Outcomes and Challenges of Offering an Information Literacy Compulsory Undergraduate Credit Course: a Mexican Case

• Jesús Lau ^{[1] [3]} ; José Luis Bonilla ^[2] ; Alberto Gárate ^[2]
  1. [1] Universidad Veracruzana

     Universidad Veracruzana

     México

     
  2. [2] CETYS Universidad, Calz (Mexicali, Baja California, México)
  3. [3] CETYS Universidad. PIMSA-Catedra Distinguida (Mexicali, Mexico)

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• Localización: Information Literacy in the Workplace / Serap Kurbanoğlu (ed. lit.), Joumana Boustany (ed. lit.), Sonja Špiranec (ed. lit.), Esther S. Grassian (ed. lit.), Diane Mizrachi (ed. lit.), Loriene Roy (ed. lit.), 2018, ISBN 978-3-319-74333-2, págs. 568-575
• Idioma: inglés
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  • The aim in this paper is to report the learning experience evaluation of an information literacy (IL) undergraduate compulsory credit course in a country where information and research skilled lecturers are scarce. Students should begin to develop information competencies during their K-12 education; however, this is seldom the case in the Mexican educational system where students enroll at universities with limited IL training. CETYS University, whose IL evolution has been previously reported in the ECIL Conference Series, made the decision to offer a compulsory eight-credit course for all first-year students. The implementation of the course had the challenge of hiring faculty who did not have, in most cases, IL facilitation experience. The outcome of the first cohort of 17 groups that included 361 students was that the students did have a positive learning outcome, according to the two technique-assessment study but did identify important opportunities to improve the course and the facilitation process.