Este artículo reflexiona sobre el papel fundamental que desempeña el metalenguaje traductor —en sus dimensiones teórica, didáctica y profesional— en el empoderamiento y la visibilización de discentes, docentes y profesionales de la traducción. En este se argumenta que tal empoderamiento puede fortalecerse a través del fomento del activismo terminológico y de la alfabetización metalingüística. A partir de un análisis crítico de los productos terminológicos presentes en los campos traductológico, pedagógico y socioprofesional, se sugieren estrategias de intervención destinadas a promover la alfabetización terminológica en todos los niveles de intervención.

In this paper we discuss the place of museums in Information Science landscape and their historical role in preserving and accessing cultural heritage. Definitions of Culture, cultural heritage and more related concepts are reviewed and examined. The scope of this paper is limited to digital museums and more specifically, immersive museums. The main questions we raise are as follows: How do immersive museums, thanks to digital technologies, redefine the protection and dissemination of knowledge while addressing the socio-cultural needs for inclusion of diverse and neuro-atypical audiences? Do the new immersive mediations risk reducing the transmission of knowledge to simple communication or a spectacle, sometimes far removed from the issues of heritage preservation? Or is it an 'experience' that, while close to reality, diverges from it? The notion of 'reality' in the immersive museum may seem paradoxical: is the technological illusion of reliving the past too far removed from reality, to the point of denying a historical truth, thus inverting the initial objective of preservation and transmission?". How is it possible to assess the preservation and the accessibility of the cultural heritage, namely in museums as a knowledge space? To address these questions, we developed our methodology by analyzing two interviews with representatives from immersive museums that employ diverse technologies and techniques for comparable goals: the creation and establishment of an immersive museum. We conducted an interview with the TNMOC app immersive museum, which resulted from a collaboration between The National Museum of Computing in Milton Keynes (United Kingdom) and the company in charge of creating Version 1 of the immersive tool. The purpose is to show their relevance and evaluate the accessibility to a tangible cultural heritage and its preservation with as special focus on immersive museums. We highlight the assets, the limitations and challenges ahead.

This paper seeks to understand how teachers at the School of Library and Information Science (EBCI) of the University of Costa Rica use artificial intelligence (AI) language models in their educational experience. A mixed methodology was employed, according to Creswell, with a study population composed of active faculty during the first semester of 2024, obtaining a response rate of 63%. Data collection included a questionnaire with closed and open-ended questions for the quantitative phase and a focus group for the qualitative analysis. The results reveal that almost all teachers have used AI tools for lesson planning. However, there is concern about the appropriate use of AI in learning and the need for training on its ethical management. Teachers highlighted the lack of training provided by EBCI, considering it crucial to properly manage AI in student work. This highlights the need for a regulation governing its use in educational settings. In conclusion, AI tools are present in most EBCI courses for planning and methodological support, but it is essential that the authorities provide training and propose regulations to govern their use by students and teachers.

It presents the information competency program (CoInfo) developed at the Comptroller General of the Union (CGU) Regional Santa Catarina, Brazil, as an experience of applying CoInfo activities in an organizational environment. It is characterized as an applied case study, whose objectives were: To raise awareness among employees of the relevance of CoInfo in the performance of their functional duties and in their personal lives; identify the skills needed in the audit process; provide essential knowledge to perform these activities; develop skills in

Scientific and technological connections between specialists in injectable oncology: a contribution to public health from the analysis of the Lattes database Conexiones científicas y tecnológicas entre especialistas en oncología inyectable: un aporte a la salud pública a partir del análisis de la base de datos Lattes Conexões científicas e tecnológicas entre especialistas em oncologia injetável: uma contribuição para a saúde coletiva a partir da análise da Plataforma Lattes

Dossier temático «Alfabetización en información: perspectivas y desafíos» La formación en competencias digitales para la virtualidad y la inteligencia artificial: una nueva frontera de las multialfabetizaciones Training for digital competencies for Virtuality and Artificial Intelligence: a new frontier for multiliteracies Formação em competências digitais para virtualidade e inteligência artificial: uma nova fronteira dos multiletramentos

This article presents the traceability of the concept of information competences in several digital frameworks oriented to teachers. A documentary analysis was carried out based on a bibliographic survey where data from different selected texts were cross-checked. Eight works from international organizations (Unesco, European Union, ISTE) and national educational institutions in Latin America, Spain and the United Kingdom were selected. The different terminologies used by these frameworks in relation to the use of digital technologies in education are discussed, analyzing the concepts of digital competences that they present and identifying the elements of information competences included in them. A table was elaborated with the common aspects found that serve as input for discussion. Although some frameworks do not explicitly include information competences, the following were identified: information search, selection and critical evaluation, and ethical use. These are crossed by the ability to think critically when generating new knowledge.

The Coronavirus pandemic, which is caused by SARS CoV-2 virus, began in Uruguay in March 2020. It faced libraries, from the beginning, with the challenge of continuing working as best as possible in a novel context of an international health crisis, and in scenery of high uncertainty. As it is known, the library management includes, among other activities: customer service, the manipulation of the collection items (books and magazines), work meetings, training workshops, and also doing material disinfection. Taking into consideration health policies adopted by the government and UDELAR (Universidad de la República), a working plan was made by the library of the School of Veterinary of Uruguay. The aim of this plan, which lasted until July 2021, was to keep the level of library services up as possible. In order to put it into practice, several procedures were developed and used. This article presents results obtained using the plan, that can be considered successful in terms of the objective pursued.

This article explores the social and technological relationships that stimulate the creation and use of information that, in turn, reflect the diversity, plurality and multiculturality of the planet. However, we cannot promote one benefit by affecting another. In this sense, we must defend infodiversity from our specialty, but without violating or hindering other rights, such as the right to information, or other laws and agreements that intervene in this process. It also presents the interrelationships between school, family and library that intervene in the formation of our users in order to achieve a successful search for information through critical thinking. In this way, it is necessary to promote an ethical and social conduct in the user, in the librarian, in the author and in every person involved in the edition of information. This work emphasizes the utmost respect that should be granted to the interests and creative works of others. Therefore, each of the actors involved in the creation and use of information must comply with codes of ethics that emphasize objectivity and impartiality.

The author proposes that knowledge as a philosophical entity is embedded in historical and social practices of thought. Also she affirms that recorded and accumulated knowledge impacts, with its ways of organizing in archives and libraries, in the genesis, limits and possibilities of thought. Also maintains that such thinking shapes the very processes of storing and recording the knowledge. Then she analyzes the concept of access in its physical and symbolic aspects, indicating the difference between equal access that is focused on the same quantity and equity that considers quality. Taking as reference the symbolic formations pointed out by Deleuze relates them to the organization of knowledge in libraries and archives. Finally, she presents and exemplifies the expanded concept of biblioclasty, as well as the behaviors, practices, procedures and devices that act to prevent equitable access to knowledge. The author concludes by proposing that access to knowledge is a human condition, so the equitable access to accumulated knowledge will allow space and spread the resistant and resilient expression of minority social groups and has allowed in our century, beyond hierarchies and disciplines, to highlight discursive formations that sustain and reproduce inequities in today’s society.