"an ongoing process that collects, organizes, coordinates and controls the processes, products and information services for an institution to respond consistent with the circumstances and information needs of users "(Garmendia, 2003). The key then is determined by the user's information needs are affected by internal and external factors are discussed, and information that guide their behavior. It is he who sets the tone for customer-oriented business model. Information management must consider user studies to determine these factors and define the strategies to follow to provide the required information. Under this scheme, the information management needs of the diagnosis of the current situation allowing the user to locate rediscovery according to their knowledge and habits in the use of information. This diagnosis will identify the appropriateness or otherwise making information literacy programs and to determine who will head these programs, why and what that person requires such preparation. Also guide how, when and where will the programs so that they become meaningful learning for all users. In this way, we are covering various aspects that encompass a broad view of the situation is, how it works, how it is intended to function as well as the expected results. This study is permanent and improve processes much depends on observing the changes and respond to them by translating them into opportunities. The Information Manager will be responsible for analyzing the issues raised and structure comprehensive proposals to provide the user the opportunity to develop strategies to guide the clear statement of their actual information needs and the training required for the use of sources and services available . Finally include customer training to streamline the presentation of information with social awareness of the value of this and taking advantage of the motivation and knowledge you have about the subject.
management attaches great value to the organization and strategic use information through organizational learning. This means that the manager should be in the ability to perceive, interpret, convert and process significant information for choosing between alternatives and develop a guide to action. This is multidisciplinary and specialized professional, knowledgeable and committed environment with the organization. A learning organization conducts strategic planning activities to be undertaken with staff and with the user. Markets its services and products to make known what the institution offers. This, always ensuring quality by providing added value to those services and products and empowering information unit within the organization through creative projects, proactive and innovative.
raised in the environment, culture, learning, research habits and information culture committed to learning about the organization, competition, new technologies, customers and the whole environment. This creates a valuable process in which use of the knowledge of each member of the unit because they create the information to perform their daily tasks and to externalize their experiences add value to processes, products and services.
The contributions of two authors, one of which is the BA in Library and Information Science Garmendia Leuven Bonilla, who is the author of the article: "Information literacy as a stimulus to research: A strategy for managing information and knowledge", published in the Electronic Journal Biblios.
In it the author takes as its central concept the idea of \u200b\u200binformation literacy, ie "the whole cycle of information ranging from data searches, through the use of information and ending with the generation and distribution of knowledge. "
In the current context in which there is an overabundance of data and where information media are varied, increasingly requires that individuals have appropriate strategies for the selection and information management. For example, for university students and researchers become extremely necessary to have both valid information as to the ability to analyze and evaluate knowledge. In this sense, is the central role of information professionals, providing advice and guidance. Whether
decision making to problem solving, proper access to information positively affects the daily lives of people, as expressed by the author.
adds that "information literacy" often refers to literary literacy, the library and computer science. Describe the conditions under which the approach should be user to information in order to facilitate this, as well as features that should collect the information professional. Information literacy involves
holistic learning, gradual and consistent search strategies, location, analysis and dissemination of information to generate new knowledge.
The other author, that we propose to share their input is, Patricia Hernandez Salazar, a member of University Research Centre for Library Research of the National Autonomous University of Mexico. Patricia Hernandez Salazar
think we face in developing user education programs whose starting points are, user studies.
The author seeks to establish the relationship between education and training of users. It does so by addressing three issues:
studies, definitions and objectives.
User education
Application examples of user studies to design experiences FU.
THE designing training programs, and studies of users before making any decisions about the objectives and content should contain. To define the characteristics of the communities that use (or possibly used) information resources, including these features are, their information needs, the activities to meet those needs (behavior in the search and retrieval of information), if you are satisfied with the services provided and their perception of a certain library and / or professional information ( attitude). Therefore become the basis for planning of any activity within a unit of information, from collection development to user training.
This goal puts us in the cycle of knowledge production, which will generate questions that the user has to be done and we librarians, will answer after conducting studies users, namely: User Studies
What do I need? Information needs
How do I get what I need? Behavior in seeking information
In response to user queries can lead to the specific objectives of user studies:
1. Determine information needs. Understanding a need for information as a condition in which a subject requires certain information to accomplish a purpose of use genuine or real. We have identified such studies basically the characteristics of the primary sources that requires a user community.
The data to be collected are: purpose of use, discipline or specialty item, level of depth in the subject, the primary source (book, journal article, memories, etc..) temporal coverage, regional coverage, support, main activity, and use of language , among others.
2. Identifying user behavior during the search and retrieval. The search behavior is any activity or set of activities undertaken by an individual to obtain the source to meet an information need. This type of study is derived from the training needs, which provide data to develop user training programs. Some characteristics included are: discipline, subject or specialty, type of secondary source, type of tertiary source; experience in the use of primary sources, secondary or tertiary, awareness of the diversity of primary sources, secondary or tertiary and information services, services used, channels of communication (formal and informal) access points, and search type (personal or company).
3. Assess user satisfaction. To measure satisfaction is essential to have carried out studies of information needs and seeking behavior. So that if we make a comparison between the sources and services we offer and what it requires and makes the user, we will have a preliminary assessment of their satisfaction.
These studies need to capture information on: User studies
What resources should I use? Information needs
How do I use the resources? Behavior in seeking information
Did I get the information you needed?
(Rogers, 1994)
user satisfaction How I feel about the library and information units? Attitude
• Collections: opportunity, relevance, appropriateness, availability, and accessibility.
• Service: kindness, support of librarian time, timeliness, and attention.
• Facilities: lighting, ventilation, noise, space, physical location and signage, among others.
• Team: support from the librarian now, availability, and accessibility.
• Furniture: Ergonomics, state, and dimensions.
4. Determine the user's attitude towards unity or information specialist. Again
start by defining the concept of attitude, and we need: An individual's characteristic way of responding to an object [subject] or situation. It is based on experience and leads to certain behavior or the expression of certain opinions (Available in
www.monografías.com/rabajos16/ Diccionario-comunicación/diccionario-comunicación.html Query: January 23, 2007)
The service and treatment we have given to our communities of users create their way of responding. In the literature on user studies, few have been devoted to this aspect, however, are considered critical to identify all its features, which will lead us to understand them better.
Among the data that should be clear are: use of language, attention (by the specialist); features information specialist (Security, kindness, and physical), empathy, and if he offers support.
attitude studies have a close relationship with satisfaction, a satisfied user will have a positive attitude, service or information specialist.
3. USER TRAINING
order to identify possible applications of user studies to the training of users, it is necessary to establish both its definition as the process to develop training experiences. Training can be understood from two perspectives, one that is confined to a librarian and another process is conceived as a didactic. The first perspective we define the formation as a process of linear transmission of knowledge, the librarian to the user, the information specialist "teaching" the subject knowledge needed to use one or another information source or service, without specifying whether the subject requires it or not. Moreover, as the librarian teaches him what he learned during his training, this training meets the needs of the library and the program is designed directly in the library.
On the other hand, see education as a learning process, makes it one in which fully differentiated teaching and learning phenomena. The librarian or information specialist, is that a user learn and not teach, this perspective considers the needs of users.
According to this perspective required to locate and follow an educational trend, and learning psychology, to define the process of formation. The development of the program should be the product of a team which also integrate the librarians, educators, communication specialists, among other professionals. TRAINING
3.1 Definitions According to noted above, the idea of \u200b\u200btraining provided here is derived from the pedagogical idea that points to the need for subjects to cover cognitive deficits to achieve a state of equilibrium or happiness. A person perceives a destabilization in cognitive structure from a break in the chain of knowledge, which is transformed into a lack of knowledge, to try to cover searches for relevant knowledge.
This search is transformed into learning, enter here the contribution of cognitive learning theory, which tells us that the subject should acquire new knowledge, accommodate and assimilate, so stabilization is achieved by its knowledge, the assimilation of new learning in a pre-cognitive structure is called meaningful learning.
Stabilization is only temporary because a subject is living among cognitive breakdowns and repairs.
From these two perspectives, training from an individual need and the generation significant learning comes the definition of user training, and is:
[...] the process of sharing experiences or significant knowledge about the use of information, so that the person using it, according to the cognitive process, perceived the importance of acquiring information and forms of know-how or to solve problems related to access and use information. (Hernandez Salazar, 1998).
This definition points directly to the need to identify the characteristics of the individual to be formed from these characteristics is that they will design a training program. It also notes that it is an exchange, it will have to occur between the person to be formed and which will form. To accomplish this exchange reinforces the idea that the trainer must know the formant.
But what does it identify? And how? Enter here the relationship between education and training of users. To design a training program to characterize They require re included in the first two types of user studies, which cover the objectives to identify information needs and identifying the behavior during the search and retrieval of sources to suit its needs. However, the one most directly related to the second, because from establishing the activities to get the information you need, know what you are doing well and what you need to do, ie what needs to be formed.
information needs are important because depending on the primary source you use (or not) identifies secondary source which would appeal.
A phrase that has taken hold are the programs or experience in developing information literacy, according to the theoretical reference user training noted above, these specific skills can be contained within the larger process of formation. It then briefly narrow definition, and list them.
information skills are the skills that enable an individual handling and efficient use of information, are grouped according to the steps for conducting an investigation, which are:
1. Define your information need
• Pose a problem or topic of interest.
• Develop an information need arising from this problem.
• Analyze.
2. Retrieve information
• Designing search strategies.
• Identify information resources that match the search
raised.
• Locate resources physically.
3. Evaluate information
• Review resources.
• Reject those who do not include relevant information.
• Select the most appropriate resource to meet your need.
4. • Organize information
register. • Store
5. Synthesize information
• Interpret.
• Analyze.
6. Communicate information
• Present the results of the process.
• Develop general writing skills. • Write any product
school. • Prepare references
*.
SOURCE:
· Magazines General Information and Documentation 113 2007, 17, no. 2 103-121
· Patricia Hernandez. The relationship between education and training of information users. BIBLIO
