75 LIÇÕES APRENDIDAS DE PROGRAMAS DE COMPETÊNCIA EM INFORMAÇÃO EM UNIVERSIDADES DA IBERO-AMERICA: 2009-2013. (75 Lessons Learned From Information Literacy Programs at Ibero-America Universities: 2009–2013)

2014 ◽  
Author(s):  
Alejandro Uribe-Tirado
Keyword(s):  
Information Literacy ◽  
Lessons Learned ◽  
Literacy Programs

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 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.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

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