scholarly journals Developing information literacy programs

2017 ◽  
Vol 33 (5) ◽  
pp. 543-549
Author(s):  
Alejandro Uribe-Tirado ◽  
María Pinto ◽  
Juan D. Machin-Mastromatteo
Keyword(s):  
Best Practices ◽  
Latin American ◽  
Information Literacy ◽  
Lessons Learned ◽  
Literacy Programs ◽  
Literacy Experiences ◽  
American Universities ◽  
New Information ◽  
Comprehensive Framework ◽  
Latin American Countries

This article summarizes the best practices framework known as ‘75 Lessons Learned from Information Literacy Programs at Ibero-American Universities’, drawn from the study of 301 information literacy experiences in Latin American countries, Spain and Portugal. This research involved analysis of 499 documents and data triangulation with 113 interviews and 135 surveys. This comprehensive framework is a useful Ibero-American guideline for developing new information literacy programs or strengthening existing ones at a worldwide level.

75 lessons learned for enhancing information literacy programs

2017 ◽  
Vol 118 (9/10) ◽  
pp. 471-489 ◽  
Author(s):  
Alejandro Uribe-Tirado ◽  
María Pinto
Keyword(s):  
Comparative Literature ◽  
Literature Review ◽  
Information Literacy ◽  
Learning Objects ◽  
Lessons Learned ◽  
Literacy Programs ◽  
Content Type ◽  
American Universities ◽  
Documentary Analysis ◽  
Three Stages

Purpose The purpose of this study has the aim of expanding lessons learned that were originally detected for information literacy (INFOLIT) programs in Ibero-American universities (from Latin America, Spain and Portugal), this paper presents lessons learned for enhancing equivalent programs offered by other universities around the world. Design/methodology/approach As this paper is a comparative literature review, the methodology involved three stages. Initially, a documentary analysis was carried out to identify the texts published during the past five years – since 2013 – reporting a categorization of experiences and cases of international INFOLIT programs and their corresponding lessons learned. Second, we conducted a content analysis of these publications to uncover the classification, identification and frequency of the lessons learned. A third comparative step consisted of analyzing the similarities of these lessons when compared to those reported in similar research on Ibero-American universities (Uribe-Tirado, 2013). Findings From the 75 lessons learned from INFOLIT programs in Ibero-American universities, 65 lessons (87 per cent) were identified as also present in universities elsewhere. These similarities give an account of the possibilities for collaborative learning and benchmarking that INFOLIT programs could achieve with regard to content, pedagogy, learning objects and evaluation if there were more networking and more common participation in sharing experiences, with appropriate adaptations to contextual, technological and idiomatic variations. Originality/value As a comparative literature review, this paper makes a significant contribution to the international advancement of INFOLIT in higher education, as it correlates the lessons learned from INFOLIT programs in Ibero-American universities with those from other countries. This provides a global view of the lessons learned about INFOLIT, which to date have not been reported with such a wide scope and number of lessons.

scholarly journals Planeacion estratégica en Instituciones del Sector Publico de América Latina (Strategic planning in Latin America public sector institutions)

2014 ◽  
Vol 8 (1) ◽  
pp. 42
Author(s):  
Alberto Leer Guillén
Keyword(s):  
Latin America ◽  
Public Sector ◽  
Strategic Planning ◽  
Latin American ◽  
Balanced Scorecard ◽  
Lessons Learned ◽  
Strategic Plans ◽  
World Class ◽  
America Latina ◽  
Latin American Countries

<p>Este artículo presenta la implementación de planes estratégicos por medio de la metodología de clase mundial del Balanced Scorecard de Kaplan y Norton en ministerios de varios países de América Latina, así como las adaptaciones necesarias, experiencias y lecciones aprendidas en el proceso.</p><p> </p><p><strong>Abstract</strong></p><p>This article presents the implementation of strategic plans using the methodology of Kaplan and Norton´s world class balanced scorecard with required adaptations in several Latin American countries ministries, and the knowledge and lessons learned in the process<strong><br /></strong></p>

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

scholarly journals Institutional learning and early economic impact results obtained by the network of business development centers in Chile

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Rodrigo Barra Novoa
Keyword(s):  
Latin American ◽  
Business Development ◽  
Lessons Learned ◽  
Support Programs ◽  
Technical Cooperation ◽  
Leading Role ◽  
Institutional Learning ◽  
Latin American Countries ◽  
Productive Development

Like other Latin American countries, Chile depends heavily on the activity of small and medium-sized companies to sustain some macro and microeconomic indicators. In particular, one of the productive development agencies that has taken a leading role in this objective is the Technical Cooperation Service (SERCOTEC). This institution has defined a set of support programs in different areas in order to meet the needs of this business segment. In this context, the article provides an overview of institutional learning, lessons learned, and economic impacts obtained by the Business Development Centers program, describing the central role of this innovative public policy that has responded actively and efficiently to the growth of the ventures and companies assisted between the years 2015-2019.

Disappearances in the Post-Transition Era in Latin America

2021 ◽  
Keyword(s):  
Human Rights ◽  
Latin America ◽  
Civil Society ◽  
Best Practices ◽  
Latin American ◽  
Armed Conflict ◽  
Personal Story ◽  
Authoritarian State ◽  
Latin American Countries

The book identifies a new human rights phenomenon. While disappearances have tended to be associated with authoritarian state and armed conflict periods, the study looks at these acts carried out in procedural democracies where democratic institutions prevail. Specifically, the book manuscript analyses disappearances in four Latin American countries (Mexico, Brazil, Argentina, and El Salvador) which provide insights into the dimensions of this contemporary social problem. The theoretical framing for the volume links contemporary disappearances with certain logics that emerged in the authoritarian and armed conflict periods and continue today. It also covers the evolution of legal instruments addressing past disappearances and the current phenomenon. Each case study is introduced by a personal story of disappearance, followed by analyses. The following ‘Tools’ section sets out ‘best practices’ used by civil society groups and non-governmental organisations to address the rights of victims for truth, justice, reparations, and guarantees of non-repetition.

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