Ponencia de AMBAC sobre el Proyecto #Juantífico

Desarrollando programas de alfabetización informacional

Las competencias para los entornos híbridos en educación Superior

Diagnóstico de habilidades básicas de alfabetización informacional en universitarios de Letras Españolas



Esta investigación implementó las pautas sobre competencias en investigación literaria (ACRL, 2007) para diseñar y aplicar un cuestionario diagnóstico sobre habilidades básicas de alfabetización informacional (Alfin) para conocer el desarrollo de tales habilidades en 42 estudiantes de la licenciatura en Letras Españolas de la Universidad Autónoma de Chihuahua. El cuestionario de 40 ítems incluyó preguntas sobre la autopercepción del estudiante sobre sus habilidades informacionales y una prueba para evaluar sus habilidades básicas de Alfin. El promedio de respuestas correctas obtenido fue entre regular y bajo; además se compararon los resultados de autopercepción antes y después de la prueba Alfin, comprobándose que tal prueba afectó negativamente la autopercepción. A pesar de los bajos resultados, la mitad de los estudiantes no mostró interés por mejorar sus habilidades Alfin. Finalmente, discutimos argumentos sobre la influencia positiva de Alfin en el rendimiento, así como las implicaciones de la integración o no de Alfin a los estudios de licenciatura en Letras Españolas.



Presentation at ECIL 2016: Assessing spanish-speaking university students’ info-competencies

Our presentation at #ECIL2016 in Prague: ‘Assessing spanish-speaking university students’ info-competencies with iSkills, SAILS, and an in-house instrument: Challenges and benefits’ was a success! Coauthors: Jesus Lau (presented at the conference), Juan D. Machin-Mastromatteo, Alberto Gárate, and A. Cecilia Tagliapietra-Ovies. #CETYS and its information culture are very fortunate, as it has been in the European Conference on Information Literacy for the fourth year in a row.

Inclusion of information literacy in the curriculum through learning communities and action research

The book ‘Pathways into information literacy and communities of practice: Teaching approaches and case studies‘ is now available by Elsevier-Chandos. In it, you will find ‘Chapter 4 – Inclusion of information literacy in the curriculum through learning communities and action research‘, co-written with my dear colleagues Javier Tarango, José Luis Evangelista y Jesús Cortés. The whole book is highly recommended, edited by Dora Sales y María Pinto.

Abstract: This work corresponds to a practical and transversal integration process of information literacy in university curricula, specifically with undergraduate students from the philosophy program of the Autonomous University of Chihuahua (Mexico), by developing alternatives to evolve traditional classroom teaching practices toward integrating learning communities and using action research as means of influencing a continuous improvement upon learning processes. This chapter discusses basic concepts from this study and provides the results, which were a product of the data collected from ethnographic processes. This practical experience has demonstrated the feasibility of combining this study’s components for the achievement of active learning, but also for identifying specific elements that inhibit a full implementation. http://dx.doi.org/10.1016/B978-0-08-100673-3.00004-6

Open Access version

Announcement: Pathways into information literacy and communities of practice

Pathways Flyer Coming soon! ‘Pathways into information literacy and communities of practice’, by Chandos Publishing, with my chapter ‘Inclusion of information literacy in the curriculum through learning communities and action research’, co-authored with Javier Tarango, José Luis Evangelista and Jesús Cortés

The arrival of information literacy


Jesus Lau and I just published an article where we remember and explore how did information literacy (infolit) get in the Latin American region. You may find it in the second issue of Developing Latin America, available in the journal Information Development, published by Sage. The most important elements in this article are two tables, one of them ranks Latin American countries by their academic production regarding infolit (with data gathered from the AlfinIberoamérica wiki) and the other table highlights the eight infolit declarations that have been made in the region, their date, place and the name of the event or declaration.

Abstract: Paul Zurkowski coined the term Information Literacy in 1974, since then it has evolved into a dynamic research area within library and information science, with many milestones achieved in Europe and the United States, reflected in English-written literature. This issue of Developing Latin America traces an alternative route, exploring the arrival of information literacy to the region and its main developments.

Full text at Sage Publications

Open Access version

Recommended reference: Machin-Mastromatteo, J. D. and Lau, J. (2015). The arrival of information literacy. Information Development, 31(2), 190-193. http://dx.doi.org/10.1177/0266666915569147

Piloting a holistic information culture program


Abstract: This article presents the staff, structure, methods and preliminary results from the pilot of a holistic information literacy program developed in the System of Libraries of CETYS Universidad in Mexico. ‘Information Culture Development’ (ICD) is driven by action research (AR) and the concept of information culture (IC), comprised of information literacy (IL), digital literacy (DL), and research competences. ICD aims at developing these competences and supporting reflection and improvement upon university practices related to curriculum, teaching, and research. ICD’s initiatives and products were divided into four axes: a) curriculum and learning support, b) information and digital literacies development, c) research and scientific communication support, and d) evaluation and communication of results. ICD’s pilot involved workshops and activities framed within an AR perspective and a mixed methods approach. Preliminary results determine the success of activities with academics and students regarding their strengths and weaknesses in IC-related competencies.

Full text at Springer Link

Open Access version (Coming soon!)

Recommended reference: Machin-Mastromatteo, J.D., Beltrán, O. and Lau, J. (2014). Piloting a holistic information culture program: The experience of CETYS Universidad System of Libraries. Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century; Communications in Computer and Information Science, 492, 350-360. http://dx.doi.org/10.1007/978-3-319-14136-7_37

Thinking outside of literacy

thinking outside

On July 23 2014, I published a commentary in the academic journal Information Development (published by Sage), titled Thinking outside of literacy: Moving beyond traditional information literacy activities. This reflection is framed in the field of information literacy, a dynamic area of practice and research that is typical of Library and Information Science, which contains the competences to access, use and evaluate the information effectively. This field also includes the use of information and communication technologies and participatory media such as social media.

This text offers some suggestions from my practical and research experiences in order to foster a professional reflection upon how we can overcome from these traditional ways of conducting information literacy activities; which are vital for developing an information culture, for university environments as well as for society.

I include the necessary discussion of the differences between the so-called digital natives and the generations preceding them; both have different challenges when they need to use information and technologies  strategically and especially for purposes beyond communication and entertainment. I also mention the recent challenge that I call the ‘ready-made information culture’, a term inspired in the dark side of social media and the over-simplification of the information that we currently consume. This challenge entails the difficulty to reason and think critically over complex and lengthy information; thus implying loses over their messages and resulting counterproductive for the development of critical thinking in the academic sector. Lastly in this discussion, I categorize in two main areas what I call the traditional way of developing information literacy competences:

a) Resource specific training: are basically software demonstrations, very common in libraries when we train users about the use of a technology or an information resource. Its problem is that it seems difficult to keep it dynamic for students, if it is not possible to add a practical component, such as doing problem based learning.

b) Theoretical teaching of information skills: these appear in some international standards and curricula that do not usually specify how do these competences apply to areas of the human or professional profiles that is to be developed. Their challenge is that the student and even the teacher will not necessarily going to understand how to transfer these competences to academic or life scenarios.

These criticisms do not mean to say that these variations of methods to develop information competences are wrong. Conversely, we the teachers must consider both and seek for a third way that integrates the previous two while we discover how to get beyond. It is important to keep at hand these kinds of reflections about how to develop an information culture in our students (and thus these transfer to society) and above all: to discuss them.

Abstract: A brief reflection on what might be becoming the traditional way of conducting information and digital literacy activities, together with some recommendations in order to move beyond these traditional grounds. This reflection is framed within this age of social media and draws upon information literacy concepts, tools, and experiences.

Full text at Sage Publications

Open Access version

Recommended reference: Machin-Mastromatteo, J. D. (2014). Thinking outside of literacy: Moving beyond traditional information literacy activities. Information Development, 30 (3), 288-290. http://dx.doi.org/10.1177/0266666914537955