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The adoption of the information literacy (IL) agenda in Spain has been comparatively slow and fragmented due to cultural setbacks during the twentieth century. Since the late 1980s, however, developments in library services and staffing policies, reforms in education, and wide availability of ICTs, among other factors, have led to a brighter picture, with academic and public librarians all over the country engaged in IL activities for all types of users ± though school libraries still lag far behind. The main problems still to be addressed seem to be much the same as in most comparable countries: IL as a responsibility for all learning facilitators, social awareness of lifelong learning needs, training of IL trainers, assessing the individual achievements and the institutional outcomes of IL training programmes, and a clear understanding of the remit and rationale for different literacies within the information society

Introduction. The purpose of this paper is to review information literacy developments in public libraries. Information literacy is outlined as a key competence of individuals whereby they know how to find and use the information needed, regardless of place, mode and medium of transmission. Local and global trends in the introduction of this service into public libraries are analysed and the importance of this move is justified in connection with the lifelong learning agenda, for which public libraries are a basic resource in formal and informal education of citizens.. Method. Analysis and description of information literacy literature, conceptual models, projects, standards of professional associations, as well as of scientific and professional meetings about information literacy and public libraries. Analysis. Comparative study and critical assessment of different theories and projects, particularly as regards practical aplications in libraries. Results. Based on analysis, trends in information literacy are described and priority tasks proposed for a development agenda for these services in public libraries. Conclusion. Proposal for a common information literacy agenda in all types of libraries, institutions and professions involved in the acquisition by individuals and communities of the key competences covered through lifelong literacy.

La universidad como institución debe responder a la filosofía que subyace al predominio de lo digital y la web social en la sociedad actual y la del futuro con planteamientos integrales, puesto que todas sus unidades y servicios son susceptibles de mejora gracias a la aplicación bien fundamentada de las metodologías 2.0 y posteriores. En concreto, las esferas donde mayor impacto se puede esperar son la del proceso de enseñanza/aprendizaje y la de la producción, validación y difusión de conocimientos, para los que una formación y actualización al nivel adecuado de las alfabetizaciones o competencias de alumnos, profesores y personal que se engloban dentro del concepto de multialfabetización (sobre todo alfabetización en lectoescritura, en TIC e informacional) resulta insoslayable. La universitat com a institució ha de respondre a la filosofia subjacent al predomini del món digital i el web social en la societat actual i en la del futur amb plantejaments integrals, ja que totes les seves unitats i els seus serveis són susceptibles de millora gràcies a l'aplicació ben fonamentada de les metodologies 2.0 i posteriors. En concret, les esferes en què es pot esperar un impacte més gran són la del procés d'ensenyament/aprenentatge i la de la producció, validació i difusió de coneixements, per als quals una formació i una actualització al nivell adequat de les alfabetitzacions o competències dels alumnes, els professors i el personal que s'engloben dins del concepte de multialfabetització (sobretot alfabetització en lectoescriptura, en TIC i informacional) és indefugible. Higher education as an institution should respond to the philosophy underlying the predominance of all things digital and of the Social Web in society, both today and tomorrow. In doing so, it should take an integral approach, because every higher education unit and service has the potential to be enhanced by a well-founded application of 2.0 (and above) methodologies. In particular, the areas on which this is likely to have a greater impact are the teaching/learning process and the production, validation and dissemination of knowledge. Consequently, students, lecturers and staff included within the concept of multiliteracy (especially reading and writing literacy, ICT literacy and information literacy) will inevitably require an appropriate level of literacy and competency training and refresher training.

El texto aborda los problemas que se están plantenado con la expansión de Alfin tanto en las bibliotecas públicas como de aquellos servicios dirigidos a la población en general. Tanto la IFLA como la UNESCO y otras organizaciones de carácter global recomiendan abordar de forma homogénea y coordinada, atendiendo tanto a la fundamentación teórica como a la aplicación práctica en los más diversos contextos, de forma que los profesionales de las bibliotecas y de la educación puedan disponer de herramientas contrastadas y fiables a la hora de iniciar sus propios programas de Alfin.

It's explained the social and educational role of public libraries in global economic crisis situation. It's studied how to planning and fundraisig new services for unemployed people to improve thier competencies and job opportunities, and social inclusion trough libraries

Introduction. The purpose of this paper is to review information literacy developments in public libraries. Information literacy is outlined as a key competence of individuals whereby they know how to find and use the information neeed, regardless of place, mode and medium of transmission. Local and global trends in the introduction of this service into public libraries are analysed and the importance of this move is justified in connection with the lifelong learning agenda, for which public libraries are a basic resource in formal and informal education of citizens.. Method. Analysis and description of information literacy literature, conceptual models, projects, standards of professional associations, as well as of scientific and professional meetings about information literacy and public libraries. Analysis. Comparative study and critical assessment of different theories and projects, particularly as regards ractical aplications in libraries. Results. Based on analysis, trends in information literacy are described and priority tasks proposed for a development agenda for these services in public librarie. Conclusion. Proposal for a common information literacy agenda in all types of libraries, institutions and professions involved in the acquisition by individuals and communities of the key competences covered through lifelong literacy.

Este documento proporciona un marco conceptual básico para la medición de la Alfin y ha sido diseñado para servir de referencia con objeto de facilitar la elaboración de indicadores de alfabetización informacional., Elaborado por Ralph Catts y Jesús Lau, Revisión técnica por Cristóbal Pasadas Ureña (Universidad de Granada, Biblioteca de la Facultad de Psicología). La presente edición ha sido publicada por el Ministerio de Cultura español en colaboración con UNESCO.