Las bibliotecas y la Agenda 2030. Nuestra contribución a la calidad educativa en Latinoamérica

FERIA BASURTO, Lourdes and CUEVAS SAAVEDRA, Claudia (2017) Las bibliotecas y la Agenda 2030. Nuestra contribución a la calidad educativa en Latinoamérica. Paper presented at: IFLA WLIC 2017 – Wrocław, Poland – Libraries. Solidarity. Society. in Session S17 - Satellite Meeting: Latin America and the Caribbean Section. In: Libraries and the 2030 Agenda: Prospective Information and Forthcoming Society?, 15-16 August 2017, Timisoara, Romania.

Bookmark or cite this item: http://library.ifla.org/id/eprint/2092
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Language: Spanish (Original)
Available under licence Creative Commons Attribution.

Abstract

The 193 member countries of the United Nations signed and adopted the 2030 Sustainable Development Agenda, back in September 2015. This initiative includes 17 objectives and 169 specific goals, and envisions to transform the planet in the years to come so that poverty, hunger, illiteracy and diseases can be eradicated gradually, within a long term framework. Governments, businessmen, NGOs and citizens participate in a global attempt to accomplish the 2030 Agenda. Within this mainframe libraries also play a fundamental role since their function crosses transversally the themes of well-being, equality, permanent, inclusive and sustainable growth. This paper analyzes Objective 4, which proposes education quality, and Objective 16 that deals with peace and justice; particularly in Section 16.10, which emphasizes the importance of ensure public access to information and the availability of resources, as well as overcoming the digital divide. It is also argued that an educated person can actively participate in building a more just and good society, while being prepared to make better decisions that will impact on a fulfilled life. The document discerned about quality of education, analyzes the educational responsibility of the library, particularly through five essential literacy skills (reading/writing, digital, informational, media and e-conscience) and think over new modes for reading practices in a digital and interconnected world (Reading Mode 2). Mexican and Chilean libraries experiences are both revised and compared to extrapolate binational conclusions.

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