Notes

  1. This article is the result of PhD research on Information Literacy: "Lesson learned in information literacy programs in Ibero-American universities", University of Granada (Spain).
  2. Davenport & Prusak (1998); Choo (1999); Nonaka & Takeuchi (1995); Alavi & Leidner (2001); Tsoukas (2005); Ichijo & Nonaka (2006); Spender & Scherer (2007); Becerra, Lunnan & Huemer (2008); Davenport (2008); Geisler & Wickramasinghe (2009) etc.
  3. http://www.gdrc.org/kmgmt/what-is-km.html - http://blog.simslearningconnections.com/?p=279
  4. Behrens (1994); Bruce & Candy (2000); Lorenzen (2001); Rader (2002, 2003); Webber & Johnston (2000, 2006); Basili (2003); Dudziak (2003); Virkus (2003); Andretta (2005); Moore (2005); Gibson (2008); Grassian & Kaplowitz (2009); Pinto, Uribe-Tirado, Gómez-Díaz & Cordón (2011).
  5. This analysis considered the standard of 1999, but recently it has been modified by SCONUL (April 2011): "In 1999, The SCONUL Working Group on Information Literacy published Information Skills in Higher Education: a SCONUL Position Paper (SCONUL, 1999), introducing the Seven Pillars of Information Skills model. Since then, the model has been adopted by librarians and teachers around the world as a means of helping them to deliver information skills to their learners. However, in 2011 we live in a very different information world and while the basic principles underpinning the original Seven Pillars model remain valid, it was felt that the model needed to be updated and expanded to reflect more clearly the range of different terminologies and concepts which we now understand as 'Information Literacy'. In order for the model to be relevant to different user communities and ages, the new model is presented as a generic 'core' model for Higher Education, to which a series of 'lenses' representing the different groups of learners, can be applied". See: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html..
  6. Unfortunately, the recent changed "Seven Pillars of Information Literacy 2011 model" still shows an almost entirely majority emphasis for the explicit information and knowledge ("skills and attributes"), which is tacit. See: http://www.sconul.ac.uk/groups/information_literacy/diagrams.html .