Keywords
Critical Thinking
Authentic Assessment
Situated Learning
How to Cite
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.
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