To understand information literacy as a research and professional projection applications, from its conceptual evolution and regulation, as a research project and concrete and immediate use in the practice of changing library resource centers. After completing this course, students will be able to: 1. Assimilate the differences between online user education and information literacy to design effective programs of information literacy. 2. Know the most relevant documents on the application of information skills, to find suitable models in the design of planning information literacy programs in libraries, from good practices. 3. Know the specific characteristics of the educational content and the functions of hyperdocument, ways of reading and writing, as an act of information literacy for designing information literacy programs and proper assessment of their relevance as part of the digital collection of an educational digital library. 4. Apply criteria for evaluating the educational content, such as evaluation and selection of content, purpose of a literacy training program in educational activity of educational digital library. 5. Know and applying effectively the principles of Web 2.0 and 2.0 libraries, as well as management tools of the educational digital content for reading and writing in semantic Web, as a field for learning and exercise with competence information literacy programs. 6. Understand and use correctly the instruments for capture and recovery in a network as digital reading, the tools for organizing information to structure knowledge of academic work such as editing, tools, labels and diagrams semantic network representation, for dissemination and communication of knowledge and skills, as digital writing, as well as instruments to involve social networks in educational digital libraries. 7. Know the definition, characteristics and properties of learning objects, to acquire the ability to analyze and implement functionally learning objects in information literacy programs. 8. Know and apply tools for editing and sharing of information in an ethic manner, in accordance with the principles of information literacy, assuming the authority, intellectual property and plagiarism issues on the web. 9. Know the principles of multiculturalism and intercultural in educational digital libraries for its effective implementation, and its relevance for digital divide and social inclusion 10. Understand the importance of evaluation in information literacy programs, to design models and evaluation tools as a means to certify and accredit skills. 11. Apply the acquired knowledge into CRAI and CREA.

UNIT 1. CONCEPT OF INFORMATION LITERACY 1.1. Object: web and user training 1.2. An applied concept: digital literacy, multiliteracies; information literacy 1.3. The rules for an application: evolution, analysis, selection rules for a program 1.4. Competencies and information literacy: concept, models and competence standards 1.5. A conceptual application: best practices and libraries UNIT 2. OBJECT AND PURPOSE FOR INFORMATION LITERACY 2.1. Educational hyperdocuments: possibilities 2.2. Evaluation of Web content and criteria 2.3. Challenges and trends to know in web: reading iconic, criteria and visual literacy 2.4. Transliteracy and trends: virtual media. Research UNIT 3. LITERACY FOR INFORMATION LITERACY 3.1. Web 2.0 and Web Knowledge 3.2. Resource Centers and information literacy 2.0 3.3. Collaborative learning and information literacy UNIT 4. WRITING AND TEACHING RESOURCES FOR INFORMATION LITERACY 4.1. Types of educational web resources for information literacy 4.2. Specific types to know in web: ODE and OA 4.3. Instructional design of educational resources for information literacy 4.4. Educational digital repositories UNIT 5. INFORMATION LITERACY AND CONTENT MANAGEMENT 5.1. Content management: concept maps and vocabularies 5.2. Personal tools for content management 5.3. Applications and approach to the Semantic Web UNIT 6. ETHICAL USE OF INFORMATION AND INFORMATION LITERACY 6.1. Authority and Intellectual Property in Cyberspace 6.2. Web Rights Management 6.3. Otherness: multiculturalism, interculturalism and international cooperation UNIT 7. THE EVALUATION, TO KNOW AND INFORMATION LITERACY 7.1. Competencies and performance assessment in educational digital libraries 7.2. Models and information literacy indicators: indicators, quality bias, existing models, design and management of indicators and questionnaires 7.3. Design of an information literacy program for educational digital libraries

The methodology proposes a training model that allows the student an active and continuous learning, encouraging participation and using technological tools to support teaching and interaction. It will provide students with the necessary materials for effective learning through Aula Global2. Learning activities will be structured as follow: 1. Conceptual framework: To provide students with a theoretical vision of the discipline and acquire the fundamental concepts and knowledge in implementing effective information literacy programs. It will provide a pdf document with the notions and concepts to work in each teaching unit. 2. Complementary framework. For the student to perceive and understand that every object of research in Science has different perspectives, trends and schools students will study a series of individual reading along the course. These readings will be journal articles, book chapters, monographs and scientific contributions include, in electronic format. The readings will be offered during the course through the AulaGlobal platform and shall constitute a basis for evaluating the attitude, motivation and monitoring of the subject by the student 3. Illustrative framework. For the student to confirm their understanding of the concept to their own assimilation and effective implementation in their professional future electronic resources and/or virtual will offer, complemented by discussions. This framework will be underpinned by e-mail addresses, resources, software and tutorials, visual and practical support conceptual discourse. This framework will illustrate practical exercise for lifelong learning. 4. Practices framework. For students to acquire skills abilities and competencies developing practical activities are proposed to students, in parallel with the development of classes. Its goal is to certify that the student knows and knows about the competences proposed in each teaching unit. It will be designed as an object of learning: instructional design, additional associated material, examples, suggested exercises, for completion by the student. 5. It may be offer questionnaires for completion by the students, which will serve as a basic element of individual assessment and monitoring of quality in the learning process. 6. Tutorials. To develop effectively the educational model, the tutorial system becomes important to ensure a collaborative and meaningful learning. We propose two types of tutorials: one derived from the collective face tutorials; other personal tutorials, and training relating to their academic career, virtual tutorials to care telematics attention in the days set.