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La Alfabetización Informativa, (ALFIN) o Information Literacy responde a la necesidad de desarrollar habilidades informativas a lo largo de toda la vida. Este concepto nace en los años 70 como consecuencia de la evolución de las tecnologías de la Información y de la Comunicación, y encontró un espacio propicio para desarrollarse entre los estudiantes y usuarios de las Bibliotecas, quienes por este medio, lograron adquirir competencias para actuar con solvencia en la Sociedad de la Información. El ALFIN comenzó a difundirse en el contexto de los programas de ‟educación continua", que desarrollan las Asociaciones de Bibliotecarios, y ha pasado a ser una de sus prioridades a partir de directrices Internacionales sobre el tema, apoyadas y difundidas por la IFLA. (Information Literacy Section). [ABSTRACT FROM AUTHOR]

Technologies of information and communication (TIC) have contributed for the enlargement of libraries role, from the storage of recorded knowledge at the beginning to the promotion of acceß and intelligent use of information repositories in electronic support in the present Information and Knowledge Society. As a consequence, the focus on information literacy has grown substantially in various branches of society, according to studies carried out by international organizations to identify the scenario in which Education will evolve in this century and the dimension of these transformations. This includes aspects such as acceß to information; availability of all existing knowledge; and the proper use of TIC, so that it is required that people are qualified for the use of these contents and technologies, in order to create knowledge and to develop learning proceß throughout lifetime. Then, information profeßionals shall be qualified to carry out traditional programs for their library users (bibliographic searches, library instruction, and scientific research methodology, among other tutorials) as well as to develop leadership in the proceß of value-adding to information in contemporary society; they shall also be prepared to identify the parameters that rule present steps and future needs. In addition, these information profeßionals should present a competency profile in order to participate in teaching and learning programs, contributing to facilitate the acceß to information. The present work aims to offer the result of an exploratory study carried out in Brazilian university libraries on the vision and values identified in these environments which are related to information literacy and its spectrum, and that will be used for the continuity of research in this area. [ABSTRACT FROM AUTHOR]

The objective of the work is to analyze the perception of the Latin American users how much to the impact generated for the national programs of information and the TICs (technologies of information and communication) in the power to decide processes, around the full exercise of its citizenship, in order to identify the levels of iformation literacy where if they find. Initially, the conceptual and empirical points regarding the fluency in information and its levels of appropriation are explored: the digital one (conception with emphasis in the technology of the information); the informacional properly said (conception with emphasis in the cognitives processes) and social (the conception with emphasis in learning directed to the social inclusion, that consists of an integrated perspective of learning and exercise of citizenship). In according to place, from the objectives and target of Latin American the National Programs of Information it is traced a panorama of these programs and the impact of the information technologies and communication in Latin America. Finally, it was gone deep research with studies of case in some initiatives implemented in Brazil, in the Equator and Peru, where if it searched to understand as using ends of telecentros and libraries if have used of them and that changes are being generated in the conditions of its activities and the exercise of its citizenship, in accordance with different levels of appropriation: digital, informacional or social. For the study these variables had been considered: motivation, understanding, dificuldades/gaps or limitations, use of the information gotten knowledge, projection/impact in day-by-day and the valuation recommendation of the program. The results point with respect to the existence of different and simultaneous levels of appropriation: in the some countries, but with predominance of the focus still for the digital inclusion. [ABSTRACT FROM AUTHOR]

A task closely linked to the work of the specialist in documentation sciences, from a historical perspective, has been the support to the policy of literacy, and, in the same way, the determination in Spain to set up School Libraries in the educational system. The Information Society and its means to accede and represent knowledge has developed a new pattern for reading and writing, a new education closer to the chore of the documentation sciences, "Information Literacy", education of the information. In this communication we tackle a biographical out line of the history of School Libraries in our country and we lay out the working lines and the first results of the Seminary of Research and experimental application School Libraries and information literacy. The interest of this contribution lies in offering a group working vision between entities far from each other at times, School and University. From the research in progressive line, Information Literacy we show the very important role that the Documentation can play in a School Library completely adapted to the new technological environments and to the increasing needs of the community of users and generated by the Knowledge Society. [ABSTRACT FROM AUTHOR]

Discussions of 'skills' in higher education often conflate 'information technology' skills and 'information skills'. The second term is broader and more directly related to the aims and processes of higher education as a 'knowledge creation' activity. A clear distinction should be made between information skills and information technology skills. Both information skills and information technology skills are essential parts of a wider concept of information literacy. A broadly-based definition of information skills in higher education reflects twin dimensions of the 'competent student' and the 'information literate' person. For the development of the information literate person SCONUL proposes seven sets of skills developing from a basic competence in library and IT skills. [ABSTRACT FROM AUTHOR]