Information literacy policies and planning in Ibero-America: Perspectives from an international digital survey
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Digital skillsHigher EducationIbero-AmericaInformation literacyInformation skillsNational plansStrategic plansSurvey studiesTraining programmes
Versión del editor: Pinto, M., Garcia-Marco, F.-J., Ponjuán, G., & Sales, D. (2019). Information literacy policies and planning in Ibero-America: Perspectives from an international digital survey. Journal of Librarianship and Information Science, 51(2), 511–526. [https://doi.org/10.1177/0961000617742449]
SponsorshipMinisterio de Ciencia e Innovación (Spain) for funding granted for this work within the framework of the competitive project Investigación y Desarrollo sobre Competencias Informacionales en la Enseñanza Superior (EDU2011- 29290).
An analysis of the state of the policies and plans on information literacy in Ibero-America is presented, based on the results of a survey carried out on 42 librarians and academics from 13 different countries, specialized in the development of information skills. The data were gathered from a detailed questionnaire survey conducted during the years 2012–2013. The information was collected through open questions, which were later codified and standardized to allow quantitative analysis. In the results and discussion, the information literacy planning landscape in Ibero-America is presented in its most general and abstract aspects – the national policies – its visibility in the institutional strategic plans, and its deployment through specific programmes and actions. Widespread progress can be appreciated, as a large number of the institutions to which the invited experts belong have achieved the implementation of systematic programmes (42.9%), and with the rest, except in one case, involved in preparatory actions, pilot projects and activities of transition from the more traditional users’ training activities. Recommendations are offered on the inclusion of information literacy within the national policies for improved digital and media literacy, on its deployment in higher education institutions, and on the need for a truly interdisciplinary effort to articulate the field, looking for an effective and efficient integration of the current and diverse approaches and actions.