Faculty Support:

Shaping of an Information Literacy Learning Activity Handbook

Jesus Lau,
Universidad Veracruzana, Veracruz-Boca del Río, Instituto de Ingeniería/CIDIE,
Juan Pablo II y Ruíz Cortines, 94294 Boca del Río, Veracruz, México.
PIMSA- Catedra Distinguida, CETYS Universidad, jlau@uv.mx

José Luis Bonilla, Alberto Gárate,
CETYS Universidad, Mexicali, Baja California, Mexico,
69121 Heidelberg, Germany
{joseluis, albertogarate, }@cetys.mx
The aims and process of creating an information literacy learning activity handbook for a Spanish-speaking faculty community is described in this paper, assuming that a set of information literacy standards-based exercises will help faculty to foster information skills in higher education students. The manual was conceptualized under the constructivist paradigm that focuses on the learner, as an active person who is responsible of his/her own learning, and places the professor, as a facilitator of the learner´s needs to achieve the learning goals (Alarcon Leiva, J., Hill, B. & Frites, C., 2014). Similarly, the handbook was also created as a tool to develop competencies that is the IL complex skills of thinking and acting in real information life scenarios.

Universities need to suggest and provide tools such classroom models of IL learning and teaching. This manual was writer at CETYS University, a Mexican institution located in Baja California, that embraced the task of crafting a set of information-related handbooks that offer flexible instruction exercises for faculty, who can adopt, adapt or create their own ones after mastering the IL activity principles. After the first two handbooks on paper style (APA) and on how to write essays, CETYS joined forces with Universidad Veracruzana (UV, Veracruz, México) to craft the workbook. In the English IL literature some similar manuals have been published (Burkhardt, J. M., & MacDonald, M. C., 2010), but there has been none in the Spanish-speaking world, where there are some specific information sources and IL skills challenges to tackle.

The learning activities were based on the Mexican information literacy standards and on an eight-year old six-credit online course for undergraduates IL learning activities. The course learning activities were the spin off of the project that nearly doubled the number of exercises. Each IL learning activity was screened in terms of neutral discipline relevance to reach 75 of them, covering a) core IL skills development of search, evaluation, use, and communication of information, using international resources, and Spanish language information repertories. The exercises follow a template with two sections, the first for general information that includes, among other items, title and type of competence to develop, according to the Mexican IL standards; followed by the exercise elements´ section: Learning objective of the activity, instructions, and an example or a template do the IL activity. The workbook is nearly ready to go to press and to a website. The handbook will benefit CETYS and UV faculty, and certainly the Ibero American higher education community. Librarians who teach IL are also part of the potential users of this workbook that can be used as a model to create discipline and specific course-related IL learning activities.


Alarcon Leiva, J., Hill, B. & Frites, C. (2014). Educación basada en competencias: hacia una pedagogía sin dicotomías. (Portuguese).Educacao & Sociedades, 35(127), 569-586. Retrieved from:

Burkhardt, J. M., & MacDonald, M. C. (2010). Teaching information literacy: 50 standards-based exercises for college students. American Library Association.

Keywords: Information Literacy Learning Activities, learning exercises, Spanish-Language information learning activities.