The future of information literacy in the Mexican elementary school

Authors

DOI:

https://doi.org/10.26512/rici.v14.n2.2021.37557

Keywords:

Information literacy, Inequality, Basic Education, Mexico, Poverty

Abstract

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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Author Biographies

Judith Licea de Arenas, Universidad Nacional Autónoma de México, Facultad de Filosofía y Letras, Ciudad de México, México

Judith Licea de Arenas obtuvo en la Facultad de Filosofía y Letras el grado de Maestra en Biblioteconomía; es Magister in Scientia Bibliothecaria por la University of Wales (Gran Bretaña) y Doctor of Philosophy por la University of Strathclyde, también en la Gran Bretaña. Miembro de la Academia Mexicana de Ciencias y forma parte de los comités editoriales de varias revistas de la especialidad.

Hortensia Labra, Universidad Nacional Autónoma de México, Dirección General de Bibliotecas y Sistemas Digitales de Información, Ciudad de México, México

Hortensia Labra González es licenciada en Bibliotecología por la Universidad Nacional Autónoma de México (UNAM). Maestra en Gestión de Información por la Universidad de Cuba. De 1992 a la fecha se desempeña en la Dirección General de Bibliotecas y Servicios Digitales de Información de la Universidad Nacional Autónoma de México, Desarrolla la actividad de Catalogación de Publicaciones  Seriadas. Ha sido instructora en cursos de catalogación de publicaciones seriadas  impresas y electrónicas tanto en Universidades del Interior del País como en Educación Continua de la DGBSDI-UNAM y para la capacitación del personal administrativo de la UNAM.

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Published

2021-05-18

How to Cite

Licea de Arenas, J., & Labra, H. (2021). The future of information literacy in the Mexican elementary school. Revista Ibero-Americana De Ciência Da Informação, 14(2), 548–566. https://doi.org/10.26512/rici.v14.n2.2021.37557