmación en Clmbia (Naranj Vélez, en prces de desarrll-)-td Leccines aprendidas en prgramas de alfabetización infrmacinal en universidades de Iberamérica (Uribe Tirad, en prces de desarrll-)-td Standards, Tests f IL cmpetencies/skills, Assessment Tls Lineamients y Directrices para la Frmación de Usuaris de la Infrmación (Naranj Vélez et al, 2006) Mdel Gavilán (EDUTEKA, 2006) Mdel integradr de 7 macr-cmpetencias de ALFIN (Uribe Tirad, 2008) Mdel de Frmación de usuaris de la Infrmación MOFUS (Naranj Vélez et al, 2009) Niveles de incrpración de ALFIN en universidades y Escuelas/Facultades de Bibliteclgía/Dcumentación/Ciencia de la Infrmación (Uribe Tirad, 2010) Huellas digitales 5 (2010) Meetings Alfabetización infrmacinal: desafís y psibilidades. XVII Encuentr de Biblitecas de Cajas de Cmpensación Familiar (Bgtá, 2007) Simpsi Internacinal de Biblitecas Esclares (Bgtá, 2008) II Cngres Internacinal de Investigación en Ciencia de la Infrmación (Medellín, 2009) BibliTic Segund Encuentr de Biblitecas en Tecnlgías de la Infrmación y la Cmunicación (Medellín, 2010) Jrnada académica La alfabetización infrmacinal: aprendizaje para la vida (Bgtá, 2010) Web-Cntent Analysis The analysis f library web sites is a strategy frm the perspective f web-cntent analysis t identify relevant digital and develpments frm the libraries that prvide training as a basic service and transversal t meet the requirements f the Infrmatin Sciety n different educatinal levels and types f libraries

8 T develp this strategy a registratin and cntent analysis frm f web and digital cntent was generated (see Appendix 2), t keep a recrd f university library and public and mixed libraries (Clmbian Cmpensatin Funds), based n the use f different directries-systems Infrmatin: Higher Educatin s Natinal Infrmatin System. Clmbian s Ministry f Educatin: Natinal Directry f public libraries: Natinal Netwrk f Libraries f Family Cmpensatin Funds After recrding all the cases thrugh the registratin frm and perfrming an analysis, the fllwing data were identified fr university libraries: N. f Higher Educatin Institutins N. f websites f the Higher Educatin Institutins visited N. f websites f the Higher Educatin Institutins with explicit infrmatin abut the library and its services N. f university libraries that prvide data n user training and / r Infrmatin Literacy Level that wuld meet the University Libraries in relatin t the training f users and / r infrmatin literacy based n the infrmatin presented frm their websites N. f University Libraries Prgram t prvide infrmatin (curses / activities) frm a cmprehensive understanding f infrmatin literacy. (Level 1 and 2) (registered and linked frm the Prtal f Ministry f Educatin f Clmbia) 335 (the dmain name f 2 institutins did nt exist) 95 (28.3% institutins) 75 (22.3% institutins) User training Level 1: 26 User training Level 2: (3.5% institutins) Infrmatin Literacy INFOLIT-ALFIN Level 1: 8 Infrmatin Literacy INFOLIT-ALFIN Level 2: 4 Table 1. Summary f Prgrammes / Prcesses Infrmatin Literacy and / r User Training identified after analysis f the Web sites f university libraries in Clmbia. Therefre, cnsidering the levels 1 and 2 prpsed Infrmatin Literacy (INFOLIT) stand ut frm the Web-Digital infrmatin presented the fllwing cases: 6 After reviewing the literature n infrmatin literacy, frm the research that supprts this wrk, fur levels f lcatins are prpsed depending n the degree f incrpratin f user training and / r infrmatin literacy accrding t the trends and practices that universities and libraries have: Training fr Users. Level 1: nly training abut general library services. Training fr Users. Level 2: training abut general library services and sme "very instrumental" curses t search fr infrmatin: use f catalgs and databases Infrmatin Literacy. Level 1: curses frm the library aimed at prviding training abut infrmatin cmpetencies: the instrumental + lifelng learning + critical thinking. Infrmatin Literacy. Level 2: curses frm the library aimed at prviding training abut infrmatin cmpetences: the instrumental + lifelng learning + critical thinking; and curse / mdule specific fficial invlved in the curricula f varius academic prgrams t frm in a transversal way and discipline in thse cmpetencies. 9

9 Infrmatin Literacy Level 2: Universidad de Antiquia-Medellín 7 Universidad del Rsari-Bgtá 8 Universidad de La Sabana-Bgtá 9 Pntificia Universidad Javeriana-Bgtá 10 Infrmatin Literacy Level 1: Universidad de ls Andes-Bgtá 11 Universidad San Buenaventura-Cali 12 Pntificia Universidad Javeriana-Cali 13 Universidad ICESI-Cali 14 Universidad del Tlima-Ibagué 15 Universidad del Nrte-Barranquilla 16 Universidad de Manizales-Manizales 17 Universidad Nacinal de Clmbia-Palmira 18 In the case f public libraries, after lking at the specific directry fr this type f libraries, fund that nly the main library lcated in majr cities (Bgtá, Medellín, Cali, Barranquilla) had its wn website. Of these, nly the library netwrk f the Bank f the Republic and its library headquarters Luis Ángel Arang 19, Netwrk libraries and Parks-libraries and Metrplitan Area f Medellín 20 and the Netwrk f Libraries f Bgtá BIBLIORED 21 presented infrmatin regarding training aspects, but fcus mainly n training Level 2 users (libraries belnging t the first tw) r initiating actins t achieve the Level 1 Infrmatin Literacy (fr BIBLORED). In the case f the libraries belnging t Family Cmpensatin Funds (mixed) with a similar situatin t the public library develpments were fcused n user educatin levels, standing at level 2, next t infrmatin literacy, learning prcesses libraries belnging t: COMFENALCO- Medellin 22, COMFAMA-Medellín 23, COMFAMILIAR-Barranquilla 24 and COLSUBSIDIO-Bgtá 25. Hwever, these libraries mixed (public-private) emphasizes training prgrams frm the Lcal Infrmatin Service COMFENALCO has dne with a brader perspective cnsidering

10 Infrmatin Literacy, infrmatin skills fr infrmatin management (f gvernment prcedures and emplyment) fr the public. 26. In shrt, in the case f public libraries and the Family Cmpensatin Funds frm the analysis f their websites, it is evident even mre cncern design and digital-cmputer literacy t the infrmatin, which althugh a necessary and preliminary step and cmplementary, falls shrt f cnsidering the need fr training fr life, critical thinking and implementatin f the universal right f access t infrmatin leads t infrmatin literacy. In the case f schl libraries, the situatin f this kind f libraries in the cuntry is very prly develped, as in the institutins f primary and secndary educatin utside the state sectr, public libraries, frm the Natinal Plan fr Reading and Libraries 27, have fcused all effrts n the creatin and staffing f these centers and are they (public libraries) nly cver the needs f the schl. In the institutins f the primary and secndary private type, libraries have nt undergne large develpments. As highlighted nly sme institutins have taken the perspective f CREA (Center f Resurces fr Teaching and Learning), but in mst cases, they are traditinal libraries where they already existed, r it has been assumed that the persnal libraries (each family + Internet) r cmputer rms f the institutin, meet the needs f infrmatin but with little r n training in infrmatin literacy. Hwever, shuld be emphasized at schl level, a particular case in the cuntry, and is the educatinal institutins have been advised and had spaces fr training, especially in the regin f Valle del Cauca (Cali), thrugh the wrk f Gabriel Piedrahita Fundatin, which has develped the mdel GAVILÁN (EDUTEKA) 28. It highlights the wrk dne by a team led by Patricia Vélez de Mchaux in the Ngales Schl f Bgtá and their participatin in the develpment f research tls fr the Natinal Library f Clmbia knwn as a Huellas Digitales (Digital Fingerprints), and the rganizatin f the Internatinal Sympsium Schl Libraries in 2008 where the tpic f Infrmatin Literacy was highlighted thrugh the participatin f recgnized authrities in the schl library as Rss Tdd PhD in library science and assciate prfessr at the Schl f Infrmatin Sciences, Rutgers University. Interviews-Training-Participant Observatin Cntinuing with the interest t achieve infrmatin triangulatin n this tpic frm different strategies (methds / techniques and instruments), a number f spaces and means fr mre develpment in Clmbia frm different educatinal levels and types f libraries n infrmatin literacy were explited. First, we used semi-structured interviews t determine the status f sme majr universities in the cuntry: Universidad de Antiquia Universidad del Rsari-Bgtá Universidad de La Sabana-Bgtá Pntificia Universidad Javeriana Bgtá

11 Universidad de ls Andes-Bgtá Universidad ICESI-Cali Universidad Nacinal de Clmbia-Palmira This cnfirmed the status f develpments in infrmatin literacy reprted frm the websites f these institutins, lcated in a Level 1 and 2 develpments in infrmatin literacy. On the ther hand, building the rganizatin f different areas f training in this area, we had the pprtunity t knw the state f knwledge, skills and attitudes (cmpetencies) f part f infrmatin prfessinals respnsible fr university libraries and public and mixed libraries (Clmbian Cmpensatin Funds), in relatin t infrmatin literacy. Observers participated in the fieldwrk and in the develpment f the fllwing training prgrams: Wrkshp n "Infrmatin Literacy frm the libraries' BibliTic 2010 (university and public libraries in Clmbia) Wrkshp n "Infrmatin Literacy fr Learning" (libraries headquarters Universidad Nacinal de Clmbia: Bgtá, Medellín, Manizales, Palmira, Amazn, San Andrés) Cnference-Wrkshp: "Infrmatin literacy in the service f the Library" (university libraries, public and Cmpensatin Funds Clmbia) Cnference Wrkshp: "Impact f new technlgies in the wrld. Realities, Challenges and Perspectives fr Libraries "(Library Clmbia Cmpensatin Funds) Wrkshp: benchmarking, a key strategy t design prgrams-prjects-infrmatinal Training in Infrmatin Literacy Skills (university and public libraries in Clmbia) These tw strategies allwed the identificatin and recnfirmed the status f university libraries that d have advances in infrmatin literacy, lack f prgrams and prjects in the vast majrity f libraries in the cuntry, and greater emphasis n training in digital-cmputer cmpetencies. Similarly, training f infrmatin prfessinals in this area is very lw. In the case f graduates frm befre 2005 in the fur Faculties / Schls / Departments that ffer higher educatin prgrammes in library science in the cuntry (Inter-American Schl f Infrmatin Science at the University f Antiquia-Medellín, 29 Department f Infrmatin Science, Pntificia Universidad Javeriana-Bgtá 30, Department f Infrmatin and Infrmatin Systems f Universidad de La Salle-Bgtá 31 y Universidad del Quindí t remte) the issue f training, technlgies and their interactin in infrmatin literacy was nt very present in their curricula. Prcesses f curriculum transfrmatin in the first three universities nly started recently, with several mandatry subjects and tw t three ptinal subjects that have incrprated aspects f infrmatin literacy. These changes can nly be cnsidered fr recently graduated students, therefre we are still assessing the impact f this training in different types f libraries. 32 This curricular transfrmatin adds t the fact that this issue has nly begun t have a presence as a research tpic in the last five years, having in several prjects as a result. In this cnnectin, cnsult the websites f the fur Faculties / Schls / Departments that prvide training and cnsulting librarian als the Infrmatin System and Research Grups f Clmbia (COLCIENCIAS-ScienTI - Clmbia) 33, is lcated wh is frm the University f Antiquia (Grup Infrmatin, Knwledge and Sciety) 34 and the Pntificia Universidad Javeriana-Bgtá in partnership with the Universidad Industrial de Santander (Grup Learning and Infrmatin /curse/categry.php?id=

12 Sciety) 35 which are being directly theretical develpments and cntributins frm cnceptual and applied research cncerning Infrmatin Literacy, Infrmatin Literacy and / r training f users, because in this respect, there is between these grups and researchers terminlgical agreements. In additin, we culd identify ther research grups 36, althugh with an even strnger trend tward digital-cmputer literacy and the incrpratin and apprpriatin f ICTs and infrmatin resurces fr learning and e-learning, have jbs nly indirectly related t infrmatin literacy frm the definitin-descriptin that this wrk ffers cmprehensive infrmatin literacy. Virtual Surveys Anther strategy used in this wrk, we generated tw types f spaces fr cnsultatin n develpments in infrmatin literacy prgrams and prjects in university libraries, and public and Family Cmpensatin libraries f Clmbia. On the ne hand, using the abve training events the participants were asked (pre-entry diagnsis) abut their level f training and experience(s) as prfessinals n the tpic f infrmatin literacy and the reality f the incrpratin f this basic service and transversal in their respective libraries infrmatin prfessinals frm different cities in Clmbia and linked t different types f libraries participated. Their respnses cnfirmed lw levels f training in this area and that mst libraries were starting t advance in the prcess f traditinal training prgrams fr users f infrmatin literacy prgrammes, infrmatin skills training fr learning thrughut life. On the ther hand, fcusing n university libraries, institutins f higher educatin in Clmbia participated and were researched. The results presented belw were btained. These results shw the state f develpment f infrmatin literacy at level 1 and 2 f sme libraries and the desire t start these prcesses in a large percentage f the remainder, and n (cncern) fr training at any level, in as much: View ther grups with indirect jbs: 37 Ver cuestinari: 38 Ver cuestinari: 13

13 Figure 1. Questin 3. Clmbian universities. Presence r absence f user training and/r Infrmatin Literacy prgramme Figure 2. Questin 4a. Clmbian universities. Name f a training prgramme. Figure 3. Questin 4b. Clmbian universities. Surce Year Training Prgramme Figure 4. Questin 5. Clmbian universities. Infrmatin and Web Resurces f a training prgramme 13

14 Figure 5. Questin 6. Clmbian universities. Plans t supprt the Training Prgramme Figure 6. Questin 7. Clmbian universities. Year Implementatin Plans t supprt the Training Prgramme Figure 7. Questin 8. Clmbian universities. Curses / Activities that make Training Prgramme Figure 8. Questin 8a. Clmbian universities. Training curses and activities mre frequently 14

15 Figure 9. Questin 8b. Clmbian universities. Users fllwing training Figure 10. Questin 8c. Clmbian universities. Average hurs f training. Figure 11. Questin 8d. Clmbian universities. Latest Activity Training Figure 12. Questin 12. Clmbian universities: self-evaluatin f levels f develpment in user training and/r Infrmatin Literacy 15

16 These results, alng with the strategy f Digital Web cntent analysis, prvided infrmatin f great interest abut this research can be summarized in the fllwing pints: The invitatin t participate in this nline survey was made via directly t multiple instances f the 337 higher educatin institutins in Clmbia. Finally, 83 institutins answered -25%- but f these, 13 reprted t reach the third questin (Figure 1) and had n training prgram r it was based n user perspective, rather than frm the perspective f infrmatin literacy. That is, there were valid answers frm 70 institutins, which the autclassified in the fur levels prpsed (Figure 12), 70% indicated that they were in levels rather than User Training Infrmatin Literacy, which is cnsistent with results analysis made web sites (Table 1). This self-classificatin, validated in turn, t analyze the results f tw questins (Figures 2 and 8) where inductins, guided turs, training in the use f the catalg and databases instrumentally, as part f a traditinal user training prgrammes, are mstly cmmn practices, and even the fact that many f these libraries d nt have mre than 2 curses / training (Figure 7, 8, 10 and 11). Althugh traditinal user training in university libraries has a histry f several decades, a large percentage f the Clmbian higher educatin institutins participating in this study indicated that their prgramme had n mre than 5 years f life (Fig. 3 and 6). Furthermre, the planning structures were presented, especially teaching (Figure 5 and 6), which displays the delay wuld have n this subject, which validates sme f the results already presented years ag frm research "Develpments and trends in training users in Latin America "(Naranj Vélez et al, 2006). 39 In relatin t the pssible pedaggical quality and innvatin prgrammes, the failure r failing cmpletely, lessn plans, and extensive use f new technlgies t supprt learning (platfrm-web 2.0), plus the few hurs training n average t supprt training in this subject (Figure 4, 5, 6, 8 and 9), shws that traditinal user educatin is what mstly remains in university libraries in Clmbia, besides that it is nt always giving a permanent, cntinuus (Figure 12). ANALYSIS AND CONCLUSIONS After the implementatin f the fur strategies f inquiry referred t in the previus item and the results f each ne, sme general statements can be made abut the current state f infrmatin literacy in Clmbia: Theretical Trends In this regard, it is necessary t indicate that nly the last 5 years have begun t develp theretical and cnceptual cntributins frm the wrk f teaching and research taking place in a particular way in sme f the Schls / Clleges, which ffer curses in library level undergraduate and graduate prgrams, supprted and linked t research grups. In this respect, it is necessary t highlight the wrk f researchers like Edilma Naranj Vélez, Nra Elena Rendn, Glria Maria 39

17 Marciales and Alejandr Uribe Tirad are thse that prvide an academic and scientific cntributin by presenting specific prpsals f mdels, standards, definitins, descriptins f infrmatin literacy and their varius relatinships with users, technlgy, pedaggy and didactics, e-learning, etc. Hwever, the nging wrk f nly these researchers and the grups they belng t, shws that infrmatin literacy is still, as a research interest and available prjects, an emerging tpic in Clmbia. In fact, it has little r n recgnitin presence in all fur Schls / Clleges, and ther disciplines (disciplinary and interdisciplinary grups), which wuld relate t infrmatin literacy. In turn, taking int accunt all the available literature identified: articles and papers, bks, theses, papers, mdels, levels and standards, as well as events; it is bvius that this field has been experiencing a grwth influenced by academic and research events, thus reflecting a particular imprtance and awareness f this issue that is slwly grwing in sme libraries, schls / clleges, universities, etc.. Still, there is much t d, learn and share, if we cnsider all the libraries and educatinal institutins f the Clmbian cntext and cmpared with develpments in ther Latin American cntexts, and especially if cmpared glbally. Figure 13. Grwth in a number f publicatins related t infrmatin literacy written by Clmbian authrs Natinal plicies Results f the fur strategies fllwed, adding key dcuments in the educatinal and library in Clmbia t this analysis: Ten-Year Educatin Plan Natinal Plan fr Reading and Libraries 41 Natinal Law Library 42 Natinal Plan f Science and Technlgy 43 Natinal ICT Plan

18 In Clmbia, it is ntrius that the infrmatin literacy training is nt clearly seen as a key strategy in educatin, and research libraries. As shwn in these dcuments, and in a few cases fund where it is reaching levels f infrmatin literacy (1 r 2), the cncern is mre n the physical infrastructure, cllectins, equipment, technlgy, integratin int the classrm and generatin netwrks scientific than n a specific aspect such as cmputer-digital cmpetence. In this respect, the scpe f training and the design is largely determined by the cncern n infrmatin literacy frm the perspective f the digital divide, fcused n access issues, infrastructure that infstructure (Uribe Tirad, 2007). This implies the need fr an infrmative and practive rle f the libraries, educatrs, researchers, grups and universities that have made sme prgress in this respect t be gaining grund fr the psitining and the discussin f this issue as a fundamental issue in educatin and transverse, the library services and research and knwledge generatin f new knwledge that a cuntry in develping cuntries like Clmbia shuld meet sn. Prgrammes and Educatinal Levels As presented in the results f the fur strategies discussed abve, higher educatin, university libraries shw further develpment than prgrammes and prjects f public r schl libraries. Hwever, even in the case f university libraries, prgrammes and prjects abut infrmatin literacy issues are still very limited, given that institutins categrized as a Level 1 r 2 f infrmatin literacy in the brader universe f Clmbian higher educatin institutins nly accunt fr 3.5% f the cases, a figure which in the case f public and schl libraries wuld be almst nthing. This implies the need t develp different strategies, particularly fr enabling the disseminatin and psitining f this tpic within current netwrks, increasing training f infrmatin prfessinals, recgnizing the impact f infrmatin literacy prgrammes already underway, and raising awareness levels f the imprtance f infrmatin skills, amng thers. The design and develpment f web 2.0 resurces n Infrmatin Literacy / Clmbia ( has fstered these tw strategies (scpe and netwrking) by generating a number f resurces t share infrmatin, t knw what is being dne bth lcally and natinally and internatinally, and t prpse cntributins t Infrmatin Literacy frm the Clmbian cntext, and even Latin American (with web resurces such as ALFIN/Iber America 45 ), which during the first year f existence (September 8, 2009, Wrld Literacy Day") have been recgnized by experts arund the wrld 46 and trainers f the wrkshp fr UNESCO 47 Infrmatin Literacy Sectin f IFLA InfLit 48, amng thers

19

20 Figure 14. Blg: ALFIN/Clmbia ( Figure 15. Facebk Grup: ALFIN/Clmbia (

21 Figure 16. Timeline f publicatin n issues f infrmatin literacy by Clmbian authr and Web 1.0 and 2.0 ( Fr this reasn, we wuld like t cnclude this reprt by highlighting that althugh the tpic f infrmatin literacy in Clmbia, as a whle, is still at an emergent stage, there are peple wrking frm this early pint, and there are prpsals and institutins that are ding an utstanding wrk. Grwing is necessary and it is imprtant t share such develpments within the natinal cntext t supprt the prmtin f infrmatin literacy in the cuntry, and, at the same time, assess it, make it cntribute t ther prfessins, cuntries and cntexts, and prmte the INFOLIT-ALFIN mvement glbally.

22 REFERENCES Andréu, J. (2000). Las técnicas de análisis de cntenid; una revisión actualizada. Centr de Estudis Andaluces. (Retrieved: ) Castañ Muñz, W.; Uribe Tirad, A. (2008). La frmación en cmpetencias tecnlógicas e infrmacinales de futurs biblitecólgs aprvechand la platafrma educativa Mdle: cas Escuela Interamericana de Bibliteclgía Universidad de Antiquia X Cngres Nacinal de Bibliteclgía y Ciencias de la Infrmación, Bgtá (Clmbia). (Retrieved: ) Crtés, J.; Lau, J. (2000). Desarrll de Habilidades Infrmativas en Institucines de Educación Superir. Méxic: UACJ, 132p Gómez Hernández, J.A. (2007). Alfabetización infrmacinal: cuestines básicas. Anuari ThinkEPI, pp (Retrieved: ) Herring, S.C. (2010). Web cntent analysis: Expanding the paradigm. In J. Hunsinger, M. Allen, & L. Klastrup (Eds.), The Internatinal Handbk f Internet Research (pp ). Berlin: Springer Verlag. Preprint: webca.2008.pdf (Retrieved: ) Marzal, M.A. (2008). Evlución cnceptual de la alfabetización en infrmación a partir de la alfabetización múltiple en su perspectiva educativa y biblitecaria. Investigación Bibliteclógica: archivnmía, bibliteclgía e infrmación (CUIB-Méxic). N. 47. McMillan, S. J. (2000) The Micrscpe and the Mving Target: The Challenge f Applying Cntent Analysis t The Wrld Wide Web, Jurnalism and Mass Cmmunicatin Quarterly 77(1): Naranj Vélez, E. (2003). Frmación de usuaris de la Infrmación y prcess frmativs: hacia una cnceptuación. En: Investigación Bibliteclógica, UNAM-Méxic. 18, p Naranj Vélez, E. et. al. (2006). Evlución y Tendencias de la Frmación de Usuaris en un Cntext Latinamerican. Medellín: CICINF-EIB Universidad de Antiquia, 256 p. Naranj Vélez, E. et. al. (2009). MUFUS-Mdel de frmación de usuaris de la infrmación. Medellín: CICINF-EIB Universidad de Antiquia, 148 p. Pint, M.; Crdn, J.A.; Gómez. R. (2010). Thirty years f Infrmatin Literacy ( ): a terminlgical, cnceptual and statistical analysis. JOLIS. 42: Piñuel, J.L. (2002). Epistemlgía, metdlgía y técnicas del análisis de cntenid. Estudis de Scilingüística 3(1), 2002, pp A.Cntenid.pdf (Retrieved: ) Prta, L.; Silva, M. (2003). La investigación cualitativa: El Análisis de Cntenid en la investigación educativa. Red Nacinal Argentina de Dcumentación e Infrmación Educativa (Retrieved: )