The future of information literacy in the Mexican elementary school
DOI:
https://doi.org/10.26512/rici.v14.n2.2021.37557Keywords:
Information literacy, Inequality, Basic Education, Mexico, PovertyAbstract
The Coronavirus-19 pandemic in Mexico has affected all sectors, including education. As of March 23, 2020 the school stopped being face-to-face to become hybrid or mixed. Teachers, students and parents saw in a few days the irruption of technology in their lives despite the lack of electricity, connectivity, accessibility, electronic devices in homes in urban, semi-urban and rural environments and the lack of valid and validated learning strategies. The children only had their free textbooks on hand. Those who had economic resources joined virtual education without problem; underprivileged children were excluded mainly because of their poverty and inequality: without electricity, solar panels or satellite communications, connectivity or any device. Librarians have not participated in the information literacy of the tec and non tec children aged 6 to 11 years. In the future, they should develop learning activities for inclusive education in virtual, traditional or innovative environments, aimed at the formation of critical children, participants in valid knowledge, not in magical thinking that is present in the world today; They will have to decide what to teach, their role, in what medium, how, when and with what didactic supports they will information literate the millions of Mexican children between 6 and 11 years old who live in poverty, inequality and social backwardness.
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