<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-358X</journal-id>
<journal-title><![CDATA[Investigación bibliotecológica]]></journal-title>
<abbrev-journal-title><![CDATA[Investig. bibl]]></abbrev-journal-title>
<issn>0187-358X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones Bibliotecológicas y de la Información]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-358X2025000400083</article-id>
<article-id pub-id-type="doi">10.22201/iibi.24488321xe.2025.105.59069</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización informacional crítica en la universidad latinoamericana: una mirada situada]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical Information Literacy in Latin American Universities: A Situated Perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casas-Puente]]></surname>
<given-names><![CDATA[José G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Leyton]]></surname>
<given-names><![CDATA[Alma E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nuevo León Facultad de Ciencias de la Comunicación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>39</volume>
<numero>105</numero>
<fpage>83</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-358X2025000400083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-358X2025000400083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-358X2025000400083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En un entorno saturado de datos y discursos, la universidad se enfrenta al desafío de formar personas que no solo sepan acceder a la información, sino también que sepan interpretarla, evaluarla y actuar con responsabilidad frente a ella. Este estudio cualitativo recoge las voces de tres especialistas de México, Colombia y Venezuela para explorar cómo se vive y se piensa la alfabetización informacional desde una perspectiva crítica en contextos universitarios latinoamericanos. A partir de entrevistas semiestructuradas, se identifican tensiones estructurales en torno a la formación técnica versus la formación crítica, las brechas entre el currículo y la realidad profesional, las limitaciones de la evaluación tradicional y la falta de integración entre la teoría y la práctica. El análisis permite delinear una matriz de intervención con tres niveles complementarios (curricular, pedagógico e institucional) que busca insertar la alfabetización informacional como una competencia transversal, ética y transformadora. Más allá de lo instrumental, se plantea que una alfabetización informacional crítica puede convertirse en una herramienta para leer el mundo con conciencia, cuestionarlo y, eventualmente, transformarlo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In a data-saturated and discourse-heavy environment, universities face the challenge of educating individuals who not only know how to access information but also how to interpret, evaluate, and respond to it in a responsible manner. This qualitative study draws on the voices of three experts from Mexico, Colombia, and Venezuela to explore how information literacy is experienced and conceptualized from a critical perspective in Latin American higher education contexts. Based on semi-structured interviews, the analysis reveals structural tensions between technical and critical training, gaps between curricula and professional practice, the limitations of traditional assessment, and the lack of integration between theory and practice. The findings support the development of an intervention matrix with three interconnected levels (curricular, pedagogical, and institutional) aimed at embedding information literacy as a transversal, ethical, and transformative competence. Beyond its instrumental role, critical information literacy is outlined as a tool to read the world with awareness to question it, and, ultimately, participate in its transformation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización informacional crítica]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[Evaluación auténtica]]></kwd>
<kwd lng="es"><![CDATA[Formación situada]]></kwd>
<kwd lng="en"><![CDATA[Critical Information Literacy]]></kwd>
<kwd lng="en"><![CDATA[Critical Thinking]]></kwd>
<kwd lng="en"><![CDATA[Authentic Assessment]]></kwd>
<kwd lng="en"><![CDATA[Situated Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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