La biblioteca del siglo XXI

From Caracas to Lyon: A road toward sustainable development?

UntitledFurther expanding on topics around public libraries (and as a sister issue to a previous column), together with Renny Granda we ask if the Caracas Declaration for the Public Library (1982) and the Lyon Declaration on Access to Information and Development (2014) can allow us to follow a path toward sustainable development from our libraries.

Abstract: We offer elements and reflections to tackle from Latin American societies and public libraries for moving toward sustainable development. From the Caracas Declaration for the Public Library to the Lyon Declaration on Access to Information and Development, there has been a clear and constant plea to the development of Latin America, assuming the value information has for progress and focusing on the access to information, literacy, education and culture as human rights.

Full text at Sage Publishing

Open Access version

Recommended reference: Granda, R. and Machin-Mastromatteo, J. D. (2015). From Caracas to Lyon: A road toward sustainable development? Information Development, 32(2), 216-218.

See also the previous sister column: Granda, R. and Machin-Mastromatteo, J. D. (2015). Regional consensus gave birth to the modern public library. Information Development, 31(3), 314-316.


Regional consensus gave birth to the modern public library


Third issue of the column Developing Latin America: article about the Caracas Declaration (1982) for public libraries, written together with my dear colleague Renny Granda. This issue of Developing Latin America deals with the Caracas Declaration as a historical milestone, stressing its importance and its vindicationas a factor of development and social change in Latin America.

Abstract: In 1982, library experts from 30 Latin American and the Caribbean countries met in Venezuela to discuss the current state and development strategies for the region’s public libraries. The result was the first technical-normative document for public libraries in the region, commonly known as the Caracas Declaration. This issue of Developing Latin America comments on the contents of this document, its influence and importance, and suggests the exercise of invoking and reviewing its principles and objectives to once again analyze the current state and project new development strategies.

Full text at Sage Publications

Open Access version

Recommended reference: Granda, R. and Machin-Mastromatteo, J. D. (2015). Regional consensus gave birth to the modern public library. Information Development, 31(3), 314-316.

Course ‘Managing and running information and digital literacy projects for libraries and archives’ (2nd edition)

From December 10 to 14, between 11:00 and 15:00. (Mexico time) I will be delivering the second edition of the online course ‘Managing and running information and digital literacy projects for libraries and archives’ (in Spanish, sorry, but you may hire me for an English version!), through the online training system of Información Científica Internacional (ICI).

This course is excellent for library and archives professionals whom wish to know more about the topic or whoever wants to develop a literacy initiative but doesn’t know where to start. It is also good for those who have worked with literacy and wish to revise and improve their projects. During the course we will be following a methodology which will take us step-by-step throughout the design of a literacy project, considering the structure, pedagogies, resources, among many others.

You can check out the promotional slides, which include results and impressions from participants of the first edition of the course (in Spanish only for now, sorry again!)

How to raise and develop a librarian

Published originally by InfoTecarios


This post emerges from a question that Julián Marquina made on Facebook: how to make his little daughter to understand the word “No”. After answering something, I realized that I have plently of experience as a mother, something around thirthy years, and that tumbling and not always spot-on I can give today some “instructions” on how to raise a librarian. Together with my experience as a mother, I have also collaborated in the formation of 21 generations of venezuelan librarians. This is why this post is inspired by Julián, to whom I thank and as a homage to my ex-students and my “favorite colleague”, Juan Daniel, with whom we have had agreements and disagreements and from whom I am very proued as a mother, as teacher and professional.

Intructions for before childbirth

For this period, it is very important that the mother works at a library. I am sorry if the fathers are feeling left out. In this case, the mother will no longer work alone but in company “from the inside”. It is something quite peculiar this feeling of being in company all the time, it is like you can take on the whole world. I was studying architecture and the need for having a job took me to the Library of the Faculty of Architecture. This is how we, Juan Daniel and I, discovered together the wonderful world of libraries. Not only attending the users, but also diving for the first time into cataloguing and classification. How was that possible? The director of the library, Carmencita Bigott, quite a character in the field, somehow saw our vocation towards library tasks. In the same way, Juan Daniel and I had our first experiences in academic libraries.

It also helps that the baby listen to short stories before birth, which can also develop since the infancy an affinity for writing, and the possibility to win literary contests. Related to this, a particular poem by Juan Daniel, “La lluvia” (The Rain) had the particularity that when read by him in public, it would turn any sunny day into rain. Although you may not believe this, it is also good to sing to them, in my case they were songs by Miguel Bosé, and yes, I admit it, I still like his music a lot. Sitting in the hospital bed, waiting for the time of childbirth, the two of us alone, singing: “te amaré, te amaré” (I will love you)…

The child has born, now to continue development…

I did not have anyone to take care of him, so from his first days of life he went with me to work in the library. In a long shift you have to divide time, between the carriage, a blanked in the middle of some books, or in the secretary’s lap. With the baby carriage we catalogued and classified, we sought for books and we put them back in the shelves. Some day, he was in the blanket when a professor came and he was in awe to see a baby, awaken and not making any noise. Of course, it is important to keep quiet in the libraries… Shhhhh! With the secretary, Juan Daniel wrote his first library cards. We made several tests and we could verify that the last thing he always did was to write a period (.), even when we asked him to keep writing.

In the first years it is very important to read for them everyday. Many, many short stories, every day, some days more than once. The child responds with surprise to each reading as if it were the first time. In this way, “Where is Spot?”, a short story about a mother dog searching for her cub all over the house, became quite an adventure. Books with records, in that age of vinyl, such as Winnie the Pooh: “I am not disguised as a cloud, I am not a very chubby bear” or similar, could be the first songs of your “librarian cubs”. In that moment even the music for children can be useful for the child to be creative, take a mic and roleplay the circus, etc., or running from one side to the other singing Don Diablo: “Ron con cocacola”…

The short stories that my father used to tell him were also helpful. I have no idea how they were, in my times they were of “Pepín y Don Paquito and Pastrafulata the witch”. Do not believe me, but it is also important to give your child a wall to paint, to let them tape “The Smurfs”, to draw and to write short stories. Before they learn to write we should perform the task of writing the text of their stories, while they narrate them out loud and illustrate them.

The last school years

It is for sure that, as mother, student, and professional you would need help to organize some library. If we remember that the boy could write library cards since he was a baby, now I could propose some business to him: while you classify, catalog and input the documents into the database, your son could -for an attractive fee- could write the labels and paste them on the books. We see graciously how our children come to tell us that a certain book should not be into classified within a certain number or with a certain cutter code. But that is how life is, we see with pleasure how our children learn day by day and we look forward for them to go beyond than us.

In high school

The library of the Faculty of Humanities was migrating their catalogs to a database when Juan Daniel was studying his last high school years. It was necessary to form a team to transcribe their collection in the holiday season. Given the fact that our boy had experience enough, he could be part of such team, integrated by professors and students from the School of Librarianship. This endeavor was a success and it was difficult to play to compete with him.

A difficult choice: to study librarianship

I do not recommend the academic aptitude tests conducted in high schools. Juan Daniel was as capable to be an engineer as a fashion designer, something that does not help a boy of 16 years old to choose his career. It is true that you should not interfere in those matters, it is overkill to say that he has “a certain affinity” with libraries, books, and writing. His poems are very good, he could have studied literature, but as I said in that opportunity, you have to live from something. I know, mothers are horrible!

So he entered the School of Librarianship occupying the 5th place in the admission test and I found him and a hundred more students in class. My usual question, ‘all those who did not want to study librarianship, please raise your hand’. More than half of the classroom, including Juan Daniel, raised their hands. Quite frankly, I told them that my wish in that moment was to escape, but that instead, I took on the challenge of developing very good librarians, with the same love as I towards the career. That semester was quite the challenge, my son was among those who did not want to do it…

Today many of them are information professionals, some have done postgraduate studies in the field or studied other careers. Many of my ex students show everyday that they are very good professionals. Some of them are dedicated to theater, fashion design or sales, I think that being librarians has been a good life experience for them, they are good people, they love reading and books. Juan Daniel has been one of my best students. I cheated, I was much more demanding with him than with his classmates, but I had to do it. The things had to be more difficult for him. Regardless, he chose to take the courses with his demanding teacher. In many occasions we had the chance to work together, an awesome team. But I also saw him grow as a professional, to work on his own and going to study in Europe.

As a manner of conclusion

Up until this point you would like to know the end of this story, but it is not over yet. Juan Daniel has a master and he is finishing his PhD. In some days he will reunite with his mother again, now in a new country, where many things might happen. That little thing who danced and sang, who told short stories and made circus functions is on my memory and in my heart. Today he is married, he offers courses and conferences, write books and loves his career. The merit is all his and I as his mother, happy and proud.

I hope that these “instructions” to raise and develop a librarian may be useful. Of course, they do not always work. In my case, I also have a daughter who is an illustrator, but it is not far from our field. Regardless, what is important is that they are good people.

Estela Mastromatteo @emastromatteo

Librarianship in Venezuela, Personal Experiences in Information Literacy and Information Science Research

This article has been published in “Raamatukogu” (Library) nr. 6/2011, pp. 32-34. Reproduced here with the Editor’s permission

In this article, I am going to offer some very brief insights into the librarians and librarianship in Venezuela, as well as some of my personal experiences in an information literacy (IL) program. Also, I comment briefly my experience as a Library and Information Science (LIS) student in Europe, as I took my Master in Norway, Estonia, Italy and Switzerland. Finally I present some notes on my PhD project, currently taking place in Tallinn University.

The Central University of Venezuela and the School of Librarianship and Archives

In Venezuela there are two major schools where LIS is taught, there are located in the Central University of Venezuela (CUV) and in the University of Zulia. I studied the five-year Bachelor in Librarianship in the former. The CUV, located in the capital city of Caracas, was founded in 1721, making it the oldest university in Venezuela and one of the oldest in the Western Hemisphere. This university has been the alma mater of many of the most notable scientists, humanists, intellectuals and even some of the presidents of Venezuela. Its current location, the University City of Caracas, built between 1940 and 1960, is comprised of around 40 buildings in 2 km2, designed by Carlos Villanueva, with collaborations of international avant-garde artists of the time. In 2000, UNESCO declared it a World Heritage Site.

The School of Libraries and Archives was founded in 1948, it offers five-year Bachelors in Librarianship or in Archives. This school also offers two possible postgraduate degrees: a one year specialization in Networking Management and a two year master degree in Information and Communication for Development. Sadly, there are no PhD level studies in the LIS field in Venezuela.

Some Notes on Venezuelan Librarians

Venezuelan librarians who are motivated enough are some of the most committed, serviceable and friendly professionals in the country. In many libraries it is possible to find employees who are librarians by vocation, not by academic degrees, this is due to the fact that some abandon their studies often in their thesis stage or because they could not enter the university. However, in most of the cases I have found that nonetheless they are an invaluable human resource and sometimes they are very eager to go back to the university or take courses taught by “official librarians” and they really profit from them. I can say that I have benefited a great deal, at a personal and professional level, from meeting and working with them along my career. Librarians in Venezuela advocate with conviction for reading the promotion, users’ instruction, to provide the friendliest service ever and to make the most with the few resources we have. However, we struggle every day with many different challenges. The most recent being some measures imposed by the government, such as the currency exchange control that drastically reduces the ability of libraries to acquire new books and journals, as most of them must be imported. Also, there has been a reduction in the national production of publications, partly due to some erratic policies of the few privately owned editorials and, in the other hand, the government owned editorials have not escaped the political situation in the country and they are part of the same social divide. So government owned editorials only publish authors that are well regarded by the government because of their work or their favorable ideas towards their political truths. Materials published by these editorials are usually of an extreme left wing thought, to say the least.

My First Steps into the IL World: Program for the Development of Information Competencies in the Metropolitan University

Perhaps the most important contribution I could do to the LIS field in Venezuela was while I was working as a Reference Librarian in the Pedro Grases Library of the Metropolitan University (MU). This library was named after one important bibliographer, historical and cultural researcher of the country. The most important contribution of Grases is the edition of the complete works of Andrés Bello, who wrote his influential Grammar and was one of the mentors and professors of Simón Bolívar. This library was established from Grases’ personal collection and has been enriched with further donations of the whole collections of many other important intellectual figures in the country.

While I was working as a Reference Librarian, it came a time when IL started to become a popular subject. From a LIS perspective it was already customary, although in a limited fashion, to provide user instruction; and from the government, there were some initiatives labeled as “literacy”. However, were based on providing access to the Internet through museums and libraries, and educating illiterate people (to overcome analphabetism). These attempts although plausible, were missing the point of IL. So, it was an important moment to start developing IL initiatives in the country, and the libraries had a good chance to gain attention, hopefully recognition as well, if the libraries could provide guidelines or at least experiences on this field. At the time, I was reading about the topic and I attended an online-transmitted inspirational lecture on IL (this lecture was given by Jesus Lau, who would later become one of my mentors and inspiration in achieving higher accomplishments), and I was also doing some learning interventions in some lecturer’s (whom I started to call “allied lecturers”) courses that were intended to help students to know how to use the library’s online resources. So, because I had such contact with the topic, I had the opportunity and the honor to coordinate the development of an IL project. There, I drafted a rough proposal, which was discussed with the other librarians working at the library. We also sought advice from some professors, especially from the allied lecturers.

The IL program was called Program for the Development of Information Competencies (the program). In order to correspond adequately to the university, the program was first and foremost modeled after the educational model of the MU, which in a nutshell, is comprised by the concepts of blended learning and the development of competencies. So the program would include class activities/lectures and also online activities/resources, in order to complement the class dynamics. To fulfill the second requirement, the program was based in the development of certain information competencies. The theoretical framework in which the program was based, although not very extensive was very simple, and I believe that in such simplicity lies its beauty and applicability. This framework, apart of having its roots on the mentioned elements of the MU’s educational model, was also based on the International Federation of Library Associations IFLA core information competencies, that are divided among the headings of: access; evaluation and use of information. There were other important influences when creating the program and its modules, which are detailed on the documentation that I produced about it, available in E-prints in Library and Information Science ( and in some international conferences proceedings, such as the IX ISKO Congress.

The core of the program lies in its three modules, which were created from its objectives, contents, assessment forms, activities and resources. These modules are the following:

  • Module 0 Introduction to Information Access and Searching: in this module the students were introduced on the creation of searching strategies, Boolean operators, keywords, ways to limit their searching and the use of the library catalog.
  • Module 1 Development of Information Competencies and Internet Searching: this module would familiarize students to the core information competencies they can develop, they were also taught the principles for the evaluation of sources and to make the best possible use of internet search engines for academic purposes.
  • Module 2 Introduction to Academic Databases: three academic databases were introduced in this module. The choice of the databases, examples and activities used were determined by the specialty of the students.

These three modules were taught in different levels, corresponding to different moments in a student’s career. The first application of the program was in three of said moments: to first semester students, to students of methodology courses (around 5th semester) and students taking the thesis seminar (10th semester). This applied to all bachelor students of all the careers taught in the university. There were also sessions arranged for groups of postgraduate students and lecturers who were interested, all this with varying levels of complexity and difficulty.

Apart from the modules, there was a tradition in the library to create Powerpoint presentations about the use of the electronic resources of the library. In order to make them more attractive, we started to develop animated tutorials, which would replace the old ones and would include voice and music. These were done by combining different software applications: for audio and movie editing, and screencast software. Most proudly, these resources were made with equipment owned by the library and all production was made in house.  Around 8 tutorials of this kind were made when I was in charge of them. Finally, a 10-minute video podcast was made, in order to explain our first experience and promote the program.

There were many things left to do with the program. However, I am happy that I had the opportunity and the experience derived from leading a project of this kind, seeing its full first implementation, and be able to assess it. I consider it was a success, although it can be further developed including more modules, new multimedia resources, perhaps follow the lines of some social projects of the MU where the university offers free courses to the communities in need around it. Simplifying an IL program of this kind for these people in need who are living in the slums is imperative, as an important way to contribute in sensitizing and raising awareness on the use of information for their lifelong learning, culture and recreation. Hopefully to promote the culture of peace, democratic values and for this people to be able to perform more informed choices regarding their rights and duties as citizens and to improve their own lives. Finally, there is the need to open a space for dialog among other colleagues of the country to try and achieve consensus and produce a national set of guidelines, competencies or policies in IL.

While I was working in the MU, after a university wide application and assessment of the program, I found the website of the International Master in Digital Library Learning (DILL), with a call for applications for students from all over the world. Thinking that was a wonderful opportunity, even too good to be true, I decided to take every step necessary in order to apply. Overcoming every challenge natural of my country and any Spanish speaking one was not easy, I had to travel to another city in order to take the English exam, to translate every academic and legal document I had, which is no easy task, in a funny way and after seeing European documents I must say we may have some of the longest documents in the world and it seems that official translating has become a very profitable profession in Venezuela.

The European Years: International Master in Digital Library Learning (DILL)

DILL is a two-year master course that takes you to at least three European cities: Oslo, Tallinn and Parma. In my case, for academic affairs I also visited Pisa, Corfu, and I did an internship period in Geneva, which can be the subject for another article, as I had the authentic pleasure of working almost a month in the library of the European Organization for Nuclear Research (CERN). In retrospect and now with a broader understanding of my own knowledge and situation, I think the most positive aspects that DILL brought to my professional life are: to get to know and have good relationships with some of the best LIS professionals and professors from all over the world; DILL also opened my mind to a wide variety of current and innovative subjects in the field, where the only difficulty is to get to choose what you want to study next. At a personal level, I got to study with 20 colleagues from 17 different countries. I got to put my English language skills to a much needed field test, as I got used to the wide variety of different accents and ways of speaking. It was also priceless to be exposed to such a wide variety of cultures and ways of thinking. As with the researchers and professors I met during those two years, I still maintain contact and friendships with some of them.

When it was time to make up my mind regarding the topic for my master thesis, I discussed a very wide variety of topics with Sirje Virkus (who would later be my supervisor) and at some point we agreed that I was going to research on information behavior and social networks. The topic of the master thesis got me a bit away of my previous research, which as I wrote above, was in IL. However, that choice has shown to be quite satisfactory, as I was awarded with a second prize commendation in Tallinn University for it, and I recently published a revised and expanded version of it in the form of the book Exploring Users’ Information Behavior in Social Networks: A Contribution to the Understanding of the Use of Social Networks.

Moving on: PhD studies and the merging of old and new ideas

The months after DILL were moments of decisions and timing. At the end I decided not to turn back and return, instead I applied for the PhD in Information Science in Tallinn University and I got accepted. Now other are the challenges: there is more independent work, the application for more permits and financial aids, normal of living in Estonia for a longer term. My current research is at the same time a logical step up from my master thesis but also a mix of other ideas and interests I have had during my career. Studying the Influence (or Mutual Shaping) of Social Networks in a Learning Experience takes as a starting point the insights I found out about users’ behavior when using social networks. In this research I designed a series of class activities and lectures in order to find out: a) some insights into how do students experience learning when they are engaged in a learning experience that uses social networks; b) to study the challenges and opportunities of using social networks in higher education; c) to discover how does the students’ different literacies (with varying levels of development according to each individual) affect how successfully/unsuccessfully they respond to such a learning experience; and d) how there is a mutually shaping phenomenon between the use given to the social networks and the learning experience itself; meaning to find out how the response of the students may shape changes in the design of this learning experience for further applications and to reshape the design of social networks from educational applications. This means that the use of social networks in education might introduce or ask for modifications in the design/features of social networks, just as the networks can produce changes in the design of the learning experience. Hence, mutual shaping, one influences the other and back again.

I chose to speak about literacies in this current research, instead of just only about IL because there are an almost indeterminate number of literacies, depending on the field where different researchers that have used a literacy associated concept come from. And also, we may put different literacy based terms together under the umbrella term of literacies, or even IL, as I explain below. Consider the following working definition of literacies, as the varying degree with which an individual possesses or has mastered competencies or skills for handling information of different nature or information in different media or format, such as: new literacies, digital literacy, media literacy, numerical literacy, scientific literacy, musical literacy and so on. What all these and other sorts of literacies have in common is that they define the ability to handle a certain kind of information. This is why I state that they all belong under the terms literacies or information literacies. However, for practical reasons and because I am interested in information handling as a general purpose skill and also in the handling of information technologies (social netwoks), I am going to limit this research to information literacies and digital literacies. I expect to redefine my methodology and conduct my final study in the upcoming months.

How checking an online library catalog can be a geeky travel to the past

The National Library of Venezuela offers one of the most unique experiences in online library catalogs. To be able to check the catalog, you need to go first on a part of their website where you have the instructions on how to use it, only in spanish for now, but take my word on them.

First you will need a software to uncompress files, like Winizip or Winrar, then you have to download a “3270 emulator” for Windows, sorry, no Linux or Mac OS support for now, but works on Vista and 7, so that alone it’s pretty cool. As for this 3270 emulator, Wikipedia says it’s “a computer program that duplicates the functions of an IBM 3270 (manufactured c.a. 1972) mainframe computer terminal on a PC or similar microcomputer.”

So, following the installation of the emulator, configure the IP to and you will enter the automation suite ND-NOTIS. Again, taken from Wikipedia: “ND-NOTIS was a tightly integrated yet modular office automation suite by Norsk Data introduced in the early 80s, running on the SINTRAN III platform on both ND-100 and ND-500 architectures.”
Now there’s no more mouse input for you, so you have to login and input commands using only the keyboard: you press “b”, then “Enter”, then “Tab”, you put in the username “OPERATOR” and password “OP3RAT0R” (pretty sneaky, huh?), then “Enter”, “F10” and write in caps the word “LUIN” and… VOILA!